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  • All fields: mind
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    • Page 39

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    • stories and laughing, they agreed to do a little betting on their teams as to how much they could pull. Dan and Atoat had several fine horses in their teams. Once the betting started, it continued most of the day. First one team was tried, then...
    • Page 52

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    • MINDSETS AND YOUNG STUDENTS 52 Session Six Introduce growth and fixed mindset vocabulary Goal: Introduce the mindset vocabulary and recognize the fixed and growth mindset in a story. I. Review again all the ways the students have learned to make...
    • 1915 36

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    • ~ Three Years at High School HOW the time flies! And yet as we look back upon those three years of happy school life, filled to the brim with so many pleasant experiences, and see the work we have accomplished, the many dear friends we have made,...
    • Page 13

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    • E1CU’s 2015 Annual Meeting 13 Pinterest, like many other social-bookmarking sites saves ideas to a specific board; the difference is that Pinterest uses pictures that are more pleasing to look at than an underlined blue link (Holtz, 2012). Although...
    • Page 14

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    • MUTED MOTHERHOOD 10 this risk the “mommy tax”—meaning mothers lose money while out of the workforce that they will never be able to earn back. Either assumption, however, of prosperity or poverty does not accurately reflect reality. Reports show...
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    • MUTED MOTHERHOOD 12 "Mommy Party" it conveys weakness, meekness, and whatever other ignominious "-ness" the speaker has in mind. A decade ago, "Mommy Track" expressed contempt for the woman who, opting to interrupt her career to raise children,...
    • Page 90

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    • Emotions in Conflict 85 C. Brown. Jones, T. S. (2000). Emotional communication in conflict: Essence and impact. In W. Eadie & P. Nelson (Eds.), The language of conflict and resolution (pp. 81–104). Thousand Oaks, CA: Sage. Jones, T. S., & Bodtker,...
    • Page 91

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    • Emotions in Conflict 86 Lawrence, P. R., & Lorsch, J. W. (1967). Organization and environment: Managing differentiation and integration. Boston: Graduate School of Business Administration, Harvard University. Lazarus, R. S. (1991). Emotion and...
    • Page 92

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    • 93 month. Blog- Increase page views. Increase at least 50 new page views per month. Gaining Active Users Facebook, Twitter, YouTube and Blog accounts have already been created. These platforms will function as the major social media platforms to be...
    • Page 105

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    • THE WEB 106 46 use the colored card to name each group. What words would the participants 􀁅􄔀􀁘􅠀􀁐􅀀􀁅􄔀􀁃􄌀􀁔􅐀 􀁔􅐀􀁏􄼀 􀁓􅌀􀁅􄔀􀁅􄔀 􀁏􄼀􀁎􄸀 􀁔􅐀􀁈􄠀􀁅􄔀 􀁈􄠀􀁏􄼀􀁍􄴀􀁅􄔀 􀁐􅀀􀁁􄄀􀁇􄜀􀁅􄔀 􀁏􄼀􀁒􅈀 􀁓􅌀􀁅􄔀􀁃􄌀􀁏􄼀􀁎􄸀􀁄􄐀􀀍􀴀􀁌􄰀􀁅􄔀􀁖􅘀􀁅􄔀􀁌􄰀 􀁐􅀀􀁁􄄀􀁇􄜀􀁅􄔀 􀁔􅐀􀁈􄠀􀁁􄄀􀁔􅐀 􀁗􅜀􀁏􄼀􀁕􅔀􀁌􄰀􀁄􄐀 􀁌􄰀􀁅􄔀􀁁􄄀􀁄􄐀 􀁔􅐀􀁈􄠀􀁅􄔀􀁍􄵴 to that particular group...
    • Page 102

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 95 Figure 33. Average percentage of student (n = 34) and teacher/administrator (n = 3) “agree” and “strongly agree” responses compared by category. A comparison of the percentage breakdown of the students’ and...
    • Page 103

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 96 most useful, and habits 6 – 7 (“Synergize” and “Sharpen the Saw”) to be less useful, comparatively. The teachers’ and principal’s responses also indicated that they perceived each habit as helpful/useful, but...
    • Page 21

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    • Onboarding – NEW HIRE UNCERTAINTY REDUCTION 20 *The information is proprietary SkyWest Airlines material and cannot be included as part of this document. While software developers were the key component to building the website, I was instrumental...
    • Page 37

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    • SOPHOMORES HENRY BERGSTROM, President If a whizz of a student is called a shark, Henry must be a whale. ANTHON LUNT, Vice President Pa, give me a nickle, I want to be tough. OSCAR OLSEN, Secretary-Treasurer The biggest little boy in school. MIRIAN...
    • Page 104

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 97 habits, all of the habits were either ranked the same or within one place of each other by both the students and the teachers/administrator. When the student and teacher-administrator responses were compared by...
    • Page 10

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    • LIFE ON THE LINE 11 40 hour class. However, this is just one area covered by OSHA regulations. For example, OSHA standards cover safety areas which include but are not limited to: Fall Protection, Confined Spaces, Respiratory Protection, and Lock...
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    • PREFERENCES FOR GROUP LEADERSHIP STYLE 54 leader-member exchange theory, researchers treated leadership as something leaders did toward all of their followers. This assumption implied that leaders treated followers in a collective way, as a group,...
    • Page 96

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    • Emotions in Conflict 91 Appendix A Interview Questions Please state the grade that you teach, the number of years you have been a teacher, and your age. In your experience interacting with parents to resolve concerns, when have you felt...
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    • RECEPTION PERCEPTION 104 healthcare: benefits for receptionists, benefits for patients, and benefits for doctors. The benefits discussed hereafter are broad reaching and general, however it does give universal appeal to the course of study that...

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