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    • mcbooki311p229: "Grandpa's Diary"

    • Beaver County, Utah--History
    • "GRANDPA'S DIARY" (Note: The Author of This Diary Is Unknown) Sun., March 13, 1859 Went to lower Beaver Valley in company with Isaac Grundy, Tarlton Lewis, William Barton and John Blackburn, our object being to find a location for a settlement near...
    • Monuments, pioneer cemetery

    • Monuments; Spanish Fork (Utah County, Utah)
    • "Looking south and east from the pioneer cemetery about two miles southeast of Spanish Fork, Utah, are the Spanish Fork River bottoms where my great grand father and others settled in 1850. My great grand father mentioned here is John Hardison...
    • Page 385

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    • "To control relic seekers who were attempting to chip off pieces of the stmcture, and to prevent individuals from scratching their names on the walls, the Mormon officials issued special tickets." Henry stopped in Cedar City for about six weeks and...
    • Page 12

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    • 12 attended throughout the summer season and were a huge attraction for our guests. This year’s temple trip and Sunday market were neat new features for our customers that visit us every summer. In order to continue the success of our tours, it...
    • Page 14

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    • 14 their interest like our weekly magic show, weekend carnival, Harry Potter party, and Kids Night In; a program that provides kids with dinner and a movie in our activity center for the evening. These events give the parents a break from looking...
    • Page 21

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    • 15 (Conner & Norman, 1995). Completion of an activity may be enough for some students to feel success, while others may need to be proficient in order to enjoy that success. This confirms the importance of teachers giving positive feedback and...
    • Page 17

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    • 17 classifies as “covenantal relationships” (Waters, 2011, para. 8). Covenantal relationships are identified by Waters as having “the common good of all parties involved [as] the relationship’s goal.” Networks were examined by the strength of their...
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    • 22 Each Monday, the students were given a vocabulary pretest to determine their knowledge of the words. The researcher noticed some students finished fairly quickly while others were still trying to figure out the first sentence. The researcher...
    • Page 30

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    • 23 is that students will learn to apply more grammatically correct sentences if given the opportunity to revise their work after discussing it. Kolln supports this theory by saying, “If grammar knowledge doesn’t appear to improve writing...
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    • 23 may be in a wheel chair and throw from a sitting position; others may not be able to kick and, therefore, use a modified stick to kick. This allows all students to participate in some way and enjoy fitness at their level. Team sports may not be...
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    • 24 mathematics. This means that according to a standardized test of cognitive and academic ability, such as the Woodcock Johnson III, the students exhibited a significant discrepancy (defined as 15 points or greater) between their General...
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    • 24 research in the 1970s . . . claim[ed] that students can learn grammar simply by writing" (Vavra, 1996, p. 32), but there was no evidence to support that from Vavra’s study. In response to that research, Vavra asks, "Where is the research study...
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    • 26 5/30/14 I worked with the engineering, front desk, concierge, and housekeeping departments on site to set up Kids Night In, The Dive-In Movie, and our Mid-day matinee in the owner’s lounge. Everyone on property is exceptionally helpful and it is...
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    • 3 Chapter 2 Literature Review The focus of this literature review was on adolescent ELLs in terms of reading struggles and comprehension in the American mainstream classroom and what can be done in the classroom to help meet their current needs. In...
    • Page 40

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    • 34 would be doing the same workouts as they would be. Students that could not do at least one pull-up independently were trained on the adaptable pull-up machine to assist them. Students were introduced to a wide range of abdominal workouts that...
    • Page 43

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    • 37 evaluation sheets to match up individual scores, there were no names on their perception assessment. Students had to feel comfortable with their responses to ensure the validity of the assessment. Instructor explained this before the beginning...
    • Page 44

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    • 37 structure and in thought. Writing was evaluated by the emergence of the sentence patterns more consistently used by student writers as seen in multiple essays; also, students’ feelings of confidence were taken into account by verbal feedback....

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