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    • Page 174

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    • would have completely prostrated me. My digestive organs were so much weakened and impaired by the irregular living on horse meat without salt or vegetables that I was feafil that I should never recover. I left for Great Salt Lake City in a wagon...
    • Page 220

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    • Lehi once said, "Plenty of work and responsibility never hurt any healthy child and many of them are spoiling for the want of it."' Lehi's hrother, Kumen, from Blanding came to visit Cedar City again in 1934 and wrote the following about the visit:...
    • Page 18

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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 19 that have been collected in past lives, and how they will positively or negatively affect the life to come. Therefore if an individual was sinful or negligent in his past lives, he could expect to return in...
    • Page 27

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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 28 contained in a droplet or the whole mystery of life within the egg of a flea. For the symbols of mythology are not manufactured; they cannot be ordered, invented, or permanently suppressed. They are...
    • Page 55

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 48 end-of-level testing has increased 9% in Language Arts (currently 92% of the students are proficient), 10% in Mathematics (currently 96% of the students are proficient), and 12% in Science (currently 86% of the...
    • Page 140

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 133 DeRoche, E. & Williams, M. (2001). Character Education: A Guide for School Administrators. Lanham, MA: Scarecrow Press, Inc. DeVitis, J., & Yu, T. (2011a). Introduction. In J. DeVitis & T. Yu, Eds., Character...

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