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    • 1903, page 27

    • 1903, page 27
    •  

    • 27 STATE NORMAL SCHOOL. trict schools. Through laboratory work, dissecting, microscopic examinations, and drawing, the student is made familiar with the lower forms of animal life, and obtains an insight into their relation to the higher forms...
    • Branch Normal School Catalogs
    • 1903, page 28

    • 1903, page 28
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    • 28 SOUTHERN BRANCH understanding of spoken German and a real appreciation of the literary language. Conversational exercises, dictation, talks on German life, etc., are interspersed as the occasion permits. The principles of the relationship...
    • Branch Normal School Catalogs
    • 1904, page 26

    • 1904, page 26
    •  

    • 26 SOUTHERN BRANCH GERMAN. MR. MABEY. German 1. ELEMENTARY COURSE. The object of the first year's work is to familiarize the student with German construction so far as to enable him to read easy German text without difficulty....
    • Branch Normal School Catalogs
    • 1905, page 30

    • 1905, page 30
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    • 30 SOUTHERN BRANCH. tion for a systematic acquisition of vocabulary. The grammar and composition work is equivalent to that comprised in part f of Thomas's Practical German Grammar.. A number of easy texts are read and short poems memorized....
    • Branch Normal School Catalogs
    • 1906, page 26

    • 1906, page 26
    •  

    • 26 SOUTHERN BRANCH HISTORY. Mr. – General History. The work of this course is based on original documents and extracts from contemporaneous writers. While the ground usually gone over in General History is covered, certain...
    • Branch Normal School Catalogs
    • 1906, page 27

    • 1906, page 27
    •  

    • 27 STATE NORMAL SCHOOL. General Chemistry. An elementary course in General Chemistry and Qualitative Analysis. The theories and principles of chemistry are treated in detail in connection with the study of the non-metallic elements. The...
    • Branch Normal School Catalogs
    • 1906, page 30

    • 1906, page 30
    •  

    • 30 SOUTHERN BRANCH Commercial Law. This course embraces a study of the laws governing the transaction of business in the world of commerce, including a knowledge of contracts, agency, partnership, corporations, business paper, liens,...
    • Branch Normal School Catalogs
    • 1907, page 28

    • 1907, page 28
    •  

    • 28 SOUTHERN BRANCH PHYSICAL SCIENCE. MR. FOSTER. Elementary Physics. Recitations and laboratory work. The recitations are accompanied by numerous lecture-table experiments, which fully illustrate the subject matter of the lesson. 2...
    • Branch Normal School Catalogs
    • 1907, page 32

    • 1907, page 32
    •  

    • 32 SOUTHERN BRANCH GERMAN MR. DU PONCET German 1. ELEMENTARY COURSE. The object of the first year's work is to familiarize the student with German construction so far as to enable him to read easy German text without difficulty....
    • Branch Normal School Catalogs
    • 1911, page 48

    • 1911, page 48
    •  

    • 48 MANUAL TRAINING. Mr. Gardner. I. Course a consists of the regular work of the Normal School and High School courses in Manual Training. Students should have sufficient technical knowledge of tools and their uses to be able to...
    • Branch Normal School Catalogs
    • 1912, page 53

    • 1912, page 53
    •  

    • 53 wood work about the home after having completed this work. Course b consists in the making of doors, sashes, frames, gates, tables, etc., and turning. II. Cabinet making and wood turning continued. A carpenter's work bench and a...
    • Branch Normal School Catalogs
    • Page 495

    • Page 495
    •  

    • manufacture of iron. Drama, for which Cedar has now become nationally known, was a favorite interest and avocation of the townspeople from the earliest days. Amusements, recreations of various kinds, and celebrations of important events livened up...
    • Evelyn and York Jones Books
    • Page 28

    • Page 28
    •  

    • 22 students’ investment in school learning appears to increase” (Haneda, 2006, p. 343). ELLs can then feel safe to learn in this type of school environment as it allows them become active readers and writers when exposed to new texts. It is not...
    • Scholar Archive
    • Page 32

    • Page 32
    •  

    • 26 One of the co-authors of Treasures is Dr. Jana Echevarria, a professor of educational psychology who specializes in bilingual education and is an expert in teaching ELLs. Echevarria (2005) stated, “In order to tailor instruction appropriately,...
    • Scholar Archive
    • Page 49

    • Page 49
    •  

    • 43 home. Both high and low ELLs received homework help from family members on a regular basis, which included parents, cousins, aunts, and grandparents. These averages were based on a 5-point scale: never = 1, rarely = 2, sometimes = 3, most of the...
    • Scholar Archive
    • Page 38

    • Page 38
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    • STRAIGHT IS THE GATE 39 Chapter 3: Method Ethnography An ethnographic approach to research allows researchers to immerse themselves into a culture and collect naturalistic data. Naturalistic data consists of real-world observations rather than...
    • Scholar Archive
    • Page 17

    • Page 17
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    • THE WEB 18 Syllabus: The Web for Communication Professionals The web is taking an increasingly prominent role in the lives of communication professionals. Students entering the field of communication will undoubtedly be involved in web projects...
    • Scholar Archive
    • Page 23

    • Page 23
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    • U.S. Embassy 23 Similar to Dr. Challis’s course format, Dr. Heuett allows students to choose their own speech topic. Having the fortunate opportunity to attend speeches that have impacted and changed me, I was determined to set the bar for my...
    • Scholar Archive
    • Page 24

    • Page 24
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    • U.S. Embassy 24 (2003) were important starting points for a flow of literature that helped enrich my understanding of the political world and international relations. Understanding the global community was of utmost importance in preparation for...
    • Scholar Archive
    • Page 18

    • Page 18
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    • 15 results; not all participants’ knowledge could cover all possible items. Therefore, the results were not completely valid and reliable. Brown suggested that a cloze test should be constructed to fit a particular group of...
    • Scholar Archive

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