Venetian Merchants in Thirteenth-Century Alexandria and the Sultans of Egypt: an Analysis of Treaties,Privileges and Intercultural Relations     

Pierre Moukarzel 《Al-Masaq: Islam & the Medieval Mediterranean》2016,28(2):187-205

During the thirteenth century, competition among the Italian merchants in Alexandria increased and each community sought wider trading privileges. Access to Alexandria's markets was an important addition to Venetian economic power, complementing the contemporary Venetian presence in Aleppo, in Acre and other Frankish ports, and in Constantinople after the fourth crusade in 1204. Venice differed from Pisa and Genoa in the thirteenth century because it was the only Italian merchant city that had signed four trade agreements with the sultans of Egypt. The Venetian treaties with the sultans formed the base of developing the Venetian maritime trade with Alexandria. They obtained privileges that allowed them to exercise commercial supremacy in the eastern Mediterranean. Unlike the other Italian communities settled in the sultan's lands, the Venetian merchants' privileges remained fixed and continued through the fourteenth and fifteenth centuries. This article aims to study and analyse commercial and diplomatic relations between Venice and the sultans, the Venetian merchants' privileges and their political and juridical status in Egypt.  相似文献   

Eating Attitudes and Behaviors Among Female College Students     

Katherine D. Veazey Morris  Gilbert R. Parra  Sarah R. S. Stender 《Journal of College Counseling》2011,14(1):21-33

The authors assessed the influences of several risk factors—self‐esteem, history of unwanted sexual contact (USC), depression, and sorority membership—on eating‐related and weight‐related attitudes and behaviors. Findings provide support for the roles of self‐esteem, depression, and USC on restricting attitudes. According to the authors' model, these independent variables predicted restricting attitudes that then predicted restricting behaviors. Implications for preventive interventions and the study's limitations are discussed.  相似文献   

Editorial     

Paul Morris  Nitya Rao  Yusuf Sayed 《Compare》2012,42(4):561-562

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Nomadic inquiry in the smooth spaces of the field: A preface     

Elizabeth A. St. Pierre 《International journal of qualitative studies in education》2013,26(3):365-383

Framing this essay as a preface to a return to the field in order to collect more data for her study of the older, white southern women of her hometown, this researcher uses Laurel Richardson's (1994) concept of ''writing as a method of inquiry'' in order to revisit some of the places in which she has already done field work. By employing Deleuze and Guattari's (1980 1987) image of the nomad deterritorializing space, she revisits some of those spaces- mental space, the space of the text, and the space of theory- in order to work out of the failure of her received understanding of fieldwork and to think differently about the spaces and places in which her research takes place.  相似文献   

Integrating expanded school mental health programs and school‐based health centers     

Mark D. Weist  Amy Goldstein  Leslie Morris  Tanya Bryant 《Psychology in the schools》2003,40(3):297-308

This article provides background on national movements toward expanded school mental health (ESMH) programs and school‐based health centers (SBHCs), and presents advantages and challenges of joining these two systems of child and adolescent health care. Delivering ESMH through SBHCs promotes an interdisciplinary approach, health–mental health care integration, and benefits including enhancing referral bases, improving screening of problems, and enhanced confidentiality and privacy. But this integrated approach also presents challenges including managing referrals and significant needs, handling crises, building a focus on prevention and mental health promotion, handling administrative demands, and coping with limited resources. These challenges, ideas for overcoming them, and future directions for this promising service delivery approach are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 297–308, 2003.  相似文献   

Erratum to: Effect of Current Electricity Simulation Supported Learning on the Conceptual Understanding of Elementary and Secondary Teachers     

David Devraj Kumar  P. V. Thomas  John D. Morris  Karen M. Tobias  Mary Baker  Trudy Jermanovich 《Journal of Science Education and Technology》2011,20(2):116-115

This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains, with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21) gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported science learning can have a positive effect on concept attainment in teachers.  相似文献   

Field Trips in Early Childhood Settings: Expanding the Walls of the Classroom     

Satomi Izumi Taylor  Vivian Gunn Morris  Carol Cordeau-Young 《Early Childhood Education Journal》1997,25(2):141-146

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Editor's Page: On Being Innovative     

Libby V. Morris 《Innovative Higher Education》2003,27(4):211-214

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Minister for the disabled     

A Morris 《Special education: forward trends》1974,1(3):8-9

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Patterns in the education of teachers in the United States of America 1968     

Morris L. Cogan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(4):390-405

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