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  • All fields: Hero
(18 results)

Display: 20

    • 1912, page 35

    • 35 Four hours per week throughout the year. Miss Brown. English b. This course consists of a careful study of diction and of the fundamental rhetorical principles-unity, coherence, emphasis, proportion-as applied to the whole...
    • Page 366

    • streets and a small alley mnning through the blocks both ways to avoid wrrals being built on the rnain street. There were two smdl houses built on the townsite when we arrived, one owned by George Haws and the other by Alexander F. MacDonald, the...
    • Page 33

    • SOCIAL THINKING INTERVENTIONS The curriculum was based on two commercially available social thinking curriculums: Think Social! by Michelle Garcia Winner, and Super Hero Social Skills by Bill Jensen. Lessons were individually tailored to meet the...
    • Page 34

    • SOCIAL THINKING INTERVENTIONS 33 decline participation for their students. Once participants were chosen, a social thinking curriculum tailored to their particular strengths and deficits was developed. The curriculum was implemented twice a week...
    • Page 35

    • SOCIAL THINKING INTERVENTIONS A log of events was kept to document student, teacher, and parent trainings. Dates of trainings as well as topics covered were recorded. Teacher and parent responses recorded with surveys at the end of trainings drove...
    • Page 67

    • The Human Element 62 Finally they seem to start out in life with high hopes and dreams and somewhere along the way growing up in the Ninth Ward crushes those dreams and people end up settling and losing their dreams. “I once wanted to be a black...
    • Page 36

    • No pirates no princesses 31 accomplishment and are waiting to be kissed or saved by a prince to live happily ever after. Tracing the roots of incompatibility is the goal of this study investigating the media influence informing of expectations of...
    • Page 27

    • Snapiest of them all! This is the Sophomore class. Some ol them have been with the B.A.C. for five years and have con-tributed much to the success of the institution by participating in all fields. There are many fine students exalting in...
    • Page 81

    • C. P. T During the course of the school year two groups of Primary C. P. T., and one group of Secondary C. P. T. students were trained at the B. A. C. Their course included ground school and a minimum of thirty-five hours' flying time. One group...
    • Page 69

    • KUDZU Leadership 70 Initially, it was difficult for me to think positively about the analogy drawn between Kudzu and leadership.” I knew that could be an issue. Kudzu Leadership might be an even more difficult sell in the Southern United States....
    • Page 28

    • iGRIEVE 24 original research, explored the idea that audiences develop bonds of familiarity over time as they continue to watch media personalities. These bonds resemble interpersonal relationships, but differ because they are one-sided and...
    • Page 53

    • iGRIEVE 49 Praise for the deceased Praise for the deceased acknowledges the accomplishments, values and actions of the deceased. This was another common strategy in expressing grief and was utilized in different ways. Many times a person would...
    • Page 26

    • Smokescreens, Lies and Deceptions: The Media and the Vietnam War. 21 Dear Mom, it’s official. Would you believe a silver star? But I’m no hero. Heroes are for the late show. I was just trying to help a couple of guys who needed help. That’s...
    • Page 47

    • Smokescreens, Lies and Deceptions: The Media and the Vietnam War. 42 Ky, N. C. (2002). How We Lost the Vietnam War. New York: Cooper Square Press. Ky, N. C. & Wolf, M. J., (2002), Buddha’s child: My fight to save Vietnam. New York, NY: St....
    • Page 95

    • Smokescreens, Lies and Deceptions: The Media and the Vietnam War. 90 00:02:56 19//// 00:03:07 00:03:11 00:03:14 00:03:17 00:03:20 00:03:27 00:03:35 00:03:43 00:03:49 00:03:58 problems, they seemed unable to control. This guilt was...


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