Skip to main content

SUU Digital Library

Add or remove other collections to your search:



Narrow your search by:



You've searched: All Collections

  • All fields: friendships
(58 results)



Display: 20

    • Page 16

    •  
    • 12 INCLUSION: IN SERVICE TRAINING Social Skills According to McCarty (2006), the fact that students with disabilities can be joined socially with their peers is one of the greatest benefits. As disabled students are included in the regular classroom,...
    • Page 26

    •  
    • 23 meet a community need, build leadership skills, enhance their resume, a calling or duty and to feel good about themselves. Table 1 shows the findings for this question – motivations to serve. Table 1 Coding Motivations to Serve Category...
    • Page 29

    •  
    • 26 include, “Service made me see the world as a smaller area; I was able to see how someone else’s problems effect me and my community,” “I learned about how my actions can affect others in a positive or negative way,” and “I learned from my...
    • Page 32

    •  
    • 29 not suggesting the requirement of service as part of graduation, the insights from these questions will be discussed in detail including suggestions for service professionals in Chapter Five. Quantitative Analysis Most of the survey that was...
    • Page 39

    •  
    • 36 sites? Here again, important factors for practical use is evident ranging from potential for impact, the type of project suited to the audience and match of skill with the project. The male participants tended to chose sites where they felt that...
    • Page 53

    •  
    • !54 interactions, it seems to be a tactic based on quick observation, but once friendships develop and social defenses drop, convergent and divergent strategies can be great tool to improve relationships. While divergent tactics seem confusing,...
    • Page 54

    •  
    • 54 Three Score and Ten in Retrospect Again, John had worked hard for the nomination and had spent the necesMIy money to conduct a good campaign. What hurt him most was seeing his son Paul, clad head to toe with posters and buttons, with tears in...
    • Page 66

    •  
    • 62 gratitude for instilling such a spark for reading enjoyment. Sample surveys, found in appendix H, show parent observations and students’ improved outlook and commitment to reading, and confirm that project goals of increasing student motivation...
    • Page 45

    •  
    • Commitment 40 Trent and Gretchen Walker are a couple that exemplified the importance of friendship as the basis of their relationship. Trent and Gretchen met when they were only 14 years old. They became good friends during the high school years....
    • Page 35

    •  
    • DAVID’S VS. GOLIATH 35 The second theme that emerged under the strategy of self-promotion was speaking about particular brands the boutiques have worked for or fields they do work in. Style House Public Relations introduces themselves by discussing...
    • Page 53

    •  
    • EFFECTIVE ORGANIZATIONAL COMMUNICATION AFFECTS EMPLOYEE ATTITUDE, HAPPINESS, AND JOB SATISFACTION 49 Social Consciouness.com (2013), 10 Simple things you can do today that will make you happier, retrieved from...
    • yearbook1922i003: Foreword

    • Beaver Murdock Academy--Beaver (Beaver County, Utah)
    • FOREWORD: "A friend is one before whom I may speak my thoughts." How numerous the friendships formed in High School where we are free in our associations as compared with the friendships of future life. In future life social standards demand...
    • Page 5

    •  
    • Girls and Relational Aggression 1 Chapter 1 Introduction Bullying in schools is for some students a daily common occurrence and has recently in the last decade become a highly publicized societal and school issue. A recent report indicates that 30%...
    • Page 15

    •  
    • Girls and Relational Aggression 11 breaking the cycle (Randall, 2008). One of the greatest motivations of bullying is the need to increase social status. Perpetrators of relational aggression are often driven by other social needs like attention,...
    • Page 17

    •  
    • Girls and Relational Aggression 13 significant personal needs and goals like social belonging, positive esteem, and the development of strong friendships. Anxieties, depression, along with poor school performance are all problems connected with...
    • Page 7

    •  
    • Girls and Relational Aggression 3 • How frequently is relational aggression happening? • How frequently are young girls perpetrating relational aggression? • How does it make a girl feel when they are treated aggressively? • What is the biggest...
    • Page 43

    •  
    • Girls and Relational Aggression 39 References Bremer, C., & Smith, J. (2004). Teaching social skills. Information Brief, 3(5). Crick, N., Casas, J., & Mosher, M. (1999). Relational and overt aggression in preschool. Developmental Psychology, 33(4),...
    • Page 45

    •  
    • Girls and Relational Aggression 41 Mullin-Rindler, N., (2003). Relational aggression: A different kind of bullying. Principal, 82(5). Pronk, R., & Zimmer- Gembeck, M. (2010). “It’s mean, but what does it mean to adolescents?” Relational aggression...
    • Page 9

    •  
    • Girls and Relational Aggression 5 Instrumental relational aggression: Manipulating relationships by using aggression or threats of aggression to get what one wants. Reactive relational aggression: Exhibited response to provocation caused by a...

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
 

Layout options:

Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK