Skip to main content

SUU Digital Library

You've searched: All Collections

  • All fields: caring
(20 results)



Display: 20

    • Page 12

    •  
    • 12 Three Score and Ten in Retrospect brother's college exoenses. Everett worked in the summer as an electrician for the telephone company; and after he graduated in pharmacy, he continued working to help his dad with expenses for John and Maxine...
    • Page 19

    •  
    • 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...
    • Page 21

    •  
    • Girls and Relational Aggression 17 special incentives for pro-social behaviors. Research has shown that just one caring adult can be a big help in deterring bullying. Each student should have a contact they can trust. If you have students who are...
    • Page 45

    •  
    • Girls and Relational Aggression 41 Mullin-Rindler, N., (2003). Relational aggression: A different kind of bullying. Principal, 82(5). Pronk, R., & Zimmer- Gembeck, M. (2010). “It’s mean, but what does it mean to adolescents?” Relational aggression...
    • Page 15

    •  
    • BMI AND WEIGHT DISCRIMINATION 16 attitudes of employers. Overweight applicants are often dismissed for their weight based on assumptions of lacking self-discipline, poor personal hygiene, or poor professional appearance (Puhl & Brownell, 2001)....
    • Page 3

    •  
    • COMMUNICATION THEORIES 4 Acknowledgements First and foremost, I would like to thank Dr. Matt Barton for his continuous help throughout my 6+ years at Southern Utah University. He was monumental in helping me decide to attend the Master’s program...
    • Page 22

    •  
    • 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...
    • Page 23

    •  
    • PERCEIVED OUTCOMES OF TLIM PROGRAM 16 and likable”—implied the need for strong modeling of performance character by educators (Noddings, 2011, p. 335). Covey’s “The Leader in Me” (TLIM) program as character education. Stephen R. Covey (2008) stated...
    • Page 49

    •  
    • PERCEIVED OUTCOMES OF TLIM PROGRAM 42 connections between the TLIM program and other criteria, anecdotal evidence, and/or statistics presumably provided by the schools themselves as opposed to conducting an external review of outcomes. A major...
    • Page 52

    •  
    • PERCEIVED OUTCOMES OF TLIM PROGRAM 45 “Teachers who view their sole instructional responsibility the dispensing of knowledge and information do well to rethink their teaching mission and reflect on the nature of their roles as educators of youth”...
    • Page 140

    •  
    • PERCEIVED OUTCOMES OF TLIM PROGRAM 133 DeRoche, E. & Williams, M. (2001). Character Education: A Guide for School Administrators. Lanham, MA: Scarecrow Press, Inc. DeVitis, J., & Yu, T. (2011a). Introduction. In J. DeVitis & T. Yu, Eds., Character...
    • Page 19

    •  
    • 15 students that had previously given up to learn what was necessary to graduate and move on with their lives. The teachers were a key factor to allowing the curriculum to work for the student and discover alternatives for making learning work. One...

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
 

Layout options:

Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK