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    • Page 17

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    • 11 short-term improvement in their experimental group. After one year the experimental group continued to outperform the control group (Iseman, 2011). As beneficial as this strategy was for the experimental group, its efficacy is still only...
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    • 21 Chapter 4 Results Introduction Discovering whether or not a collaborative study program would be beneficial in helping students earn credit toward high school graduation was the primary goal of this study. The students met for a total of ten...
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    • 28 Chapter 5 Discussion Introduction Graduation has been a long-standing problem for alternative education students. The drop-out rate for alternative students, especially those at Alternative High School, was uncommonly high, 86%. The traditional...
    • Page 41

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    • 35 which is understandable because the items come from the same testing pool. In Tables 3 and 5, the variable names for the pretests are LARITF10 (LAnguage Rasch unIT Fall 2010) and MTRITF10 (Math Rasch unIT Fall 2010). The variable names for the...
    • Page 47

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    • 41 2. Are both groups of students (English language learners and native English speakers) from Cherry Hill and Vineyard elementary schools meeting their individual NWEA growth targets in Language Usage and Math? There were 80 fourth-grade Cherry...
    • Page 48

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    • 42 The Vineyard NWEA Math growth projections in Table 7 show that 5 out of 16 (31%) ELLs met their learning goals while 23 out of 64 (36%) of the native English speakers met their goal. Table 7 Percent of Mathematic Projected Growth Targets...
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    • 7 Another identifying factor in at-risk students was low Personal Development Test scores. Cassel (2003) administered the Personal Development Test to over 1,000 incarcerated adults and juveniles (equally divided). The state also tested 2,100...
    • Page 264

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    • Bishop, and visited the surroundiig communities fiequently. On Saturday 14, 1867, he traveled to Harmony and spoke at a meeting there. A Cedar City choir went with him and sang several songs on the program. The Harmony Ward prepared refreshrnents...
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    • BMI AND WEIGHT DISCRIMINATION 11 The second limitation was the unlimited time allowed to complete the survey. The untimed nature may not have reflected the respondent’s immediate feelings and the delayed response could have potentially been...
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    • BMI AND WEIGHT DISCRIMINATION 31 of who are normal weight compared to those who are overweight or obese. It must be noted that implicit responses to the scales have been analyzed in several previous studies and were not gathered during this study....
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    • BMI AND WEIGHT DISCRIMINATION 55 Appendix B Table 1 Participant Descriptive Statistics Mean SD ± Maximum Minimum Mode Age (years) 37.59 12.92 88 18 32 Height (inches) 66.24 3.74 78 55 64 Weight (pounds) 185.25 56.36 435 101 140 BMI...
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    • CEDAR CITY ORDINANCES (Excerpts) From: Original Ordinance Book No. 1 in t h e City files. The book i s also registered by t h e Utah State Historical Society-Archivist, W . R . Palmer. An Ordinance dividing Cedar City into Wards. [Old Fort o r Plat...
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    • Chapter 2 Literature Review The purpose of this study was to examine iPads and their effect on writing in the secondary Language Arts classroom. This literature review looks at why schools may hold onto traditional methods of writing instead of...
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    • EFFECTIVE ORGANIZATIONAL COMMUNICATION AFFECTS EMPLOYEE ATTITUDE, HAPPINESS, AND JOB SATISFACTION 51 Appendix A: Survey Survey Questions 1. What is your age? 18-25 26-30 31-40 41-50 51+ 2. What is your gender? Male Female 3. What is your job...
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    • EFFECTS OF BACKGROUND MUSIC 15 Does Background Music Really Help? Although there have been many studies that have shown improvement in behavior and academic success, there are some studies that make one think differently. In one study, students...
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    • EFFECTS OF BACKGROUND MUSIC 19 Chapter 3 Methodology The purpose of this study was to see the effect background music would have on elementary aged children, with and without disabilities, on on-task behavior, task performance, and mood levels....
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    • EFFECTS OF BACKGROUND MUSIC 25 Table 2 Responses to Question 4- Music Listened to While Studying Question five asked, “What type of music do you listen to at home?” Figure one shows that out of female third grade students, Caucasians listened to...
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    • EFFECTS OF BACKGROUND MUSIC 26 American Indian, Hispanic and African American male students showed pop as the most listened to music at home. Figure two provides complete details on the responses to survey question five. Figure 2. Male Responses to...
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    • EFFECTS OF BACKGROUND MUSIC 27 Table 3 Response to Question 6- Study Music Preference Classical Country None Pop Rock Male African American 1 American Indian 1 1 1 Asian 1 3 Caucasian 1 1 23 9 3 Hispanic Latino(a) 2 Pacific...

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