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    • Page 101

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 94 social competence and TLIM program, and even less strongly hold a positive view of TLIM program itself. The adults, when taken as a whole, perceived the converse: They viewed the weakest relationship as between...
    • Page 118

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 111 the link between character education and academic achievement (cf., Chapter 2, pp. 33-34). Ultimately, the small population size of this study compromised the transferability of these results beyond this case...
    • Page 122

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 115 academic achievement can support each other, it was not surprising that the answers to this question replicated each other. Yet, it was surprising that one adult disagreed since the first three habits,...
    • Page 124

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 117 teacher-student interactions. Or, perhaps student-student relationships were in greater need of improvement than teacher-student relationships at the time of the program’s implementation. The adults who...
    • Page 126

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 119 character education programming was most effective at the elementary level in two respects: students and teaches felt positively about the program, and, they agreed on their assessment of the program. The most...
    • Page 13

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    • plains was so well organized that many of the prior problems had been solved and some diarists described the trip as a rather enjoyable event. Henry Lunt's company reached the Great Salt ~ a k valley on e August 28, 1850." After traveling through a...
    • Page 13

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    • COMMUNICATION THEORIES 14 students, who are accustomed to communicating briefly and spontaneously via instant messenger, e-mail or text message” (p. 33). Based on this information, it is important to understand how to incorporate visual and...
    • Page 14

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    • Girls and Relational Aggression 10 Relational aggression is subtle and manipulative and doesn’t appear to be average aggressive behavior. Many people view it as a form of socialization and a temporary stage of development that girls will outgrow....
    • Page 16

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    • Testimonial videos 16 Once these principles have been applied, interviewing can be a great way to discover and share information. As Kvale (1996) states, a good interview can actually become an “inter view” of a person, a group, or an idea....
    • Page 16

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    • COMMUNICATION THEORIES 17 A. Use short sentences and paragraphs B. Use design elements like spacing and dividing lines to distinguish the content sections from one another C. Use bold typeface and sub-headers to make certain words stand out D. Use...
    • Page 18

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    • Testimonial videos 18 the credibility of a company. Jo (2005) continues by mentioning that without credibility, “efforts to pitch information may be only self-serving displays or one-way communication” (p. 58). Therefore, purveyors of information...
    • Page 20

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    • Testimonial videos 20 (1981) also emphasized the importance of strong arguments, “when the arguments presented in a message are inconclusive, the recipients’ thoughts are guided more by their preexisting attitudes than by the content of the...
    • Page 21

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    • EFFECTS OF BACKGROUND MUSIC 17 administered the test again (Davidson & Powell, 2010). During the next three sessions, the students completed three different math tests. The first form of the test given allowed the students to finish in ten minutes....
    • Page 21

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    • Testimonial videos 21 Taking viewer’s feelings and opinions into consideration is also important to user experience. Huang, Chen and Wang (2012) discussed empathy as a main factor in the viewing and sharing of online videos. Information that...
    • Page 23

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    • Testimonial videos 23 videos can fulfill multiple roles. They can be interactive, attractive and individualized, and therefore are a great tool for displaying and sharing information online. Testimonials Braverman (2008) discusses the difference...

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