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    • Page 28

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    • DAVID’S VS. GOLIATH 28 allowing ourselves to become an integrated part of your team, saving you a seat at the lunch table and splitting milkshakes on the boardwalk” (2013). This approach to gain likeability is aimed at leveling with the consumer...
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    • 3 concept mastery using an interactive whiteboard versus using traditional whiteboards and non-electronic manipulatives. The purpose of this study was to analyze how the implementation of an interactive whiteboard, such as a SMART Board, in an...
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    • 4 display a computer's video output on the interactive whiteboard, which then acts as a big touch screen (Smart Board, 2011). Instructional technology. The theory and practice of intent, development, use, management, and evaluation of processes and...
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    • EFFECTS OF BACKGROUND MUSIC 8 need (Wigram &Gold, 2006). From ancient times, people have had the idea that music can express emotion. Some also believe that music can actually produce emotion. These two different ideas may help explain the...
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    • 8 the use of modern technology]” (Windsor, 2011 pg. 1). Despite extensive research in core curriculum development and educational technology innovation many parents are choosing to send their students to schools where technology is not present...
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    • 24 different pages quickly and efficiently kept the students engaged and made the lessons move at a quicker speed. The researcher found that the fast paced lesson and electronic based manipulatives, through the interactive whiteboard software, kept...
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    • Testimonial videos 9 style marketing videos to be displayed on our website, in our digital owners’ manuals, and throughout social media. Last year’s interviews featured owners from a limited geographic area (Utah, Idaho and Nevada), and it seemed...
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    • 44 Richardson, F. C. & Woolfolk, R. L. (1980). Mathematics anxiety. Test Anxiety: Theory, Research, and Application, 271-288. Hillsdale, NJ: Erlbaum. Robinson, C. S., Menchetti, B. M. & Torgesen, J. K. (2002). Toward a two-factor theory of one type...
    • Page 46

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    • him, and while talking, Lehi found that he was a school teacher there in Bulliunville, 11ythe name of Bob Ricards. they were talking, a large man who walked by, appeared to be intoxicated. Mr. Ricards called out the word "stage," which meant a...
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    • beef was hidden in thick timber some distance from ramp, while they had been wishing for meat for supper and breakfast, all but one prospector made a hasty getaway before our boys returned from the day's ride." " As I was riding out that morning...
    • Page 358

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    • together. It had not been a desiiable situation to be away from those in Cedar City. When he returned to Pinedaie he got in touch at once with Henry W. to make the necessary preparations to begin the move of those family members in Cedar City who...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 27 feel comfortable and in control. Innumerable projects and lesson plans emerge as a result of allowing students to take advantage of this prevalent genre. Divaricating Opinions on the Most Effective Teaching...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 43 the group those particular scores. I believe that this would help me to more accurately work out an appropriate and fair grade for the students, and it would assist them in seeing that I cared about their...
    • Page 380

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    • have you any more meal you could lend me, my family hasn't a dust of bread stuff in the house.' Father's reply would be, 'Ah, dear brother, you will have to see Sarah.' 1 have heard Mother bear her testimony many times to the fact that she divided...
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    • 59 later assigned to teach, then it is up to each one to spend the time learning what he or she missed. Teachers must use the time they have with students in class to teach what they need to teach because that’s the only time they have any...
    • Page 138

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    • instructions as to the hatching, feeding and rearing of silkworms. They looked just about likc celcry seeds. Every morning, Ann and Henrietta went ahout a 1)lock away to gather mulberry leaves from the trees that were growing thcrc. T h e Mulberry...
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    • Chapter 4 Results This chapter presents the pretest and posttest data for School A and School B. Only School B students, who participated in the STEP Express program, recorded their daily minutes of exercise. That data, as well as the student...
    • Page 424

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    • Thomas went with Alonzo Farnsworth and his hired hands to Colonia Dublaq a round-trip consisting of 200 miles, to help with his freight teams. One of the reasons Thomas was asked to go was because he could speak fluent Spanish and could help in...

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