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  • All fields: mind
(447 results)



Display: 20

    • Page 82

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    • iGRIEVE 78 Walther, J. B. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23(1), 3-43. Weiss, M. (1997). Bereavement, commemoration, and collective identity in contemporary...
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    • PHOTOGRAPHY 23 Figure 2 (photograph taken from http://www.telegraph.co.uk) In a photograph entitled, “Accidental Napalm” (figure 2) the Hariman and Lucaites attempt to analyze the moral capacity that the photograph may have on a viewer. They...
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    • Chapter 1 Introduction Why do I have to learn this? This question is frequently asked of mathematics teachers. Anne Palmer (2009), a professor of mathematics at Stockholm University, recalled asking her students to list the first words that come to...
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    • PHOTOGRAPHY 24 Photographic discourse As photographs are the primary focus that photographers and visual ethnographers who set out into foreign countries and rural villages include in their fieldwork, text is an important accompaniment. Alesich...
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    • CWSW 21 the old habits take over. Kiyosaki suggests then, that a person should invest time in “becoming” the person you want to be first and then focus on “doing” and “having” which will result in a much longer outcome of success. As part of the...
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    • PHOTOGRAPHY 25 Narrative The previous section has attempted to discuss narratives and uncover their communicative qualities in visual form. This section will first focus on the narrative in its simplest meaning, as a story- a “spoken or written...
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    • PHOTOGRAPHY 26 reality becomes what he calls a “rhetorical vision” (p.398). A rhetorical vision is made up of fantasy themes that become public and group interactions. Once this is created, it sparks a response form an “emotional chain” (p.400)....
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    • NON-VERBAL COMMUNICATION IN INSTANT MESSAGING 22 and experience the situation and its associated sensations is available to all of us, although we rarely take advantage of these possibilities” (Kroger & Fezler, 1976, p. 61). In 1883, Sir Francis...
    • Page 29

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    • • Fill in the Current Course information. o The only boxes that can be skipped are the Current Prerequisite and Current Co-requisite boxes. Only skip them if no Pre or Co-requisites exist. 2. Proposed Information: Course Prefix & Number Proposed...
    • Page 213

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    • THE POTENTIALLY BRIGHT FUTURE OF RADIO 209 Tim Nesmith November 14, 2013 Marketing Consultant, Program Director Cherry Creek Radio Cedar City, UT 1. What is radio's future? I think radio's future is going to have to look to its past and its history...
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    • COMMUNICATION THEORIES 28 Fleming, N. (2001). VARK -- A guide to learning styles. VARK -- A Guide to Learning Styles. Retrieved from http://www.vark-learn.com/. Garside, C. & Edwards, K. (1996). Teaching communication theories: An experiential...
    • Page 126

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    • 119 1 very litlle like me 2 a litHe like me 3 somewhat like me 4/ikeme 5 a lot li/(e me 23.__I like to setup little 'what if" experiments (fur example ·What lNOuld happen if I put a grasshopper in a jar with a spider?"). 24. I enjoy dong jigsaw...
    • Page 42

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    • EL INFORMATION PROCESSING IN MATH 35 Eight of the twelve participants responded they find a list of difficult words is helpful when working with story problems during math lessons, while nine participants said it is helpful for them to have...
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    • CWSW 26 By understanding the Systems Theory novice job seekers can align better with management’s goals. Systems theory allows the job seeker to see potential threats and challenges that may exist in the organization. It should better help the...
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    • 22 A common interpretation of the link between low parental knowledge and child/adolescent problem behavior is that parents, by actively monitoring the nature of their adolescents’ activities and companions, are better able to intervene, which in...
    • Page 127

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    • 120 Name'--- _ Class Period _ TAU.YSHEET FOR LEARNING S1YLEASSESSMENT Li.r b..-lll... ~·"ur IlL,n,bcT re'l'O'1lOC rur~·a..·la 9,...llt'iorl nil til" appl'''''Pri3l'l:'' line, (1:01' ......;1I\1J'L.- if~"lIT rc"!:,,,.1lOC t" #I ".~ .1, puc...
    • Page 8

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    • INFLUENCING INTENTIONALITY 8 The ways that teachers implement art-viewing experiences varies widely. In some classrooms, teachers and students focus solely on creating art. They work through project after project without spending time looking at or...

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