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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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    • 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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    • 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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    • The Human Element 28 Knowing the underlying force behind one’s actions, along with understanding what they will rely on in order to deal with difficult situations, in advance of the situation actually taking place, is a huge advantage to anyone...
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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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    • P a g e | 42 Miscommunications and misunderstandings construe, assume, presume, and harsh judgments result because of the lack of intercultural communication education. Thus, the relationship gains no rewards. Ting-Toomey (1999, p. 23) argues,...
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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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    • No pirates no princesses 3 Literature Review This literature review covers some of the pertinent academic writings in the area of family communication. The social cognitive theory of Bandura (2000) is summarized as a theoretical framework and was...
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    • No pirates no princesses 14 meaning of the purchase or use is based more on the perceived meaning of the object defined by advertising. There is no longer a natural connection between use and possession. There is a disconnection between use and...
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    • No pirates no princesses 23 want to place burdens on a child, harkening back to child labor camps of Dickens, children want to share responsibility. In Hansen‘s (1933) Investigation of Children‘s use of money, responsibility is a part of a...
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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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    • 22 can be aided through imagination exercises. They could be given long-term projects with various stages that need to be checked before moving onto the next. This will help the student strengthen their abilities of patience and procedure. These...
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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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    • 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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    • 29 reduce barriers. Teachers who were familiar with maintenance people were able to solicit their input for planting opportunities (Coffee & Rivkin,1998). An obtained copy of the physical plans for schools helped to avoid utility lines and other...
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    • 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,...
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    • 1 Introduction In the religious classroom students interact with each other in a unique way that differs from that of a normal classroom experience. The nature of a religious course fosters an environment in which students have many opportunities...
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