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    • Page 53

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    • U.S. Embassy 53 departments, the human rights agencies, non‐government organizations, countless news articles and reports, and a host of other organizations. Whatever numbers you’re able to scrounge up, you shove them together as nicely as you can...
    • Page 56

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    • U.S. Embassy 56 Overall, the results of maids and the embassies are the same. Both have provided results that the master wants. Both put in long hours and work hard to get the jobs done. Both have the type of relationship to the master that is...
    • Page 57

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    • U.S. Embassy 57 Journal 10 3/22/09 – 3/28/09 During my last week here as an intern at the embassy, I’ve thought back on how I’ve grown and progressed throughout my time here. I don’t know if there is anything I would have done differently besides...
    • Page 59

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    • iGRIEVE 55 personally pledge to remember Jobs may not be explicitly tied to his goals and values, but they may indicate that the action of buying an Apple product keeps those goals and values alive. Positive reappraisal: Appreciation of time spent...
    • Page 60

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    • iGRIEVE 56 commented on Steve Job’s death, few felt the need to establish credibility, or there was no credibility to establish. There was an expectation that people would use their ownership of Apple products as credibility; however, any mention...
    • Page 48

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    • F2f vs. Technology 48 Subject seven said of teachers who were not good at immediacy and delivery. He disliked how these professors’ poor delivery and communication skills made him feel like a person beneath their notice or time. It seemed...
    • Page 188

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    • THE POTENTIALLY BRIGHT FUTURE OF RADIO 184 demise of radio. There's always someone throwing up oh this is going to finish it. But somehow if you're going to make it, you evolve, you find a way to survive. 16. What changed radio the most? What...
    • Page 51

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    • F2f vs. Technology 51 so that way you can get the concept down in a way that you can understand it. (personal interview March 7, 2014) Many students talked about access to the professor and the ability to ask questions easily and instantly. Subject...
    • Page 67

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    • iGRIEVE 63 Affirmation of vivid past relationships The ability to show a vivid representation of the deceased relies on a close relationship. The eulogizer is able to give a more vivid insight into the characteristics of the deceased that may have...
    • Page 55

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    • F2f vs. Technology 55 Subject five said, “One is you’re typing on a computer a thousand miles away; or one you’re intimately sitting next to someone where you can ask questions, you can learn” (personal interview March 7, 2014). Another student...
    • Page 91

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    • 87! 1 - Remind potential participants that the world wants and needs them - collectively ("You inspire audiences to feel/think/be their best selves!") and individually ("Nobody demonstrates the beauty of being shamelessly inquisitive and complex...
    • Page 60

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    • F2f vs. Technology 60 It was my first leadership class in my MBA program with the University of Pheonix and they taught me about the Copper rule of being stakeholders, which is in contrast to the Golden Rule which we’ve been taught as...
    • Page 198

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    • THE POTENTIALLY BRIGHT FUTURE OF RADIO 194 Jim Gullickson November 11, 2013 General Manager KMSU/KMSK Minnesota State University Mankato, MN 1. What is radio's future? I think radio has a bright future. It's been a long time since I've been in...
    • Page 202

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    • THE POTENTIALLY BRIGHT FUTURE OF RADIO 198 I've never thought that, that's a really good question, so in other words, those who are the haves being those who technologically rich and the have-nots who are folks who just that for whatever reason...
    • Page 203

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    • THE POTENTIALLY BRIGHT FUTURE OF RADIO 199 43. What do you say to those who want a job in radio? I encourage people to go in the industry if they have a passion. It's a fun business, really is a fun business. There are parts of the commercial radio...
    • Page 4

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    • v List of Figures Figure 1: Targeted competencies of social and emotional learning programs compared to the targeted competencies of TLIM program. ....................................................................... 18 Figure 2: TLIM program’s 7...

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