Experimental work on the transmission of electrons by thin gold films     

Mildred Allen 《Journal of The Franklin Institute》1932,214(1):43-72

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Eleventh- and Twelfth-Century Similarities in the Norman Influence,Contact and “Conquests” of Sicily,Southern Italy and England     

Melissa Sartore 《Al-Masaq: Islam & the Medieval Mediterranean》2013,25(2):184-203

The establishment of the so-called “Norman World” is a debated phenomenon. The influence of the Normans can be found throughout Europe in matters of politics, warfare, and cultural interaction. The empire established by the Normans from the tenth through the thirteenth centuries was based upon the fighting prowess and military might of a people led by notable men such as William the Conqueror and Robert Guiscard. The similarities and differences between the Norman conquests of the eleventh century reveal reciprocity in contact, influence, and exchange among Norman populations. Similarly, the autonomy and distinctness of Norman populations from England to the Mediterranean remained. This article explores the extent of Norman contact, areas of influence and methods of exchange during the most active Norman conquests of the Middle Ages.  相似文献   

A Newscast for the Masses: The History of Detroit Television News     

Craig Allen Ph.D. 《广播与电子媒介杂志》2013,57(3):528-529

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Introduction     

Stanley Rothman  Alan Charles Kors  Dennis O’Brien  William B. Allen  John Agresto 《Academic Questions》1999,12(4):13-18

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Other Notes on New Publications     

Allen Koenig 《Communication Booknotes Quarterly》2013,44(2)

Allen Koenig's Labor Relations in Broadcasting  相似文献   

Hans Zacharias Hoxter: Building Counseling Internationally     

Allen E. Ivey 《International journal for the advancement of counseling》2003,25(2-3):95-108

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When there are problems ...     

Patsy Allen 《Early Childhood Education Journal》1991,19(1):42-42

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Innovative Experiential Learning Activities in Aging: The Experiences of Four BEL Projects     

Kristina M. Hash  Jay Poole  Melissa Floyd  Crystal Dea Moore  Anissa T. Rogers  Leslie E. Tower 《Journal of Teaching in Social Work》2017,37(2):156-170

The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults. This article discusses and compares the experiences of 4 diverse BEL projects that implemented gero-experiential learning activities into 1 or more of the BSW curriculum areas: introduction/social work practice, social welfare policy, human behavior in the social environment, social work research, and field practicum. “Three keys to success” are offered as ways in which gero-experiential activities may be successfully implemented by other programs.  相似文献   

Socio-Politically Relevant Pedagogy for Immigrant and Refugee Youth     

Monisha Bajaj  Amy Argenal  Melissa Canlas 《Equity & Excellence in Education》2017,50(3):258-274

In this article, the authors discuss how one public high school became a site for socio-politically relevant pedagogy for immigrant and refugee youth, building on the concept of culturally relevant pedagogy that has been discussed in educational scholarship (Howard, 2001, 2003; Ladson-Billings, 1994, 1995a, 1995b). By exploring newcomer youth's understandings of their experiences, self-conceptions, and positioning in the global economy, the authors draw on a three-year qualitative case study utilizing ethnographic methods to highlight the key tenets of a socio-politically relevant pedagogy for youth who lead transnational lives. The key tenets proposed include: (1) the cultivation of critical consciousness around global inequalities and transnational migration; (2) the creation of formal and informal avenues for reciprocal learning between families/communities and schools; and (3) support and care for the material conditions of students' and families' lives.  相似文献   

The changing status of higher education in the ‘moronic inferno’     

Melissa Johnson Morgan 《Perspectives: Policy and Practice in Higher Education》2017,21(4):144-149

Getting a good and relevant education is difficult enough to achieve within a context where social and economic needs are constantly unsettled by political policy. The public funding of the education sector has become a contested arena irrespective of a government’s ideology. Recent graduates from various disciplines from Town Planning to Philosophy report in university destination surveys that they have only found employment in areas unrelated to their academic training – for instance, in supermarkets, restaurants and other low-level service industries. How has it happened that the universalisation of mass higher education has contributed to a disconnect between the individual’s social aspirations and their economic status? What happened to the tacit promise that an extended period of intellectual development would prepare the individual for a life of valuable social contribution and financial security? Part of the answer lies in the success of higher education itself. Its popularity has changed its transformative capacity and allowed operational efficiencies to overrule academic quality. The university, ideally seen as a repository of intellectual intuition, has been remade into yet another modern corporation concerned with the bottom line and financial security. Why has it been necessary to remake the university in the image of the department store, supermarket or bank, and how has it been achieved without more critique?  相似文献