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    • 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...
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    • Page 43

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    • The Human Element 38 must be able to provide “concrete strategic and tactical recommendations,” (Durante & Feehan, 2005, p. 13). The empirical world consists of “the minute by minute, day to day social life of individuals as they interact...
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    • Page 46

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    • 43 of the entire text being read was 7.17 out of 10. Students rated the validity, effectiveness, and accuracy of the test at 7.42, with the same number reflecting their agreement of the test results. They comprehended the texts at a high level...
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    • 47 Table 4.8 DRP Post Survey Results – Group S Post-Survey GROUP S - DRP Student Number 1. Confidence in reading skills and comprehension 2. Before the test, seriousness about taking test 3. After the test, seriousness of taking test 4. Did you...
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    • Page 51

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    • 48 Table 4.9 DRP Post Survey Results – Group M Post-Survey Group M - DRP Student Number 1. Confidence in reading skills and comprehension 2. Before the test, seriousness about taking test 3. After the test, seriousness of taking test 4. Did you...
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    • Page 52

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    • 49 Table 4.10 DRP Post Survey Results – Group L Post-Survey GROUP L - DRP Student Number 1. Confidence in reading skills and comprehension 2. Before the test, seriousness about taking test 3. After the test, seriousness of taking test 4. Did you...
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    • Page 53

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    • 50 Table 4.11 QRI Post Survey Results – Group S Post-Survey GROUP S - QRI Student Number 1. Confidence in reading skills and comprehension 2. Before the test, seriousness about taking test 3. After the test, seriousness of taking test 4. Did you...
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    • Figure 3.1 Figure 3.2 Hardware consists of physical devices—the components you can see and touch. Digital hardware always contains a processor, usually in the form of a computer chip, located somewhere in the central processing unit (CPU)....
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    • Page 54

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    • 51 Table 4.12 QRI Post Survey Results – Group M Post-Survey GROUP M - QRI Student Number 1. Confidence in reading skills and comprehension 2. Before the test, seriousness about taking test 3. After the test, seriousness of taking test 4. Did you...
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    • Page 55

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    • 52 Table 4.13 QRI Post Survey Results – Group L Post-Survey GROUP L - QRI Student Number 1. Confidence in reading skills and comprehension 2. Before the test, seriousness about taking test 3. After the test, seriousness of taking test 4. Did you...
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    • THE WEB 232 172 􀁳􇌀 􀀴􃐀􀁒􅈀􀁙􅤀 􀁎􄸀􀁏􄼀􀁔􅐀 􀁔􅐀􀁏􄼀 􀁃􄌀􀁁􄄀􀁕􅔀􀁓􅌀􀁅􄔀 􀁔􅐀􀁈􄠀􀁅􄔀 􀁓􅌀􀁕􅔀􀁐􅀀􀁐􅀀􀁏􄼀􀁒􅈀􀁔􅐀 􀁔􅐀􀁅􄔀􀁁􄄀􀁍􄴀...
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    • STUDENT ORIENTATION 19 Critique and recommendations for an online student orientation model Though the survey lacks many quantifiable details, such as specific demographic information typically required for better surveys, the results indicate that...
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    • U.S. Embassy 56 Overall, the results of maids and the embassies are the same. Both have provided results that the master wants. Both put in long hours and work hard to get the jobs done. Both have the type of relationship to the master that is...
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    • Page 75

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    • 72 Appendix B Post-Survey Please answer the following questions on a scale of 1 to 10, with 10 being the highest. 1. How confident are you in your reading skills and comprehension? 1 2 3 4 5 6 7 8 9 10 2. Before taking the test, how serious were...
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    • 94 Scheduled interviews for the third project were interrupted by the many activities at the end of school. Students were talked to when their projects came in either before or after school. The eighth grade students at Parowan High School do not...
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    • No pirates no princesses 107 M: Yeah and that might be the way some parents unconsciously parent because they are still nurturing their own child that didn‘t get heard. And it‘s with stuff. That‘s the crime, its with stuff, not with sitting...
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    • THE WEB 15 standards for information technology (Association of College & Research Libraries, 2004) and its five established standards, performance indicators and outcomes (Appendix 2). The standards suggest two primary focuses for achieving...
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    • THE WEB 16 containing competencies from many collaborators across the field of web design. The framework is based on six developmental areas (WaSP InterACT, 2012): Foundations, Front-end Development, Design, User Science, Server-side Development...
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    • THE WEB 18 Syllabus: The Web for Communication Professionals The web is taking an increasingly prominent role in the lives of communication professionals. Students entering the field of communication will undoubtedly be involved in web projects...
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    • THE WEB 20 B 86% - 83% B- 82% - 80% C+ 79% - 77% C 76% - 73% C- 72% - 70% D+ 69% - 67% D 66% - 63% D- 62% - 60% F 59% and Below If you are unhappy with your grade on any particular project and feel as though you deserve something better, I welcome...
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