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    • Page 102

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    • No pirates no princesses 97 I: It‘s extraordinary. M: And it‘s been like with every kid like that. Billie is just getting to the phase, because she had a friend Bridget who dropped off stuff I don‘t know that people just think, oh M‘s open to that...
    • Page 103

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    • RECEPTION PERCEPTION 99 Patients’ Perspective As with any element of research, there may exist a sub-culture that is potentially impacted by the study’s content. The majority of patients will never be aware of this research, nor will they ever be...
    • Page 108

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 101 academic achievement per se. Additionally, they confirmed Ross et al.’s (2012) findings, in a similar case study, that students maintained “positive but weaker support” for the idea that TLIM program directly...
    • Page 11

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    • 8 When the student [understood] that the life of the plants that have been sown depend[ed] upon his care and in watering them … without which the little plant drie[d] up … the child [became] vigilant, as one who [was] beginning to feel a mission in...
    • Page 117

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 110 understanding of TLIM program over time. The likely cause for this was the passage of time during which more formal and informal training on TLIM program has taken place school-wide. Question 3. Two adults...
    • Page 123

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 116 was meeting another one of its goals for TLIM program implementation: increased positive social interactions. Their response paralleled the high amount of student support for this connection as well. It should...
    • Page 124

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 117 teacher-student interactions. Or, perhaps student-student relationships were in greater need of improvement than teacher-student relationships at the time of the program’s implementation. The adults who...
    • Page 125

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    • No pirates no princesses 120 and my child has been blessed and gifted with the ability to sing beautifully and she now attends the Orange County High School of the Arts in the music and theatre company. My step daughter J is 19 and she is my...
    • Page 126

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 119 character education programming was most effective at the elementary level in two respects: students and teaches felt positively about the program, and, they agreed on their assessment of the program. The most...
    • Page 127

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 120 for question 6, students had a higher mean score and a higher percentage of “agree/strongly agree” responses than the teachers/administrator). Moreover, the teachers and principal perceived that TLIM program’s...
    • Page 128

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 121 utility. But, as highlighted both in Chapter 4 and above, the adults strongly preferred the habit “Synergize” as compared to the students. While the students selected “Be Proactive” (18%) twice as frequently...
    • Page 143

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    • No pirates no princesses 138 I: Okay. K: As they say in Yiddish, a Menche. I: A what? K: A Menche. I: So your faith dictates some of the way you raise your children? K: Yes, and for my husband. I: Because you‘re different faiths. K: I have one. I‘m...
    • Page 144

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    • No pirates no princesses 139 K: Indeed and helps to create some of that culture and pays our bills. And so I think that one way our kids become impacted is they want to see what Dad is working on. So they get to see that stuff. I: What is that? K:...
    • Page 15

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    • 13 included in student files as part of the researcher’s improvement plan to the Pro-Active Skill Building Program. It is intended by the researcher to encourage faculty and staff at the study site to incorporate these preventative interventions in...
    • Page 15

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    • EFFECTIVE ORGANIZATIONAL COMMUNICATION AFFECTS EMPLOYEE ATTITUDE, HAPPINESS, AND JOB SATISFACTION 11 Hutchison, & Sowa, 1986; Eisenberger & Stinglhamber, 2011; Neves & Eisenberger, 2012; Rhoades & Eisenberger, 2002; Shore & Shore, 1995). In their...
    • Page 153

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    • THE POTENTIALLY BRIGHT FUTURE OF RADIO 149 Tracee Jones November 6, 2013 Sales manager Radio Central Lake Havasu City, AZ 6. How have you changed over the years? Your view of radio? Why are you still in it? I would say education of radio has...
    • Page 161

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    • No pirates no princesses 156 didn‘t used to create visually. So now he‘s being inundated by imagery and noise and volume, there‘s no way they‘d imagine it at that age. I: So there‘s a gap you determine if there‘s a gap in their understanding and if...

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