Timothy C. Campbell,Wireless Writing in the Age of Marconi. Minneapolis: University of Minnesota Press, 2000.     

Bradley L. Nason 《Journal of Radio & Audio Media》2013,20(1):87-88

This article examines the FCC's evaluation of broadcast allocation from 1934 to 1939, focusing on the participation of non-commercial and commercial interest groups in the debate. Its two major themes are: 1) how the commission, while pledging to consider “social and economic” concerns, in actuality gave them only cursory attention and 2) how the commercial interests in the industry began to fracture into individual groups, each arguing for policies advantageous to them. It argues that the commercial industry had vanquished the threat from non-commercial interests in the early 1930s and was now free to splinter into individual factions.  相似文献   

The Gaelic athletic association and the Irish diaspora in Scotland, 1897–1947     

Joseph M. Bradley 《国际体育史杂志》2013,30(3):135-146

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Critics’ and public perceptions of violence in television programs     

Bradley S. Greenberg  Thomas F. Gordon 《广播与电子媒介杂志》2013,57(1):29-44

The following article is one of the first fruits of a million dollars’ worth of research by some two dozen investigators that was sponsored by the Surgeon General's Scientific Advisory Committee in an attempt to examine the possible links between the mass media and violence. The research upon which this particular publication is based was performed pursuant to Contract No. HSM 42–70–32 with the National Institute of Mental Health, Health Services and Mental Health Administration, U.S. Department of Health, Education and Welfare. Dr Greenberg, associate professor in the Department of Communication at Michigan State University, and a frequent contributor to the Journal, was the principal investigator. Mr. Gordon, a Ph.D. candidate, was senior research assistant in the same department.  相似文献   

A Life-Course Perspective on Physical Activity Promotion: Applications and Implications     

Kin-Kit Li  Bradley J. Cardinal  Richard A. Settersten 《Quest (Human Kinetics)》2013,65(3):336-352

This article illustrates how a life-course perspective can be infused more fully into the research field of physical activity promotion. A life-course perspective is particularly promising in connecting, organizing, and supplementing current knowledge and can potentially stimulate and direct future research and intervention efforts by using a time-sensitive, opportunistic, and developmental approach. The first section summarizes this approach into five key life-course principles including human agency, linked lives, time and place, life-span development, and timing. The second section takes a closer look at three time-based components: trajectories, transitions, and turning points. The final section highlights some of the implications of a life-course perspective for research methods and interventions, especially among children and older adults.  相似文献   

The educational experiences of Australian high school dropouts who return to school     

Juliette D.G. Goldman  Graham L. Bradley 《International Journal of Lifelong Education》2013,32(1):18-38

This research examines the experiences of Australian high school dropouts once they have re‐entered high school. Using a survey in three Australian states of 1,233 re‐enterers aged 15 to 24 years it examines their enrolment process, their educational experiences, their difficulties and concerns, and their perceptions of services provided in the new educational institution they re‐enter. The data show that the majority of re‐enterers are enrolled in innovative high schools. Almost half are enrolled in Grade 12, are full‐time and attend day classes only. They are most frequently enrolled in four to six subjects; English, Maths and Science are the most popular. Reentry students generally hold quite positive attitudes to existing forms of assessment and credentials, and hold moderately positive attitudes towards their institution. Most re‐entry students believe they are working hard and performing well, and are confident of future success in their studies. They believe that their institution is supportive of their attempts to return to study, and regard their institution's services and facilities as good, rather than excellent. Implications are discussed for the quality of re‐entry students’ educational experience aimed at optimizing their satisfaction, performance and persistence  相似文献   

TEACHING RESEARCH IN GERONTOLOGY: TOWARD A CUMULATIVE MODEL     

Dena Shenk  Graham D. Rowles  James R. Peacock  Jim Mitchell  Bradley J. Fisher  Krista S. Moore  Lyndall Hare 《Educational gerontology》2013,39(7):537-556

In this article, we consider different approaches to teaching research methods in gerontology across a continuum of educational program levels. Our goal is to offer a conceptual framework and stimulate productive discussion of key issues and challenges in teaching research in gerontology. It is our belief that education in gerontology should include some level of training in research methodologies across all levels of gerontology instruction. Therefore, we have sought to identify those components of research training most appropriate for each level of gerontological education. Thus, basic understanding of research methods is appropriate at the associate's degree level and introductory exposure to basic issues involved in conducting research with elders provides a necessary backdrop to undergraduate programs. More in-depth understanding of gerontological research methods, particularly those involved in applied research, is a component of quality master's level programs. Finally, in-depth knowledge and the ability to apply distinctively gerontological research methods are necessary for conducting advanced original research at the doctoral level.  相似文献   

Federal Policies and Local Realities: The Case of Appalachian Senior Programs     

Bradley Nash Jr.  Dana Burr Bradley 《Educational gerontology》2013,39(5):351-365

ABSTRACT

National senior service programs have had a long and relatively successful history. Emerging at the intersection of federal aging and poverty policy initiatives in the early 1960s, projects such as the Foster Grandparent Program (FGP) and the Senior Companion Program (SCP) have expanded in size and scope over the last several decades. These two programs were first introduced into northwestern North Carolina in the 1980s. While the experiences of FGP and SCP in the region have broadly mirrored the successes of programs located elsewhere, they have also confronted difficulties unique to their local realities that federal policy guidelines are often not sensitive to.  相似文献   

A Course in Social and Ethical Issues in Computing     

W. James Bradley 《Computer Science Education》2013,23(2):113-126

In recent years many computer science educators have struggled with the problem of how to include instruction on social and ethical issues in the computing curriculum. This article describes one approach to solving this problem. It outlines a course called Perspectives in Computing that the author has taught for junior and senior computer science majors. One unifying theme of the course is that computers alter human relationships‐‐they create relationships that would not have existed otherwise and they change existing relationships. The course both examines the nature of those relationships and studies the ethical dimensions of the computer's impact. A second unifying theme is that computing as a discipline affirms a set of professional values. The course attempts to help students discern those values and to develop a thoughtful critique of them.  相似文献   

An Analysis of Data Activities and Instructional Supports in Middle School Science Textbooks     

Bradley J. Morris  Amy M. Masnick  Katie Baker  Angela Junglen 《International Journal of Science Education》2013,35(16):2708-2720

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Conceptual Physical Education: The Anatomy of an Innovation     

Charles B. Corbin  Bradley J. Cardinal 《Quest (Human Kinetics)》2013,65(4):467-487

This article traces the history of the Conceptual Physical Education (CPE) movement and the important role this movement has played in college and university physical education departments in America over the past 50 years. CPE emerged out of basic instruction programs (i.e., skill-based, activity classes) during an era characterized by the accumulation of a large body of scientific evidence regarding the health benefits of physical activity, the formation of subdisciplinary areas of study, and a dramatically changing curriculum in higher education. CPE merges the practice and science of the field through a lecture-laboratory approach. First introduced in the 1960s by innovators, CPE classes are now offered by most college and university physical education programs in the United States, suggesting that CPE is a true innovation, rather than simply a passing fad.  相似文献