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    • Page 109

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    • ^lltllllllllllllillinilllllllllHIIIIIIIIIIINIIIIIItllillllllllllllllillltllltllllillNIIIIIIIIIIJIIllllllllllMJIIMIItlllillllllinlHIIII!^*...
    • 1905, page 8

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    • 8 SOUTHERN BRANCH. In 1905 the Legislature appropriated $5,000 for a Boiler House which will be erected during the summer. A sum of $600 was appropriated for securing water for the grounds. SITE AND BUILDINGS. The...
    • Page 26

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    • 22 reason they are not the best standards overall is because of the fact that they do not address organic chemistry. New York, California, and Massachusetts' standards were used with the Utah Core in order to create the outline for this...
    • 1915 35

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    • A Junior's Lament Where? Oh, where, is that old class? They're gone, they're gone, alas, alas! Once m,ore they waken in my breast The thoughts of school, of thoughts the best. Once more I hear and see and trace That happy bunch, also each face, As...
    • Page 67

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    • A war year and most of the boys far away on the battle fronts, yet college life had to go on, and as many of the traditions carried down through many years con-tinued and kept alive as possible under the circumstances. Always the B. A. C. has had...
    • 1905, page 9

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    • 9 STATE NORMAL SCHOOL. illustrate the geology, mineralogy, natural history, and archaeology of southern Utah. LIBRARY AND READING ROOM. The library is furnished with the standard works in literature, history, pedagogy, science and...
    • Page 27

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    • 23 Student Centered Putting this information into a course outline was a challenge, with the biggest challenge making standards that are more focused on students than they are on the content. In the past, information was the focus; what was best...
    • 1915 36

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    • ~ Three Years at High School HOW the time flies! And yet as we look back upon those three years of happy school life, filled to the brim with so many pleasant experiences, and see the work we have accomplished, the many dear friends we have made,...
    • Page 33

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    • 27 that curriculum standards are taught and students are prepared for end-of-level tests, such as the CRTs. However, if educators recognize that another priority of teaching should be to learn about the HLEs, home communities, and the cultural...
    • Page 98

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    • It was determined that every department on campus would be given a hard copy of the manual. This copy will be sent to the Department Administrative Assistants with instructions to allow all faculty members in the department access to the manual as...
    • Page 34

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    • SILVER SCREEN 35 film were met, Openness remained open because nothing was concealed about the film through its strategies and tactics, the campaign’s involvement was at its highest by utilizing 6 or more strategies and tactics, and the commitment...
    • Page 62

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    • 56 students looked forward to coming to and feel physically better about themselves. The result of this study was the significant amount participants increased from pre and post-assessment scores and more importantly the way self-esteem and...
    • Page 86

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    • THE WEB 87 Writing for the Web 27 􀀶􃘀􀁏􄼀􀁉􄤀􀁃􄌀􀁅􄔀 􀁁􄄀􀁎􄸀􀁄􄐀 􀁔􅐀􀁏􄼀􀁎􄸀􀁅􄔀 􀁄􄐀􀁉􄤀􀁆􄘀􀁆􄘀􀁅􄔀􀁒􅈀 􀁉􄤀􀁎􄸀 􀁔􅐀􀁈􄠀􀁁􄄀􀁔􅐀 􀁖􅘀􀁏􄼀􀁉􄤀􀁃􄌀􀁅􄔀 􀁒􅈀􀁅􄔀􀁭􆴀􀁅􄔀􀁃􄌀􀁔􅐀􀁓􅌀 􀁔􅐀􀁈􄠀􀁅􄔀 􀁐􅀀􀁅􄔀􀁒􅈀􀁓􅌀􀁏􄼀􀁎􄸀􀁁􄄀􀁌􄰀􀁉􄤀􀁔􅐀􀁙􅤀 􀁏􄼀􀁆􄘀 􀁔􅐀􀁈􄠀􀁅􄔀 􀁁􄄀􀁕􅔀􀁔􅐀􀁈􄠀􀁏􄼀􀁒􅈀􀀌􀰀 􀁁􄄀􀁎􄸀􀁄􄑴 tone expresses a distinct feeling about the subject matter. Tone can...
    • Page 25

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    • Girls and Relational Aggression 21 Elementary, Meadowlark Elementary, Riley Elementary, Parkview Elementary, and Northstar Elementary. The female students were recruited by sending home a consent letter to parents requesting participation....
    • Page 83

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 76 was outrageous.” Another concurred, “Training with Covey was extremely expensive and I’m not sure we couldn’t have done the same thing by reading the books!”1 Additionally, one adult complained about the...
    • Page 36

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    • SILVER SCREEN 37 Content Analysis The research method that was used for this thesis is a content analysis. Merriam-Webster Dictionary defines a content analysis as “an analysis of the manifest and latent content of a body of communicated material...
    • Page 86

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    • RECEPTION PERCEPTION 82 I can’t really say what they think about me because I’ve never really gotten to that point that I’m like, “Oh…so what do you think?” I’ve told them, “How’s my job?” And they say, “Hey, you’re doing good.” But besides that,...
    • Page 64

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    • 58 students needed to get them back on track. The instructor found that it was not that students did not want to work, but both were struggling on the routine of the workout itself. If the pair was still struggling and did not want to be separated...

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