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    • Page 474

    • Page 474
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    • labors, and reverently called upon Him to bless u s in the i u t u r e and to enable u s to maintain ourselves in this desert land, also to protect u s from the wiley Indian and help u s to accomplish the mission we were sent to perform, namely,...
    • Evelyn and York Jones Books
    • Page 9

    • Page 9
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    • 5 CHAPTER 2 Literature Review Teaching science curriculum is a difficult task; one that is made even more difficult by the overwhelming breadth of information needed to succeed in understanding different science areas. With this difficulty in mind,...
    • Scholar Archive
    • Page 25

    • Page 25
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    • 21 Organic chemistry is an important concept because it is the key to understanding many concepts related to biological science. The main field of research involving Organic chemistry is biochemical research. This field is leading the way in...
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    • Page 9

    • Page 9
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    • STUDENT EMPLOYEE HANDBOOK 4 persuasively made the case that a communication failure is at least one of the basic sources underlying every organizational failure” (in Zaremba, 2006, p. 5). Statements such as those made above highlight the...
    • Scholar Archive
    • Page 34

    • Page 34
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    • 31 The next question dealt specifically with the Spring Service Expedition. The students were asked to rate how influential each factor was for them with regard to the Expedition. Table 6 shows the results to their responses. Table 6 UVU Spring...
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    • Page 16

    • Page 16
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    • 12 opportunities. Compared to motivated classmates, reluctant readers surrender into the spiraling world of low exposure to text. The implications are grave. This lack of exposure to text and the lack of fruitful reading practice on the part of...
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    • Page 27

    • Page 27
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    • 23 books to read empowers and encourages them. It strengthens their self-confidence, rewards their interests, and promotes a positive attitude toward reading by valuing the reader and giving him or her a level of control. Readers without power to...
    • Scholar Archive
    • Page 75

    • Page 75
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    • 71 the time to talk about books, let imaginations wander, and discuss literature “what ifs” with the project students. As an educator, this project has reminded me why I wanted to become a teacher in the first place—my love of books and my...
    • Scholar Archive
    • Page 7

    • Page 7
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    • Self-Disclosure and Cohesion in the Classroom 2 Theoretical Perspective Self-Disclosure In order to understand this relationship within the religious classroom, a review of the literature is appropriate. Sidney M. Jourard (1971), one of the pioneer...
    • Scholar Archive
    • Page 9

    • Page 9
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    • 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 24

    • Page 24
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    • Self-Disclosure and Cohesion in the Classroom 19 Instruments Each student in the selected classes was given four instruments to complete. These instruments were combined into one document to facilitate the taking of the survey. The instrument...
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    • Page 25

    • Page 25
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    • Self-Disclosure and Cohesion in the Classroom 20 Johnson 2004; Shirly et al. 2007). For simplicity and application in the religious classroom the 12 questions referring to depth and breadth will be administered to participants. Wheeless (1978)...
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    • Page 30

    • Page 30
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    • Self-Disclosure and Cohesion in the Classroom 25 Chapter 4-Discussion As acknowledged earlier in this paper, the results have been varied in regard to the relationship of cohesion and self-disclosure. Rosenfeld and Gilbert (1989), Hunter et al...
    • Scholar Archive

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