The Best of Language Matters     

Susan Ellis 《Literacy》2005,39(1):54-55

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Computers as learning resources in the health sciences: impact and issues     

L B Ellis  G G Hannigan 《Bulletin of the Medical Library Association》1986,74(2):95-99

Starting with two computer terminals in 1972, the Health Sciences Learning Resources Center of the University of Minnesota Bio-Medical Library expanded its instructional facilities to ten terminals and thirty-five microcomputers by 1985. Computer use accounted for 28% of total center circulation. The impact of these resources on health sciences curricula is described and issues related to use, support, and planning are raised and discussed. Judged by their acceptance and educational value, computers are successful health sciences learning resources at the University of Minnesota.  相似文献   

Physical education for deaf students     

Stewart DA  Ellis MK 《American annals of the deaf》1999,144(4):315-319

An ideal physical education program would be one that focuses on aspects leading to lifelong participation in and enjoyment of physical activity accompanied by appropriate fitness levels. Often, physical education classes are the only physical activity that many children receive throughout the day, and without them, an even greater number of children, including those who are deaf, would be prone to aspects associated with sedentary lifestyles. Schools need to involve their students in daily physical education classes. The emphasis of such a program should be placed on promoting physical fitness and developing skills that lead to a lifelong enjoyment of physical activity and healthy lifestyles. This paper reviews the literature on the state of physical fitness among deaf students and describes an exemplary physical education program that was implemented at a school for deaf children.  相似文献   

University film societies and series     

Jack C. Ellis 《Educational technology research and development : ETR & D》1956,4(1):47-56

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Mosha: the role of contemporary replicas in the conservation and preservation of Japanese paintings     

Justine Ellis  Yasuhiro Oka  Shiho Hashimoto 《文物保护研究》2016,61(3):286-288

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Not fit for purpose: a call for separate and distinct pedagogies as part of a national framework for those with severe and profound learning difficulties     

Peter Imray  Viv Hinchcliffe 《Support for Learning》2012,27(4):150-157

The introduction of the National Curriculum in 1988 caused much discussion (some of it angst‐ridden) among both academics and practitioners working with pupils with severe and profound learning difficulties, and much of the meat (and the angst) of these discussions is still going on today. We argue that 24 years is a long experiment; that despite the best intentions of many, the experiment has failed; it is therefore well past time for separate and distinct pedagogies to be formulated for both severe and profound learning difficulties. Such pedagogies can only exist as part of the current National Curriculum if they are recognised as distinct curriculum models for those with severe and profound learning difficulties.  相似文献   

Disasters on the West Coast: Personal Observations     

Michael J. Ellis 《Quest (Human Kinetics)》2013,65(2):121-125

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Intellectual property rights lessons from the Cedars project for digital preservation     

Catherine Seville  Ellis Weinberger 《New Review of Academic Librarianship》2013,19(1):217-223

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Construct validation of physical activity surveys in culturally diverse older adults: a comparison of four commonly used questionnaires     

Moore DS  Ellis R  Allen PD  Cherry KE  Monroe PA  O'Neil CE  Wood RH 《Research quarterly for exercise and sport》2008,79(1):42-50

The purpose of this study was to establish validity evidence of four physical activity (PA) questionnaires in culturally diverse older adults by comparing self-report PA with performance-based physical function. Participants were 54 older adults who completed the Continuous Scale Physical Functional Performance 10-item Test (CS-PFP10), Physical Activity Scale for the Elderly (PASE), HAMPS Physical Activity Questionnaire for Older Adults, Yale Physical Activity Survey (YPAS), and modified Baecke questionnaire. The total PASE score, three outcome scores for the CHAMPS, and three summary indices for the YPAS were significantly correlated with total CS-PFP10 score. The modified Baecke exhibited no correlations with CS-PFP10 scores. The PASE, CHAMPS, and YPAS appear to be the most valid PA self-report questionnaires for culturally diverse older adults.  相似文献   

Beyond situational ambiguity in peer conflict: unique and combined effects of cues from an antagonist and a best friend     

Smith-Schrandt HL  Ojanen T  Gesten E  Feldman MA  Calhoun CD 《Child development》2011,82(6):1921-1937

In accord with increasing recognition of the situation specificity of childhood social behaviors, individual and contextual differences in children's responses to potential peer conflict were examined (hostile attribution, behavioral strategies, and affective reactions; N = 367, 9-12 years, 197 girls). Situational cues from 2 sources, the antagonist and a witnessing best friend, were designed to suggest the antagonist's intentions. Multilevel modeling indicated that children's responses generally varied more according to cues from the antagonist than friend, but the latter also affected responses, especially when conflicting with other situational information. Cognitive and affective responses were also influenced by gender, social goals, friendship quality, and self-efficacy for peer interaction. Findings provide theoretical insight on the context of peer conflict.  相似文献