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    • Page 138

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    • Oct. 2 7 , 1 9 0 2 . . .Mayor announced that the law governing special elections of cities required the City Council to meet on the 1st Monday after said election and proceed to canvass the election r e t u r n s , and as this was the 1st Monday...
    • Page 154

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    • Oct. 12. 1 8 0 4 . . .Written petition of Joseph Bryant, asking for the privilege of running a pool table and lunch stand to be located on the cross street near the Hunter Barber Shop, was presented. Action deferred. Oct. 2 1 , 1 9 0 4 . . .Special...
    • Page 498

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    • a r e furious to find a s t r a n g e r in their room, b u t a f t e r a trumped-up explanation from Mrs. Bouncer begin to build a somewhat amicable relationship when they find in becoming acquainted t h a t they a r e engaged to the same woman....
    • Page 5

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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 6 Purpose of the Research The purpose of this creative research project is to design, develop, and evaluate a sixteen lesson unit on Greek mythology (with a technology focus) for use with tenth grade students...
    • Page 6

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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 7 Definition of Terms Definitions of terms pertinent to this study include:  Myth: a traditional or legendary story, usually concerning some being or hero or event, with or without a determinable basis of...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 9 Chapter 2 – Literature Review In order to allow adolescents to comprehend how mythological stories intertwine and correspond with everyday life, the relevancy of these stories must be reviewed. The...
    • Page 37

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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 38 Table 1 Responses on Student Survey Researcher’s Class n=40 Alternate Class n=40 Question # yes # no % yes % no # yes # no % yes %...
    • Page 27

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    • 21 The participants of this study fell into two categories: parents and teachers. Parent participants must have had one or more youth who were current students at one of the two schools at the time the study was conducted. At that time, Gateway...
    • Page 24

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    • Testimonial videos 24 watching for means other than finding specific information. This strengthens the argument for quick, attention grabbing testimonials, rather than longer videos that address specific questions or problems. Verleur and...
    • 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...
    • Page 10

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    • COMMUNICATION THEORIES 11 for auditory learners. The aid may also include space for students to write their own information for read / write learners. Visual aids are a powerful tool for students from all learning styles when used properly. George...
    • Page 19

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    • COMMUNICATION THEORIES 20 Employing the use of a graphic designer, these visual aids will be created using original imagery developed in Adobe Illustrator, InDesign, and Photoshop. The aids will be structured to fit a standard 8.5” by 11” sized...
    • Page 22

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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...
    • Page 23

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    • COMMUNICATION THEORIES 24 theory. For instance, the “Spiral of Silence” theory can be applied to politics (see “flag” symbol), interpersonal (see “people” symbol), and new media (see “computer” symbol). Below this box, viewers will find an...
    • Page 33

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    • 27 students also had PE classes; this meant girls had physical education twice in their regular schedule. This middle school had seven hundred and seventy-eight students at the end of the 2011-2012 school year; three hundred ninety-three of those...
    • Page 34

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    • 28 5. Recording of all beginning scores for strength, aerobic, and perception assessments. 6. Introduction to the weight room machines and safety procedures and equipment, explanation of accommodations that machines have for injuries students may...
    • Page 24

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    • DAVID’S VS. GOLIATH 24 hasn’t been updated since 2003, or doesn’t provide an email address or phone number on the home page – I discount it immediately. I assume (rightly or wrongly) that the enterprise is unprofessional and low quality. The way...
    • Page 22

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    • 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 26

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 19 than Fonzi & Ritchie (2011) used to link it with SEL. Hatch created a chart (see Figure 2) listing TLIM program’s habits and their correlated “21st century life skills” without providing explanation of how they...

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