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    • Page 172

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    • maintained the records. He regarded it as routine to take readings on the stars late at night, sometimes standing waist-deep in snow. His maps were used by thousands of immigrants on their travels to Oregon and California. Fremont's report...
    • Page 210

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    • protection. As the train meandered across central Arkansas, it grew to more than forty wagons, including several hundred blooded horses and a thousand head of cattle; the total wealth of the caravan was $70,000, by far one of the richest to cross...
    • Page 213

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    • Taking advantage of the predawn blackness the moming of September 8, the Indians slipped down a s m d ravine and mortally wounded more than ten emigrants before they could reach the safety of their wagons. The emigrants humedly heaped a wall of...
    • Page 34

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    • 28 Chapter 3 Methodology The purpose of this thesis was (a) to compare the academic growth of the fourth-grade Cherry Hill Elementary English language learners (ELLs) to the academic growth of their native English speaking peers in math and...
    • Page 13

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    • 7 approval. Zhang and Yang addressed the educational needs motivation for charter schools by hypothesizing that low performing school districts and districts experiencing rapid growth would be associated with a higher degree of charter school...
    • Page 34

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    • 27 because they weren’t taught them in high school. Also at that time, many teacher training classes required few or no grammar classes to prepare them to teach Language Arts. As a result, the term "grammar" took on a confusing definition during...
    • Page 39

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    • 32 English? That's reason enough” (p. 1). This line of thinking is not enough for the average teenage American, though. Apparently it isn't enough for the average Language Arts teacher or state offices of education, either. Substantial proof needs...
    • Page 65

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    • 58 mechanics like capitalization and ending sentences with periods, they continue to choose not to follow those rules when writing. Teacher-researchers are limited on discovering only that which they can control; hence, this is the reason that...
    • Page 15

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    • DAVID’S VS. GOLIATH 15 what he is” (Goffman, 1959, p. 120). The two different ways we gain impressions from others allow for two different actions including “the expression that he gives and the expression that he gives off” (Goffman, 1959, p....
    • Page 24

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    • DAVID’S VS. GOLIATH 24 hasn’t been updated since 2003, or doesn’t provide an email address or phone number on the home page – I discount it immediately. I assume (rightly or wrongly) that the enterprise is unprofessional and low quality. The way...
    • Page 44

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    • DAVID’S VS. GOLIATH 44 Reviewing the changes each website has over the years may also give insight on the impressions each boutique wants to portray over time. Analyzing the website over many years could ultimately snapshot the growth of small PR...
    • Page 5

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    • EFFECTIVE ORGANIZATIONAL COMMUNICATION AFFECTS EMPLOYEE ATTITUDE, HAPPINESS, AND JOB SATISFACTION 1 Chapter 1: Introduction Smart business leaders know that happy workers are productive workers and ultimately benefit their companies (Waggoner,...
    • Page 7

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    • EFFECTIVE ORGANIZATIONAL COMMUNICATION AFFECTS EMPLOYEE ATTITUDE, HAPPINESS, AND JOB SATISFACTION 3 The importance of a positive organizational culture is more than atmosphere, values, heroes, or the search for excellence (Allen 1992; Allen 1995;...
    • Page 22

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    • EFFECTIVE ORGANIZATIONAL COMMUNICATION AFFECTS EMPLOYEE ATTITUDE, HAPPINESS, AND JOB SATISFACTION 18 temperament was found to be statistically related to adult job satisfaction forty years later. Disposition affects the different ways a person...
    • Page 10

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 3 FranklinCovey Company. By not being funded by FranklinCovey and by targeting student perceptions, this study contributed to the field of character education and to the current literature about TLIM...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 9 This explication of character holistically addressed the divergent concerns of the character education movement while establishing the internally “distinct, yet overlapping” specificities of the field. This...
    • Page 22

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 15 Yet watch a character education lesson in any part of the country and you will almost surely be observing a strenuous exercise in hammering and plastering… The process of learning does indeed require that...

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