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  • All fields: hands
(155 results)



Display: 20

    • Page 157

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    • 1. There was not adequate funds and financing for such an extensive project. 2. There were many time-consunling law suits involvillg water rights. Moreover, "the general Land Office made an adverse report on the New Castle Reclamation Co. in the...
    • Page 13

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    • 10 fueled considerable anxiety around school board members and administrators, many of who had farm or small town backgrounds. Enthusiastic supporters were drawn to the promise of school gardens not only as a way to better implement nature study...
    • Page 13

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    • 10 writing at this institution is not valued as human communication—and this in turn reduces the validity of the assessment (CCCC Executive Committee, 2004). They also have concerns with companies not communicating their algorithms with their...
    • Page 125

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    • 118 NAME _ Clau Period, _ ASSESSING YOUR LEARNING STYLE Instructrons: For each lItatement below please rellpond with one of the five choices. Write the numberthatbe&t dascribes you in the blank. 1 very lifIIe IlIce me 2 a IItIe liJce me 3 somewhof...
    • Page 126

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    • 119 1 very litlle like me 2 a litHe like me 3 somewhat like me 4/ikeme 5 a lot li/(e me 23.__I like to setup little 'what if" experiments (fur example ·What lNOuld happen if I put a grasshopper in a jar with a spider?"). 24. I enjoy dong jigsaw...
    • Page 23

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    • 16 the intelligences. Spreadsheets, previously discussed as a preference for the mathematical/logical learner, created on the computer, are common activities used in many math classrooms. An example of an activity using a spreadsheet is “students...
    • Page 24

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    • 17 (Marzano, et al., 2001, p. 82). The bodily/kinesthetic learner has “specific physical skills such as coordination, balance, dexterity, strength, flexibility, and speed, as well as proprioceptive, tactile, and haptic capacities” (Armstrong,...
    • Page 25

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    • 18 outdoor activity engages students, where nature is the manipulative, resulting in reviewing concepts like ratios, proportions, percents, measurements and random sampling while addressing the bodily/kinesthetic and naturalist...
    • Page 47

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    • 1877.. .Roll of attendance. -Mayor: Councilmen: [took office in August 1877) John Chatterley Christopher J . Arthur Robert Heyborne Henry Leigh Homer Duncan Jens Nielson Louis Fischer Recorder: Sept. 2 6 , 1877 ...The Mayor was i n s t r u c t e...
    • Page 31

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    • 24 often, educators hear the question, “When am I ever going to use this?” therefore, an outdoor classroom makes math come alive and demonstrates how it can be used in real life. Conclusion David Fowler, an associate professor of secondary math...
    • Page 30

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    • 27 Question 6: Please talk about what you think were the most positive aspects of your involvement in service. What were the most challenging or negative aspects, if any? As was the case with Question Three, this question wasn’t central to the...
    • Page 37

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    • 31 prefer mixed or inter-department to handle digital forensics program such as Computer Science and Criminal Justice Department [UOA]. There is also other departments/schools or centers that are specifically developed for digital forensic science...
    • Page 42

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    • 36 would be made in moving the group up or down reading levels, adjusting the group members, or pacing the lesson more quickly. Two teachers reported they did not have much of a role in choosing interventions for Tier 2 and 3 interventions. They...
    • Page 54

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    • 48 CHAPTER 5 SUMMARY As discussed in the previous chapters, from this research, we managed to come up with a pattern on how digital forensics education should be established. The five components consist of general, basic foundation, forensics...
    • Page 57

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    • 50 are the best way for a visual/spatial learner to learn (Utah State Office of Education, n.d.) (see Figure 4.5). 0 5 10 15 20 25 30 35 3rd Quarter 4th Quarter Tally Points Students' Self-Assessed Visual/Spatial Learning Style...
    • Page 63

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    • 60 Table 4 Conditional Support for Use of Resources and Class Time from District Administrators for School Gardens Conditional Support School District S2B S2C S3A S9A S9B S6 % Total Had Garden at interview No Yes No Yes No Yes Does not Take Away...
    • Page 64

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    • 61 Table 5 Unconditional Support for Use of Resources and Class Time from District Administrators for School Gardens The survey sought to measure the alignment and application of state curriculum standards with gardening through question fourteen....

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