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(42 results)

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    • 1915 99

    • The Utah Agricultural College offers to the graduates of the Normal School and the High School excep­tional opportunities for advanced train- . ing in Agriculture, Home Economics, Agricultural Engi!!~_~Jing,.'.Com- ," metee,---lVleclian~--Arts...
    • First piano graduate, Lillian Higbee

    • Branch Normal School--Cedar City (Utah)--Piano; Higbee, Lillian
    • Lillian Higbee, the first piano graduate. [Albert N. Tollestrup, teacher]. On the back is one of the programs from her piano recital [Reverie]. A note on the back says "I am sending this because it is quite a graphic illustration of our first...
    • Page 22

    • STRAIGHT IS THE GATE 23 opposition as outsiders already had strong preconceived notions about polygamy. Most people naturally lumped all polygamous communities together and assumed the atrocities that were happening in Colorado City were ubiquitous...
    • Page 99

    • STRAIGHT IS THE GATE 100 of Southern Utah, there could have been some hesitation by participants to fully disclose their true feelings and experiences because they could have had some fears that my motives were malignant. This study did not only...
    • Page 104

    • STRAIGHT IS THE GATE 105 Levitt, S. D., & Dubner, S. J. (2005). Freakonomics: A rogue economist explores the hidden side of everything (Revised and Expanded ed., pp. 163-188). New York, NY: William Morrow. Littlejohn, S. W., & Foss, K. A. (2011)....
    • Page 229

    • THE WEB 230 170 the experiment is structured to make sure that both iterations are being considered on a level playing field. Typically, A is the existing design (or the control group), and B is the new design. The test entails splitting website...
    • Page 62

    • U.S. Embassy 62 Interview Questions for Individuals: 1. Have you experienced any friction with other religions and to what degree? 2. What specific difficulties (if any) have you experienced as a _____? 3. How did you convert/become a member of...
    • Page 2

    • Emotions in Conflict iii THE ROLE OF EMOTIONS IN CONFLICT BETWEEN ELEMENTARY EDUCATORS AND PARENTS Brian Godfrey Dr. Brian L. Heuett, Thesis Supervisor ABSTRACT This thesis was designed to further the understanding of the role that emotions play in...
    • Page 4

    • Emotions in Conflict v TABLE OF CONTENTS APPROVAL PAGE ............................................................................................................ ii ABSTRACT...
    • Page 8

    • Emotions in Conflict 3 Because emotions and conflict are interdependent, it is believed that people avoid conflict in attempt to escape its accompanying emotions. Researchers Bodtker & Jameson (2001) believe that in order to manage conflict more...
    • Page 31

    • Emotions in Conflict 26 negotiation process. Rather than trying to focus on each individual emotion that may come up in conflict situations, they put forth a different approach for using emotions. This new framework advises individuals engaging in...
    • Page 32

    • Emotions in Conflict 27 Swanson, 1998). Implementing the theme of appreciation, divorce and stability were predicted with 83% accuracy and satisfaction with 80% accuracy. These results further illustrate the importance of appreciation in...
    • Page 33

    • Emotions in Conflict 28 consequences for one's emotions. They explained that threats to one's social connections signal danger to one's survival. Consequently, strong negative emotions correlate with broken bonds. On the other hand, stable bonds...
    • Page 38

    • Emotions in Conflict 33 Based on the literature, the following study investigates the role of emotions in the conflict management interactions of elementary school teachers. This vocation allows for thorough investigation into conflict that...
    • Page 42

    • Emotions in Conflict 37 Before beginning the actual interview, additional information about the nature of the study was given to the participants. Participants were told that the study focuses on the role of emotions in resolving concerns during...
    • Page 43

    • Emotions in Conflict 38 In answering the research questions, the interview focused on the outcomes of teacher/parent conflict. The degree to which Fisher and Shapiro's (2006) core concerns were addressed in different situations was investigated....
    • Page 44

    • Emotions in Conflict 39 Chapter 4 Results In order to accomplish the purposes of this study, elementary teachers were interviewed about their experiences, emotions, and conflict outcomes relating to appreciation, affiliation, autonomy, status and...
    • Page 52

    • Emotions in Conflict 47 The first hypothesis examined in this study states that teachers will perceive more successful outcomes in managing conflict with parents when the core concern of appreciation is addressed rather than when it is ignored. The...
    • Page 53

    • Emotions in Conflict 48 Working Together When asked about the experiences that teachers had with parents in regards to affiliation, "working together" emerged as a prominent theme. The teachers generally felt the greatest degree of affiliation when...
    • Page 54

    • Emotions in Conflict 49 Sherry felt that when the parent was persistent in working with her, there was a higher degree of affiliation. Rather than leaving the resolution to the teacher, this parent helped the teacher as the problem was being worked...


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