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    • Page 57

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    • to be . . . Yours forever faitally and affectionately, Martha Bristols Henry managed to focus his mind on the things at hand, since he was so busy working with the settlers to build a community. He toiled in the fields every day until the last rays...
    • Page 246

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    • Although the early settlers of Utah had placed more emphasis on celebrating the 24th rather than the 4th of July, Independence Day had gained in significance. July 4, 1861, brought with it an enthusiastic celebration throughout the Utah Temtory, in...
    • Page 68

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    • 63 particular interest during the present time because the school district is in the process of switching to the new Common Core, which has a large emphasis on expository text. This study has shown that primary grade students with learning...
    • Page 40

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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 41 Chapter 6-Reflection After completing my sixteen lesson unit plan on Greek mythology, I feel that I can express that quite a few items went very well. The emphasis on using technology to motivate the...
    • Page 20

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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 17 Before participation in a strength training program, youth need to learn how to use the equipment through instruction and demonstration, proper exercise technique, and appropriate progressions for...
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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 35 Chapter 5 Based on the results from the individual t-tests, there were no differences between the experimental group and the control group regarding jumping ability and balance. A...
    • Page 6

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    • EFFECTS OF BACKGROUND MUSIC 2 once stated that, “Music cleanses the understanding; inspires it, and lifts it into a realm which it would not reach if it were left to itself ("The quote garden," 2012). Music therapy has been used for many different...
    • Page 16

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    • Testimonial videos 16 Once these principles have been applied, interviewing can be a great way to discover and share information. As Kvale (1996) states, a good interview can actually become an “inter view” of a person, a group, or an idea....
    • Page 18

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    • Testimonial videos 18 the credibility of a company. Jo (2005) continues by mentioning that without credibility, “efforts to pitch information may be only self-serving displays or one-way communication” (p. 58). Therefore, purveyors of information...
    • Page 18

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    • 15 post-secondary goals. It is difficult to find documentation regarding students who are considered at-risk. At-risk students tend to have parents who are not vested in their child’s future and/or may not know how to positively influence decisions...
    • Page 22

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    • 19 particular study. I entered the parts of the survey that would benefit this study into a Google Document Form and administered both the pre-treatment and post-treatment surveys online. I focused on whether or not exposing students to various...
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    • COMMUNICATION THEORIES 14 students, who are accustomed to communicating briefly and spontaneously via instant messenger, e-mail or text message” (p. 33). Based on this information, it is important to understand how to incorporate visual and...
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    • COMMUNICATION THEORIES 23  Uncertainty Reduction (Berger & Calabrese, 1975) (Berger, 1998): Uncertainty Reduction Theory explains how unknown information, or “uncertainties” in relationships affect our communication. Often, when we enter new...
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    • 10 teachers give students, the better choices they will make with this knowledge. Students are watching our society grow old and obese. In order for students to not suffer the same consequences of life adults are experiencing now, they must be...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 11 the 1920s and 1930s as psychology’s understanding of character developed (Cunningham, 2005). Although progressive education’s emphasis on character education died out in the late 1930s, Sputnik’s launch...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 32 attachment, relational trust, sense of belonging, or sense of community)” was a foundational aspect of character education (p. 269). This was because, developmentally speaking, the process of character...
    • Page 65

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 58 think it’s just a joke and that’s not OK,” and “I do not like that some people are not being proactive.” Seven students specifically mentioned TLIM program’s effect on their academic work or success in school....
    • Page 122

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 115 academic achievement can support each other, it was not surprising that the answers to this question replicated each other. Yet, it was surprising that one adult disagreed since the first three habits,...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 124 emphasis on student and adult perceptions explored the question of whether TLIM program was achieving its implementation goals in the eyes of its participants at this school. Employing rigorous bias-free...

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