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    • Page 28

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    • Incentives for Grad Students 28 University of Nevada-Las Vegas Dean’s List? – Yes. 3.5 GPA and 12 credits per semester are required. Graduation Honors? – Yes. Top 10% of graduating class are divided into Summa, Magna, and cum laude (top 1%, 4%, and...
    • Page 29

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    • Incentives for Grad Students 29 students who have attained a GPA of 4.0 and at least 15 credit hours of course work per semester. Graduation Honors? – Yes. Top 15% of each department’s graduating class are eligible. Graduate Dean’s List? –...
    • Page 75

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    • 75 At the completion of the crafting activity, wash paint brushes to remove Mod Podge and return supplies to associate closet. Hand Treatments Have participants meet at Silver Station activities center at time designated on schedule. Walk guests...
    • Page 243

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    • J u n e 29, 1923 . . . [Excerpts from Iron County Record) "President of t h e United S t a t e s . Warren G . Hardine. a n d p a r t y arrived in Cedar City J b n e 27, 1923 on t & new railroad, and Mayor Parley Dalley a n d his official City...
    • Page 43

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    • 38 Chapter 4 Results There were four research questions addressed by this thesis. In an effort to answer the first question, the main purpose of this thesis was to investigate whether the reading scores of a group of bilingual Hispanic kindergarten...
    • Page 49

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    • 46 Figure 4.4 Top 3 Essay Submission Averages and Total Submissions for Whole Classes In 3 essays Teacher 2 submitted more revisions and a higher total number of essays than either of the other two classes, though Teacher 3 came close to the total...
    • Page 43

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    • PHOTOGRAPHY 44 when the test indicates .80 or higher (Riffe et al., 2005). Reliability for this analysis was calculated at .90, and was considered acceptable for this study. The list of themes originally found on the National Geographic website...
    • Page 42

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 35 concluded, “Though mostly anecdotal, the preliminary findings above offer tangible, promising encouragement to The Leader in Me schools of all sizes and types, and all across the globe” (Hatch, 2012, p. 11). He...
    • Page 5

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    • Running Head: ADVERTISING AND CHARTER SCHOOL FAMILIES 5 Chapter 1: Introduction Advertisements may have the ability to shape perceptions and motivate individuals into action. Advertising is a powerful force that may influence people’s behavior and...
    • Page 58

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    • CWSW 58 consisted of 12 survey questions and two essay questions. The workshop ended 10 minutes early to allow sufficient time for each participant to fill out the survey and provide input through the two essay questions. All participants finished...
    • Page 266

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    • Nov. 14. 1927.. .City Elections were held November 8 , 1927-results were as follows: Mayor: 4 year Councilman: 2 year Counc>lmen: Recorder: Treasurer: Eugene Christensen IR) Samuel F. Leigh (D) Fred L. Biederman IR) Parley Dalley ID) Ray H Lunt...
    • Page 18

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    • mouth was chosen. Also, it was necessary to cut back on the sample size in order to save money and reagents. As previously mentioned, method 3 was the designated method for this section of the research, and the same extraction protocol was followed...
    • Page 69

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    • Appendix G This may require the enrollment of students at other institutions of higher education or that courses be taught for a maximum of two years after discontinuation of the program. 6.2.2.2. Duplication - Consider discontinuance of...
    • Page 17

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    • MINDSETS AND YOUNG STUDENTS 17 was a legitimate conclusion because early researchers believed that children under eight years old would not be able to think about their intelligence let alone doubt their own intelligence when they fail. If children...
    • Page 13

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    • CEDAR CITY ORDINANCES (Excerpts) From: Original Ordinance Book No. 1 in t h e City files. The book i s also registered by t h e Utah State Historical Society-Archivist, W . R . Palmer. An Ordinance dividing Cedar City into Wards. [Old Fort o r Plat...
    • Page 61

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 54 This was the highest total “disagree” percentage response given on this survey. Twenty-three percent of the students neither agreed nor disagreed. This was the highest “neither” percentage responses for any of...
    • Page 63

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 56 For the second part of question 7, students who agreed that they would use what they learned from TLIM program in the sixth grade indicated that they would use these specific habits at that time (listed by...
    • Page 68

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 61 For the second part of question 4, students who agreed that TLIM program helped them follow school rules indicated that each of these specific habits helped them (listed by preference, designated by number of...

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