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  • All fields: Scales
(15 results)



Display: 20

    • Page 46

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    • Lewis Root. Joseph S . Hunter, a n d Kumen Jones to attend Council meeting T h u r s d a y n e x t . April 19. 1877.. .Joseph H. Smith. George H u n t e r , Lehi J o n e s , and George P e r r y J r . appeared a t Council meeting and were informed...
    • Page 118

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    • children home and was unwilling to pay expense for others. May 9. 1896.. .Mr. Uriah T . Jones, in behalf of R. C. Lund, asked if the Council intended putting in a water system, if so Mr. Lund wished to make them a proposition. May 18, 1896.....
    • Page 173

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    • hundred, delivered a t Lund; and that the agent would forego his commission on the deal. (100 trees were ordered) J . S. Woodbury salary for J a n . , Feb., and Mar.. .$12.50 May 4 , 1908. ..The matter of constructing a bridge across Coal Creek at...
    • Page 26

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    • BMI AND WEIGHT DISCRIMINATION 27 that a person with a higher BMI tends to believe that one’s body weight is not under personal control. Although not originally hypothesized, FPS-SF and ATOP scores were significantly correlated, r(300) = -0.352, p <...
    • Page 29

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    • BMI AND WEIGHT DISCRIMINATION 30 appear to be a correlation between BMI and the ATOP scale, there was a significant correlation between BMI and the BAOP scale, suggesting that BMI does affect the beliefs that people have toward obese persons and...
    • Page 30

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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....
    • Page 36

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    • BMI AND WEIGHT DISCRIMINATION 37 Schafer, M. & Ferraro, K. (2011). The stigma of obesity: Does perceived weight discrimination affect identity and physical health? Social Psychology Quarterly, 74(1), 76-97. Schvey, N., Puhl, R., & Brownell, K....
    • Page 74

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    • 68 of these areas. Students were allowed to weigh themselves in the weight room as they wished. At the beginning of the quarter, girls would only weigh if they were alone and there was no possibility of anyone coming over seeing how much they...
    • Page 11

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 4 Delimitations There were many fruitful lines of inquiry that this study did not address. Most notably, this was not a study of the impact that participant perceptions can have on the effective implementation of...
    • Page 31

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 24 when they see their peers mastering the skills and knowledge they are lacking. In this stage children learn to juggle demands not only from school but also from home, friends, and extracurricular activities. If...
    • Page 35

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 28 Self-efficacy significantly influenced one’s self-regulation, a key component in learning academic, social and emotional skills (Maddux, 2009, p. 339). Derrington and Goddard (2008) defined self-efficacy as the...
    • Page 130

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 123 and a stronger self-concept (especially about self-efficacy and social competence) without overt character education, this potential limitation cannot be overlooked. There were also three potential flaws in...
    • Page 143

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 136 Olsson, J. (2009). Keep it simple, make it real: Character development in grades 6-12. Thousand Oaks, CA: Corwin. Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory...

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