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  • All fields: Seminary
(26 results)



Display: 20

    • 1908, page 6

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    • 6 SOUTHERN BRANCH ALBERT N. TOLLESTRUP, Music. Student of violin with Prof. Fogelberg B. Y. A. 1885-6; Piano, harmony and theory with Karl Fischer, Hamburg, Germany, 1888-9; Harmony with Prof. McQuaide 1890; Principal Morgan Stake Academy...
    • 1909, page 6

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    • 6 SOUTHERN BRANCH ALBERT N. TOLLESTRUP, Music. Student of Violin with Prof. Fogelberg B. Y. A. 1885-6; Piano, harmony and theory with Karl Fischer, Hamburg, Germany, 1888-9; Harmony with Prof. McQuaide 1890; Principal Morgan Stake Academy...
    • 1910, page 6

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    • 6 Department Weber Stake Academy 1893-6; Prin. Gunnison Seminary 1896; Prin. Gunnison Public Schools 1897 to 1903; Prin. Fountain Green Public Schools 1903-4 Present position since 1904. MENZIES MACFARLANE, Biology. *Principal Santa Clara...
    • 1911, page 6

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    • 6 ALBERT N. TOLLERSTRUP, Music. Student of Violin with Prof. Fogelberg, B. Y. A., 1885-6; Piano, Harmony and Theory with Karl Fischer, Hamburg, Germany, 1888-9; Harmony with Prof. McQuaide, 1890; Principal Morgan Stake Academy, 1890-93; In...
    • 1912, page 6

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    • 6 ALBERT N. TOLLESTRUP, Music, Conductor Band and Orchestra. Student of Violin with Prof. Fogelberg, B. Y. A., 1885-6; Piano, Harmony and Theory with Karl Fischer, Hamburg, Germany, 1888-9; Harmony with Prof. McQuaide, 1890; Principal...
    • Panguitch, Panguitch High School

    • Panguitch (Utah) -- History
    • Panguitch High School, 280 East Center Street. Built by Gerrards Construction Company. After a new High School was built this building was converted into the Seminary building for the Church of Jesus Christ of Latter-Day Saints. Many family...
    • Panguitch, Bishop's Store House

    • Panguitch (Utah) -- History
    • Bishop's Store House, 153 East Center Street. This well kept building has served several purposes. It was the tithinig office and store house for the Church of Jesus Christ of Latter-Day Saints. It was also used for classes and as the Seminary...
    • Page 378

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    • water tank for the water line from Quitchapah. Unanimous. M r . Platt advises that t h e city build a dike across t h e Lake M r . S t a r k will do the job for $1200, o r 3000 cubic now. y a r d s at 40Q p e r cubic y a r d . The Council decided...
    • Page 2

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    • Self-Disclosure and Cohesion in the Classroom iii SELF-DISCLOSURE AND COHESION IN THE RELIDIOUS CLASSROOM Curt Ryan Wakefield Dr. Suzanne Larson, Thesis Supervisor ABSTRACT This research regards the relationship between self-disclosure and cohesion...
    • Page 6

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    • 1 Introduction In the religious classroom students interact with each other in a unique way that differs from that of a normal classroom experience. The nature of a religious course fosters an environment in which students have many opportunities...
    • Page 9

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    • Self-Disclosure and Cohesion in the Classroom 4 of the sender. What affect this type of self-disclosure has on classroom communication remains to be seen. West and Turner (2007) specify two ways that self-disclosure can be illustrated. The first is...
    • Page 10

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    • Self-Disclosure and Cohesion in the Classroom 5 (Adler and Towne, 1996, p. 338).” Clichés are those polite albeit brief responses that are given to strangers or new situations. In the religious classroom clichés would have their place, but...
    • Page 22

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    • Self-Disclosure and Cohesion in the Classroom 17 Chapter 2-Method During the last five decades significant research has been done on the importance and relationship of self-disclosure and cohesion. As students in a religious classroom setting...
    • Page 23

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    • Self-Disclosure and Cohesion in the Classroom 18 Participants The participants (n= 96) were high school students of religious seminaries for the Church of Jesus Christ of Latter-day Saints in a rural conservative area in a city in southern Utah....
    • Page 27

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    • Self-Disclosure and Cohesion in the Classroom 22 Chapter 3-Results Through the use of statistical analysis three of the six hypothesizes were rejected while H1, H3, H4 were found to be statistically significant. Below are the results of the...
    • Page 28

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    • Self-Disclosure and Cohesion in the Classroom 23 (sophomores, juniors and seniors) using a one-way ANOVA, which generated an F value of .819, which was not significant (p = .444). Because our sample is skewed (by virtue of its “convenience...
    • Page 32

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    • Self-Disclosure and Cohesion in the Classroom 27 unusually high). The class size, big or small, did not affect the amount or degree of self-disclosure or cohesion in the classroom. These results allow an administrator to decide class sizes with a...
    • Page 40

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    • Self-Disclosure and Cohesion in the Classroom 35 Appendix Instrument DIRECTIONS: Please mark the following statements to reflect how you communicate with the seminary class. Indicate the degree to which the following statements reflect how you...

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