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  • All fields: knowing
(229 results)



Display: 20

    • Page 194

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    • purpose of purchasing supplies for to fit out the companies of saints at Florence on the Missouri River near to the old Winter Quarters (The railway went only about fifty miles to Muscatine]. We stayed at Muscatine until eleven p.m., when we went...
    • Page 452

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    • conductor told us he would not guarantee our safe delivev to El Paso. But we were al1 loaded on, some in box cars and crowded in like cattle. Thomas wrote extensively about this journey down the mountain and getting loaded on the train, some of...
    • Page 454

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    • out at Lund, Utah, by Harry Hunter, Mother's brother-in-law. He took us to his home. It was a happy reunion for Grandmother Lunt and her daughter, Rose. We stayed there about a week. Mother's folks and fnends h e d up an apartment on First West,...
    • Page 25

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    • CWSW 25 that helps the decision maker understand that the job seeker’s goals are aligned with management goals? Let’s explore some concepts. Understanding the flow and process of an organization and how a particular job, if done incorrectly, can...
    • Page 27

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    • CWSW 27 examine the implications of their jobs in relation to the overall success of the department and the company (p, 37). When considering transferable skills, look to the problems you solve in the daily grind. What problems would occur if you...
    • Page 15

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    • 10 Students with mathematics anxiety. Mathematics anxiety has also been of great concern in the learning of mathematics. Research shows that many capable students do poorly on mathematics exams despite knowing the concepts very well (Meece,...
    • Page 37

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    • DECLARATIVE KNOWLEDGE AND ACCELERATION 35 References Allard, F., Deakin, J., Parker, S., & Rodgers, W. (1993). Declarative knowledge in skilled motor performance: Byproduct or constituent? In J. L. Starkes & F. Allard (Eds.), Cognitive issues in...
    • Page 38

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    • DECLARATIVE KNOWLEDGE AND ACCELERATION 36 Dreyfus, H. L. (2005). Overcoming the myth of the mental: How philosophers can profit from the phenomenology of everyday expertise. Proceedings and Addresses of the American Philosophical Association,...
    • Page 31

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    • CWSW 31 All of this leads up in helping the interviewer understand that you are functioning at the highest hierarchical level. At this level the interviewer knows that your creativity can be tapped into. This is possible because you aren't worried...
    • Page 21

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 14 that character education happened, either mindlessly or mindfully, it was best for schools to overtly and purposefully foster students’ self-efficacy and social competence. Carter (2011) spoke of the necessity...
    • Page 23

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    • 16 Also in the 1800s, Edgar Allen Poe, a famous nineteenth century author said, “Even where the sense is perfectly clear, a sentence may be deprived of half its force—its spirit—its point by improper punctuation” (as quoted in Shaw, 1963, p. 15);...
    • Page 41

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    • DECLARATIVE KNOWLEDGE AND ACCELERATION 39 Schraw, G. (2006). Knowledge: Structures and processes. In P. A. Alexander, & P.H. Winne (Ed.), Handbook of Educational Psychology (pp. 245-263). New York, NY: Psychology Press. Seagrave, L. (1996)....
    • Page 23

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    • 17 can help educators guide instruction for all of the students in their charge. Assessments should be useful, meaningful, informative, and educative. They must capture and communicate judgments about student work and show students how to be better...
    • Page 14

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    • Emotions in Conflict 9 hammering out one's concerns, not allowing the other person to speak, and refusing to listen. A person using this style generally will fail to cooperate in agreements that don't fully meet his or her needs or...
    • Page 82

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    • INTERPRETING WITH DEAF UNDER COMMON LAW TO 1880 77 she effectively re- imagined the conversation from Garrow’s perspective, and re-formulated a different question revealed through her answer. Charon (1998) claims these role shifts regularly assumed...
    • Page 18

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    • SOCIAL THINKING INTERVENTIONS 17 “initiations”, and robust decreases in the subcategories of “unexpected verbal” and “unexpected nonverbal”. (p. 581) This program followed a peer-mediated format. The curriculum was developed and used in a...
    • Page 39

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    • CWSW 39 arise if I did not work here? As a result of me being here, have things become more efficient in mine or other areas? What are they? How did I do it? Why was this significant to the business? Thinking in these terms, of the business as a...

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