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Display: 20

    • Page 14

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    • 11 A major function that aided in student achievement is the ability for the students to see previous pages from prior lessons or lectures and the ability to link previous lessons to a new concept or new lesson (Knight, 2005, p. 14). The ability...
    • Page 15

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    • 9 in the case of a student with a high IQ but an academic score in math that is twenty points below her tested IQ yet still above average. The reverse situation, the student who has a low IQ and an equally low math achievement score, is a common...
    • Page 412

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    • and joy to contemplate that, if we continue true and faithful to the end, we shall meet again in a more glorious state and all teas will be wiped away and our love for our God and Creator and al1 tmth and each other wiii be intensit
    • Page 379

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    • and they were cooked in every way the women could contrive. Thus the day was saved. This event was no less miraculous than the 'mama' of ancient Israel. Broughton wrote that the year of 1892 was a most desperate one, flour was not to be bought. The...
    • yearbook1917i063: Athletics

    • Beaver Murdock Academy--Beaver (Beaver County, Utah); School yearbooks
    • Athletics. No greater satisfaction can come to the student at graduation than to feel, when receiving his diploma, that he has served honestly and well the institution that now honors him. And these feelings are permanent. They will be found...
    • Page 28

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    • BMI AND WEIGHT DISCRIMINATION 29 Chapter 5: Discussion As obesity rates continue to rise, it is believed that there is a direct association between those rates and weight-related stigmas and discrimination (Gorber & Tremblay, 2010). However, the...
    • Page 38

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    • EFFECTIVE ORGANIZATIONAL COMMUNICATION AFFECTS EMPLOYEE ATTITUDE, HAPPINESS, AND JOB SATISFACTION 34 suggestions and opinions may experience an increase in employee job satisfaction and higher productivity; which, speaking as a supervisor, improves...
    • Page 40

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    • EFFECTIVE ORGANIZATIONAL COMMUNICATION AFFECTS EMPLOYEE ATTITUDE, HAPPINESS, AND JOB SATISFACTION 36 practices were correct. Information is shared regularly and frequently, with feedback and suggestions requested about all processes and...
    • Page 41

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    • EFFECTIVE ORGANIZATIONAL COMMUNICATION AFFECTS EMPLOYEE ATTITUDE, HAPPINESS, AND JOB SATISFACTION 37 Recently, one of the managers in the Enrollment Management Division left the University as a result of changes made University-wide. It was known...
    • Page 42

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    • EFFECTIVE ORGANIZATIONAL COMMUNICATION AFFECTS EMPLOYEE ATTITUDE, HAPPINESS, AND JOB SATISFACTION 38 Participants were asked if they felt their supervisors were responsible for creating a positive work environment. Seventy-five percent responded...
    • Page 173

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    • For&unately, only one mule was Med, but it took a full day to recover the baggage. The crossing of the east fork of the Colorado River was attended with much difficulty and more danger. Steadily the expedition's food supply dwindled and couldn't be...
    • Page 65

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    • George and proceeded down the main street, the cattle became restless and unsettled hecause of the commotion made by the people gathered around watching them. The result was a regular bedlam. The cattle were to be delivered to Apostle Erastus Snow,...
    • Page 365

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    • impossibity to supply the camp by such a slow and labonous process. The following account of their anival in Mexico is from Broughton's histoiy: We finally reached Deming, New Mexico, a railroad town [40 miles from the Mexican border]. There we...
    • Page 107

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 100 fifth graders vs. third, fourth and fifth graders), the results cannot be directly correlated. Yet, the similarity in results supports the notion that students at this school perceived that they knew TLIM...
    • Page 112

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 105 But, “Be Proactive” and “Think Win/Win” were the most frequently selected habits. Interestingly, these habits are about thinking ahead and thinking of the purpose of one’s actions, then taking those actions....
    • Page 117

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 110 understanding of TLIM program over time. The likely cause for this was the passage of time during which more formal and informal training on TLIM program has taken place school-wide. Question 3. Two adults...
    • Page 121

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 114 Public Victory habits—also help students follow school rules. While the students also selected “Seek First to Understand, Then to Be Understood” frequently for this question, they selected “Synergize” less...
    • Page 34

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 27 directly (i.e., the utility of performance character traits) and indirectly (i.e., by “protecting students from barriers to learning such as mental distress, substance abuse, delinquency, teen pregnancy, and...
    • Page 48

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 41 helped them to deal with social problems (e.g., making new friends at school, staying calm in conflicts with siblings, being nicer and knowing how to behave) (p. 20). Two students’ commented about their...

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