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    • 1908, page 32

    • 1908, page 32
    •  

    • 32 SOUTHERN BRANCH sists largely of the working of problems involving the laws of Physics. Class room experiments are performed by the teacher whenever necessary to make a principle more comprehensible. The fifty experiments outlined in the...
    • Branch Normal School Catalogs
    • 1909, page 34

    • 1909, page 34
    •  

    • 34 SOUTHERN BRANCH. PHYSICAL SCIENCE. MR. DALLEY. Elementary Physics. This subject is given in the third year. Object: The object of the course is to give the students a general survey of the field of Physics, including a study of...
    • Branch Normal School Catalogs
    • 1910, page 40

    • 1910, page 40
    •  

    • 40 Course in Physics." The laboratory manual used is Millikan and Gale's. References: Hopkins' "Experimental Science," Desehanel "Natural Philosophy," Barne's "Practical Accoustics," Edser "Heat for Advanced Students," Daniell "Text Book of...
    • Branch Normal School Catalogs
    • 1911, page 40

    • 1911, page 40
    •  

    • 40 students individually, or in groups when necessary. Each student takes notes on the experiments at the time of performing them and records his results in a record book outside of the laboratory. General Chemistry. This consists of an...
    • Branch Normal School Catalogs
    • 1912, page 45

    • 1912, page 45
    •  

    • 45 forming them and records his results in a record book outside of the laboratory. General Chemistry. This consists of an elementary course in general chemistry and qualitative analysis. The elements of chemical theories and of important...
    • Branch Normal School Catalogs
    • Page 18

    • Page 18
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    • 12 supports” (Ysseldyke, Burns, Scholin, & Parker, 2010, p.58). Tier 2 intervention, generally consists of small group differentiated instruction that is explicit and systematic (Bursuck & Blanks, 2010; Greenfield et al., 2010; Vaughn & Fuchs,...
    • Scholar Archive
    • Page 19

    • Page 19
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    • 13 Mattos, & Weber, 2009, p. 28). Fuchs, Mock, Morgan, and Young (2003) prefer standard protocol because “everyone knows what to implement, and it is easier to train practitioners to conduct an intervention correctly and to assess the accuracy of...
    • Scholar Archive
    • Page 16

    • Page 16
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    • SOCIAL THINKING INTERVENTIONS 15 with HFA. The three areas were emotion recognition, theory of mind, and real life problem solving. One of the unique aspects of this study was that parents attended a concurrent training aimed at improving their...
    • Scholar Archive
    • Page 12

    • Page 12
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    • Event managers believe the Internet is a great source for marketing all events, while participants say this method is only effective for tourists. Managers also rely on television and radio advertising, but attendees said word of mouth and past...
    • Scholar Archive
    • Page 67

    • Page 67
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    • THE WEB 68 8 The Internet: A Brief History Despite being a relatively new technology, the Internet has become a cornerstone of digital media and a standard global method of com􀀍􀵭 munication. As of 2010, one in four people worldwide have...
    • Scholar Archive
    • Page 17

    • Page 17
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    • PREFERENCES FOR GROUP LEADERSHIP STYLE 18 that help structure the group. Primarily these leaders “encourage members to participate in group decisions, including policy-making decisions” (p. 182). When working with a democratic leader, the group...
    • Scholar Archive
    • Page 39

    • Page 39
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    • 35 INTRODUCTORY CHEMISTRY Text Wilbraham, A. C., Staley, D. D., Matta, M. S., & Waterman, E. L. (2008). Chemistry. Boston, MA: Pearson Prentice Hall. Prerequisite Algebra I Course Description Chemistry is an organized method of science that...
    • Scholar Archive
    • Page 13

    • Page 13
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    • Emotions in Conflict 8 Obliging is described by Leung & Kim (2007) as "sacrificing one's own concerns to satisfy that of the other party" (p. 175). This particular style differs from avoiding/smoothing in that the person involved admits that a...
    • Scholar Archive
    • Page 24

    • Page 24
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    • Emotions in Conflict 19 interpersonal communication with others, can be beneficial in improving the ways that conflict is managed. The most common correlations found interpersonally from previous research relate to positive and negative emotions....
    • Scholar Archive
    • Page 70

    • Page 70
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    • Emotions in Conflict 65 Mindy mentioned that as teachers, "we are always trying to solve problems." Mindy elaborated on the value of solving problems: I’d say probably the problems solver is the most fulfilling because the others you can do all...
    • Scholar Archive
    • Page 86

    • Page 86
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    • Emotions in Conflict 81 References Abramson, L. Y., Seligman, M. E. P., & Taasdale, J. D. (1978). Learned helplessness in humans: Critique and reformulation. Journal of Abnormal Psychology, 87, 49-74. Aldous, J. (1971). A framework for the analysis...
    • Scholar Archive
    • Page 92

    • Page 92
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    • Emotions in Conflict 87 Personality and Individual Differences, 33, 1091-1100. Pillutla, M. M., & Murnighan, J. K. (1996). Unfairness, anger, and spite: Emotional rejections of ultimatum offers. Organizational Behavior and Human Decision Processes,...
    • Scholar Archive
    • Page 95

    • Page 95
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    • Emotions in Conflict 90 in negotiation: power moderates the interpersonal effects of anger and happiness on concession making. European Journal of Social Psychology, 36(4), 557-581. Van Kleef, G. A., De Dreu. C. K. W., & Manstead, A. S. R. (2004b)....
    • Scholar Archive
    • Page 46

    • Page 46
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    • STUDENT EMPLOYEE HANDBOOK 41 JOB DESCRIPTION JOB TITLE Summer Conference Assistant JOB SUMMARY Summer Conference Assistants are responsible for day-to-day conference operations. This is a student, live-in, temporary position during the summer...
    • Scholar Archive

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