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  • All fields: aspects
(47 results)



Display: 20

    • Page 38

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    • mission." In the morning the company split up to examine all aspects of the valley as to water, soil, and facilities for farming. The group, consisting of ten men, drove through the cottonwood valley and came to a small ridge of mountains on the...
    • Page 202

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    • Some mention of the problems of prohibition in the Cedar City area was made in a letter written by Ann's husband, Bert Gardner, shortly before he died, to Will Jones while he was on a mission in Australia. As Bert indicates in part of the letter...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 16 have already heard of characters from these two mythologies. They may have heard of Cupid, Hercules, or Poseidon (to name a few possibilities). Furthermore, words and symbols from these mythologies are...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 17 Badb, Macha, and Queen Maeve were also prominent feminist figures in the stories of the Celtic people. For a king to have success as a ruler, he must “marry” one of the goddesses in a divine ritual. In this...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 19 that have been collected in past lives, and how they will positively or negatively affect the life to come. Therefore if an individual was sinful or negligent in his past lives, he could expect to return in...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 23 Students can enjoy this mystery along with everyone else as they make their own predictions about the purpose of the Peruvian etchings. A great way to parallel this, is, as previously mentioned, is to...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 36 Chapter 4 – Results The purpose of this creative project was to design, develop, and evaluate a sixteen lesson unit on Greek mythology (focusing on the use of technology in teaching said unit) for use with...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 43 the group those particular scores. I believe that this would help me to more accurately work out an appropriate and fair grade for the students, and it would assist them in seeing that I cared about their...
    • Page 38

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    • 32 data was used as the posttest. Language usage and math scores of each subgroup from both schools were compared for each of the NWEA tests. Student language and math YPP annual assessments were collected from Cherry Hill’s fourth-grade students...
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    • Exploring Aspects of Relational Aggression of Girls Ages Eight to Twelve A Thesis submitted to Southern Utah University in partial fulfillment of the requirements for the degree of Master of Education December 2012 By Cynthia J. Ainge Thesis...
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    • Girls and Relational Aggression 2 youth and should be considered an important focus in bullying prevention and intervention (Young, Nelsen, Hottle, Warburton, &Young, 2011). In schools, physical violence can be observed and dealt with because it is...
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    • Girls and Relational Aggression 3 • How frequently is relational aggression happening? • How frequently are young girls perpetrating relational aggression? • How does it make a girl feel when they are treated aggressively? • What is the biggest...
    • Page 19

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    • Girls and Relational Aggression 15 aggressor’s give restitution, empowering bystanders, and protecting targets and bystanders from an aggressor’s retaliation. What won’t work for stopping relational aggression is blame, taking no action, and having...
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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 7 participated in strength training programs while others have never lifted a weight. The maturation of each participant was an additional limitation because each athlete was at a different point...
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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 19 Chapter 3 This chapter describes the different aspects of the study that were conducted. It includes the information about the participants, instruments and apparatus that was used, procedures,...
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    • Testimonial videos 15 approach to interviewing is to lead with simple, closed-ended questions to establish a pattern of answering, and encouraging the interviewee to share. Once that pattern is established, then deeper questions can gradually be...

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