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    • Page 7

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    • found such a concentration of steamboats. They stretched for four or five miles, curving with the river itse& sometimes two and three deep. By night, the procession of boats on the lower river was one of magical splendor. Hundreds of lights glanced...
    • Page 83

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    • caprice of their savage nature which, through causes unknown to us, may at any moment become excited and arrayed against us. Let us then be wise and avoid every measure that gives them any advantage over us. To those brethren who have gone from the...
    • Page 38

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    • mons in Utah and the law-disdaining wild western inhabitants of Nevada. However, they wcre mutually dependent on each other in a very real and vital way. 'l'rading was a necessity to both. The only available market of the southern Utah settlenients...
    • Page 40

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    • 34 Chapter 4 Results This study compares the academic growth of the fourth-grade Cherry Hill Elementary ELLs to the academic growth of their native English speaking peers in Math and Language Usage using the Northwest Evaluation Association (NWEA)...
    • Page 8

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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 5 that was designed specifically for the individuals participating in the study. The dependent variables were jumping ability, balance, and strength. Jumping ability was measured using a vertical jump...
    • Page 30

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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 27 The control group participated in pretesting, eight weeks of dance training, followed by post testing as described. During the eight week treatment period, they continued with their customary...
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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 29 Table 1 Participant Demographics ______________________________________________________________________________ Variable Control (n=14) Experimental (n=25) Mean...
    • Page 36

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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 33 Table 3 Balance Assessment: SEBT Relative Gain Scores** ______________________________________________________________________________ Variable Control (n=14) Experimental (n=25) Mean...
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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 37 The control group and the experimental group both improved in the SEBT, although there was no statistical difference found between the groups. These results contradict previously published studies....
    • Page 17

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    • 10 the new core standards while also using specific grammar, punctuation, phrases and clauses as required by the Core Curriculum State Standards. (Please see definitions for specifics.) Setting The setting for this study is in a regular 9th grade...
    • Page 18

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    • 11 together (i.e. for, and, nor, but, or, yet, so). Common Core State Standards- The new curriculum adopted by Utah to be in practice by 2014 and used by forty-three other states in the union. Conjunctive Adverb- A word like “however” that joins...
    • Page 49

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    • 42 didn’t feel confident enough to use them. Unfortunately, only a few students attempted to use the new sentence patterns in their own writing. The majority did not grasp the basic idea behind the sentence patterns or the reason why they were...
    • Page 60

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    • 53 and more frequently than the other sentences (except for Simple sentences, of course). This could also have been the result of the teacher feeling more confident with Compound sentences than with the other two more complex patterns as well;...
    • Page 61

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    • 54 how to explain them more clearly. The teacher was better able to address punctuation questions because she herself learned how to communicate the grammar rules in a better way. For instance, rather than tell students that commas are used for...
    • Page 24

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    • BMI AND WEIGHT DISCRIMINATION 25 Anthropometric measurements of age, sex, height, weight, as well as occupation and education levels will be asked of each participant (Tables 1 & 3). All measurements will be self-reported. Procedures Each subject...
    • Page 39

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    • 33 conclude that students with disabilities have levels of math anxiety that differ significantly from the math anxiety levels of the general population, either higher or lower. Figure 5: Math Anxiety Percentiles vs. 𝑘−𝑛𝑛 Equally inconclusive is...

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