Historical research as a foundation for teaching applied issues in publishing     

George L. Parker 《Publishing Research Quarterly》1990,6(1):65-73

Historical research benefits students of publishing in three ways. First, it provides an accurate account of what happened in the past. Second, by setting contemporary issues in a historical context, it helps identify trends. Finally, it encourages curiosity and learning about one’s cultural and intellectual heritage. Parker provides examples of research that serve these purposes. George L. Parker is professor and head of the Department of English and Philosophy at the Royal Military College of Canada, Kingston, Ontario. He teaches Canadian and American literature, has coedited an anthology,The Evolution of Canadian Literature in English: Beginnings to 1970, has contributed to theDictionary of Canadian Biography, and has publishedThe Beginnings of The Book Trade in Canada (1985).  相似文献   

Editorial policy: 1986‐1988     

George Ziegelmueller Editor 《Communication Studies》2013,64(3)

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The FCC under fire     

Elmer G. Sulzer  George C. Johnson 《广播与电子媒介杂志》2013,57(2):97-98

In 1938 Hadley Cantril was able to study the effect of Orson Welles’ “Invasion from Mars”; program in the period immediately following the broadcast. This broadcast was perhaps the greatest hoax—or deception—of its time.

Although not nearly so dramatic in its impact, it cannot be denied that the disclosure of the rigging of quiz shows had its effect upon the American public.  相似文献   

Proceedings of the Stated Meeting held Wednesday,May 15, 1918     

George A. Hoadley 《Journal of The Franklin Institute》1918,185(6):833-837

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Sidney Hook Memorial Award acceptance address: Reform is nigh     

Robert P. George 《Academic Questions》2007,20(1):65-68

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The chemical composition of sesame oil     

George S. Jamieson  Walter F. Baughman 《Journal of The Franklin Institute》1924,197(6):840

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Lecture on the sciences as applicable to domestic life,delivered at a meeting of the members and friends of the Retford literary and scientific institution     

George Chapman 《Journal of The Franklin Institute》1850,49(4):262-285

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Cultural differences in the perception of critical interaction behaviors in global virtual teams     

Daphne M. Dekker  Christel G. Rutte  Peter T. Van den Berg   《Int J Intercult Relat》2008,32(5):441-452

We investigated whether members of virtual teams from the U.S., India, and Belgium perceived the same interaction behaviors to be critical for team functioning as Dutch members from an earlier study. Thirteen virtual team workers from the U.S., 11 from India, and 11 from Belgium were interviewed by means of the Critical Incident Technique Flanagan [Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51, 327–358]. The total number of critical incidents from all countries was 493 and most incidents could be grouped into the same 13 categories as those found in the original Dutch study. However, the results showed that the distributions of the critical incidents from the American, Indian, and Belgian respondents differed from those of the Dutch. Indian and Belgian respondents also mentioned a new category of critical incidents: Respectfulness. The cultural differences were interpreted by means of Hofstede's [Hofstede, G. (2001). Cultures consequences: comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, California, U.S.: SAGE Publications] dimensions.  相似文献   

God or consilience     

George M. Marsden  Richard F. Hassing 《Academic Questions》1998,12(1):5-8

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Promoting Social Awareness and Responsibility in the Primary School: The School Watch Initiative     

George Ball 《Pastoral Care in Education》1998,16(1):17-20

The School Watch initiative is centred in South Wales and involves police liaison officers, primary schools and their pupils. In each interested school, the scheme is explained and the pupils then decide if they want to take part. A pupils' committee is elected which is given support and guidance by the liaison officer. A key element of the scheme is the involvement of the pupils themselves and the way the pupils' committee plays a major part in the choice and running of activities. The scheme benefits pupils both in terms of their personal and social development and in their attitudes to the police. The paper ends with a number of examples of the type of work that schools have undertaken within this scheme.  相似文献