Backward Glances is aimed at all those interested in the culture of the city, queer cultural history and the appropriation of public space. It provides a new way of understanding what it means for a man to walk the streets of the modern Western city. Backward Glances is the first gay urban history of its kind, examining these issues across a range of cultural material, including novels, poems, pornography, journalism, gay guides, paintings, the internet, and fragments of writing about the city such as Whitman's notebooks and David Hockney's graffiti. alienation, and that it is the defining experience of what it means to be modern. Beginning with the simple premise that we all walk the streets differently, Mark Turner suggests that male cruising operates through encounter and connection rather than. Too often in discussions of urban space and interpretations of urban culture, streetwalking implies a rigid model for the way we inhabit the streets. View full-textД«ackward Glances is an exploration of the history of male street cruising. Montana State University and University of Idaho students prefer student-centered teaching styles. Overall, Montana State University and University of Idaho preservice agricultural education student teachers preferred the field-independent learning style. The GEFT findings suggest that female agricultural education student teachers in this study are more field- independent than females in the general population. A high percentage of agricultural education majors who had student taught at Montana State University and University of Idaho were 25 years or older. The Group Embedded Figures Test (GEFT) and the VanTilburg/Heimlich Teaching Style Preference were administered to students majoring in agricultural education at the University of Idaho and Montana State University, who had student taught during 19. style and teaching style of student teachers in agricultural education at the University of Idaho and Montana State University.

The purpose of this descriptive study was to describe the preferred learning. Teaching style is defined as the predilection toward behavior in the teaching-learning exchange that comes from attitudes, aspirations, and, personal and social histories and cultures. Learning style refers to the predominant and preferred manner in which individuals take-in, retain, process, and recall information. This tribute article places his work in the context of changing attitudes to the history of urban education from the early 1970s to the early 1990s, and focuses by way of illustration on collaborative work between its writer and David Reeder in national conferences and in contributions to publications on the subject. Reeder was also a key figure in the international diffusion of teaching and research in urban educational history, and in promoting an interdisciplinary perspective that drew together past and present studies of urban educational policy and related social issues. Among Reeder's major achievements were the application of the skills and objectives of such scholarship to the history of education, and in turn his reminding of urban historians of the importance of the educational dimension within their studies.

David Reeder was one of the most important conservers of the traditions of urban history scholarship established during the 1960s at the University of Leicester under the leadership of Professor H.

David reeder