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    • 1908, page 6

    • 1908, page 6
    •  

    • 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...
    • Branch Normal School Catalogs
    • 1909, page 6

    • 1909, page 6
    •  

    • 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...
    • Branch Normal School Catalogs
    • 1910, page 6

    • 1910, page 6
    •  

    • 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...
    • Branch Normal School Catalogs
    • 1911, page 6

    • 1911, page 6
    •  

    • 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...
    • Branch Normal School Catalogs
    • 1912, page 6

    • 1912, page 6
    •  

    • 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...
    • Branch Normal School Catalogs
    • Page 378

    • Page 378
    •  

    • 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...
    • Evelyn and York Jones Books
    • Page 2

    • Page 2
    •  

    • 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...
    • Scholar Archive
    • Page 6

    • Page 6
    •  

    • 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...
    • Scholar Archive
    • Page 9

    • Page 9
    •  

    • 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...
    • Scholar Archive
    • Page 10

    • Page 10
    •  

    • 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...
    • Scholar Archive
    • Page 22

    • Page 22
    •  

    • 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...
    • Scholar Archive
    • Page 23

    • Page 23
    •  

    • 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....
    • Scholar Archive
    • Page 27

    • Page 27
    •  

    • 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...
    • Scholar Archive
    • Page 28

    • Page 28
    •  

    • 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...
    • Scholar Archive
    • Page 32

    • Page 32
    •  

    • 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...
    • Scholar Archive
    • Page 40

    • Page 40
    •  

    • 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...
    • Scholar Archive

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