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  • All fields: poem
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Display: 20

    • yearbook1917i003: Poem

    • Beaver Murdock Academy--Beaver (Beaver County, Utah); School yearbooks
    • I. As one who cons at evening, O'er an album all alone, And museums on the faces, Of the friends that he has known; So, too, glance at this Year-book, And follow line by line, The past year's glowing record, Of these old schoolmates of thine. ...
    • mcbooki009: Poem: His Last Ride

    • Beaver County, Utah--History
    • His Last Ride Into the path of the sinking sun O'er the far horizon's rim He's gone, a smile in his kindly eyes A song in the heart of him. Gone with the friends of his Yesterdays Where the souls of men ride free And the stars look down on a...
    • 1915 42

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    • Our Motto: "Wotk and Win" CLASS POEM Who defended that flag pole, Against the Juniors bold? The Sophs. Who kept their colors waving high While they struggled valiantly by? The Sophs. Who stood by and cheered them Against those who fought them? The...
    • Page 524

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    • Williams Ranch, Sarah Ann rented, 394; stayed two years, 402 Williams, Sarah, 267 Willis, Bishop, h m Toquerville, 261 Willis, Joshua T., High Coun., 186 Willow Creek (Mona), 23,26 met Wilson, Mary h, Henry Lunt, 190; wrote poem, 191; kom England,...
    • Page 22

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    • partial, partisan, and problematic. At the end of the partisan discussion, Eisenberg says, “When we speak, we tend to represent our views of situations in ways that favor our interests and goals” (Eisenberg & Riley, 2001, p. 56). The partisan...
    • Page 8

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    • The Saints niet together often and had socials, as well as their church meetings. O n one such occasion in St. Louis, some strange men were noticed standing by a stove on which some coffee was boiling. In time, all who drank the coffee contracted...
    • Page 48

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    • th~s volunteer school was superseded by regularly scheduled classes." Smith wrote: "March 19, 1851: The wind blew very hard from the south leaving no tents standing in camp. March 20: Went with Frost and Bringhurst to visit the coal vein [Cedar...
    • Page 17

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    • 10 discovered that the books may be for children on one level, but on other levels they speak to older students and adults” (Spicer, 2003, p. 5). According to Furner, Yahya, and Duffy (2005) there are benefits of using literature in mathematics. •...
    • Page 24

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    • 18 from learning with dance was the improvement that the school children exhibited on standardized tests in all areas. When compared with schools of similar socio-economic status, the “Minds in Motion” school had much higher test scores. The...
    • Page 22

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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 23 Students can enjoy this mystery along with everyone else as they make their own predictions about the purpose of the Peruvian etchings. A great way to parallel this, is, as previously mentioned, is to...
    • Page 116

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    • 109 Gardner, H. (1991). The Unschooled mind. New York, NY: BasicBooks. Gardner, H. (1993). Multiple intelligences the theory in practice. New York, NY: BasicBooks. Honigsfeld, A., & Dunn R. (2009, May/June). Learning-Style responsive approaches...

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