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  • All fields: designing
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Display: 20

    • Page 15

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    • THE WEB 16 containing competencies from many collaborators across the field of web design. The framework is based on six developmental areas (WaSP InterACT, 2012): Foundations, Front-end Development, Design, User Science, Server-side Development...
    • Page 49

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    • 36 Chapter 3 Technical Considerations Introduction Designing for the web in the Communica-tion Graphics class (or any other class at SUU) requires us to use the facilities provided by Southern Utah University. These facilities and resources include...
    • Page 127

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    • 120 Name'--- _ Class Period _ TAU.YSHEET FOR LEARNING S1YLEASSESSMENT Li.r b..-lll... ~·"ur IlL,n,bcT re'l'O'1lOC rur~·a..·la 9,...llt'iorl nil til" appl'''''Pri3l'l:'' line, (1:01' ......;1I\1J'L.- if~"lIT rc"!:,,,.1lOC t" #I ".~ .1, puc...
    • Page 55

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    • 42 Chapter 3 Technical Considerations Figure 3.13 Not all image types will display in a web browser’s window. We limit the image types that will work to ones that utilize image com-pression. This enables us to make the files as small as possible...
    • Page 53

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 49 References 2011 RTI Implementation Report. (2011). Technology & Learning, 32(1), 14. Benjamin, E.A. (2011). Response-to-intervention: Understanding general education teacher knowledge and...
    • Page 58

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    • Intro to the Internet 45 and Web Page Design the surrounding text. If it doesn’t make sense, change it. M. No dead-end pages. Every page should have at least one link. N. Do not put “Under Construction” on a page. If the page isn’t ready to be on...
    • Page 60

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    • Intro to the Internet 47 and Web Page Design downloaded and stored locally previously, it will load the cached image instead of downloading the image from the web again. Because of this, it is a good idea to use the same images across all your web...
    • Page 20

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    • SOCIAL THINKING INTERVENTIONS 19 outcomes, from “ineffective” to “highly effective”. Based on their research, Gresham et al. (2001) provided a number of recommendations in designing an effective social skills intervention, including agreement with...
    • 1904, page 28

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    • 28 SOUTHERN BRANCH music, methods of teaching vocal music, elementary principles of voice culture, harmony, part-singing, etc. Two recitations per week throughout the year. DOMESTIC SCIENCE AND ARTS. MISS EASTWOOD. Hand Sewing....
    • Page 28

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    • 23 problem. If they felt able to solve the problem, they did so; if not, they walked away and did not attempt the problem. When teachers first introduce the problem-centered teaching methods and begin to push students to solve problems in a new...
    • Page 24

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    • SOCIAL THINKING INTERVENTIONS 23 When therapists taught students the why behind how their behavior affected others, rather than simply responding to an extrinsic motivator, the behavior generalized to social situations across the day, rather than...
    • 1909, page 37

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    • 37 STATE NORMAL SCHOOL. This course also includes talks on the use of each model, and upon the process of manafacture of the fabric used. Garment Work and Dressmaking. Instruction is given in the use of paterns and original...
    • Page 48

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    • 43 Taylor, P. (2000). When are we ever going to use this? Lessons from a mathematics methods course. School Science & Mathematics, 100(5), 252. Watt, H. M. G. (2004). Development of adolescents’ self-perceptions, values, and task perceptions...
    • Page 96

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    • Intro to the Internet 83 and Web Page Design Now repeat the Save for Web and Devices opera-tions using the second layer. Name this button appropriately. You should now have two versions of the but-ton ready to place on a web page. We made...
    • Page 54

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    • SOCIAL THINKING INTERVENTIONS 53 Kamps, D., Barbetta, P., Leonard, B. and Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer.. Journal of Applied Behavior Analysis, 27(1), 49. Retrieved...
    • Page 61

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    • INFLUENCING INTENTIONALITY 61 Coleman, D. (2012, Sept 17). Common core architect adds to blog salon discussion. [Weblog entry]. Retrieved from How John Dewey’s theories underpin art and art education.Davis. 2014. Discussions4Learning FAQs....
    • Page 32

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    • 28 INCLUSION: IN SERVICE TRAINING Chapter 3 Methodology The purpose of this creative project was to design, develop, and deliver an in-­‐ service training to the staff at Monroe Elementary School in Monroe, Utah. The intended results of this creative...
    • 1905, page 28

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    • 28 SOUTHERN BRANCH. ing, designing, cutting and making muslin underwear, an unlined shirt waist and an unlined cotton dress. Two hours per week during the second half-year. Household Economics. The work in Household Economics treats of...

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