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    • Page 56

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    • KUDZU Leadership 57 spectrum, but rather operate on two separate spectrums. Some factors in the workplace operate to create job satisfaction or good feelings about work, while some factors create dissatisfaction or bad feelings about the job....
    • Page 16

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    • Employee Giving 17 BYU payroll deduction form to reflect those things important to our campaign. The result was a new and improved employee giving payroll deduction card that also accommodated a one-time gift donation (Appendix C). Two envelopes...
    • Page 84

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 77 adult who strongly perceived a link between TLIM program and improved rule following. The individual teacher/administrator responses were charted in Figure 18. Figure 18. Teacher/Administrator responses (n = 3)...
    • Page 85

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 78 Question 5. Question 5 asked the teachers and the principal to share how much they agreed or disagreed with this statement: “The ‘Leader in Me’ program helped my students do their best at school.” On a 4-point...
    • Page 86

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 79 Mind” (2), “Put First Things First” (2), “Think Win/Win” (2), “Seek First to Understand, Then to Be Understood” (2), “Synergize” (1), and “Sharpen the Saw” (1). In this case, the two adults who agreed with the...
    • Page 90

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    • THE WEB 91 Writing for the Web 31 described; the reader will not confuse it with possibly being about teaching, educational, volunteer, or computer experience. So, what can you use instead of “click here”? Clear, specific, and informa􀀍􀵴 tive text...
    • Page 16

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    • time analysis was 0.35 (partial eta squared = 0.12; Table 1). Participants in the squats group improved 2.25 inches on average, 1.72 inches on average for the kettlebell group, and 0.83 inches for the control group. Further examination of the...
    • Page 89

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 82 Understand, Then to Be Understood”—one habit from the Private Victory habits and one from the Public Victory habits—were perceived by all of the adults to helped students work well in group. “Begin with the End...
    • Page 70

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    • 64 Differentiated Instruction Increases “Self” This research investigated differentiated instruction and its effect on self-esteem and self-image in girls’ physical education classes. Study findings indicated that when instructors utilized...
    • Page 90

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 83 Figure 22. Teacher/Administrator responses (n = 3) about whether they agree with this statement: “The ‘Leader in Me’ program has improved the relationship between my students and me.” For the second part of...
    • Page 46

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    • 42 INCLUSION: IN SERVICE TRAINING available. Nor did it go into great detail of each different disability, or how to handle each student individually. It was a one-­‐time training that will not be offered again. The focus was only on mild/moderate st...
    • Page 7

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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 4 improved neuromuscular functions (Koutedakis et al., 2007). This type of training has been a huge part of general fitness for centuries but is just making an appearance within dance....
    • Page 71

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    • 65 Pre-assessment, showed that on questions six, seven, eight, nine and ten, students answered 256 or above. This showed that even before this class began, students believed they felt better when they worked out and they looked forward to taking...
    • Page 91

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 84 As demonstrated in the figures, the teacher/administrator responses were a mean of 3 or higher and the teacher/administrator percentages of “agree/strongly agree” responses were 100% for all of the questions,...
    • Page 489

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    • There had been no colonists living in Pacheco for six years, but the revolution was subsiding and a feeling of peace and safety was returning. The recovery of the colonies from the depression caused by ten years of revolution was slow and...
    • Page 92

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 85 disagreed, one teacher agreed and the principal strongly agreed that there was a link between these factors. At the level of comparative question analysis, the discrepancies in responses between questions of...
    • Page 26

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    • Employee Giving 27 a faculty senate officer, on April 22, 2008, and learned that in fact they were legitimate donations and not dues. That meant for years, faculty senate donations were being processed incorrectly. Each donation was safe and used...

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