The Models of Architeuthis     

Richard Ellis 《Curator: The Museum Journal》1997,40(1):30-55

Models of the giant squid (Architeuthis spp.) are probably unique in natural history exhibition: they are representations of a giant living animal that has never been seen in a healthy state by a human being. Since its discovery in the mid-nineteenth century, the giant squid has remained one of the world's great zoological mysteries. In the attempt to introduce this fabulous creature, museums around the world have resorted to life-sized models. Yale teuthologist A.E. Verrill was responsible for the first such models in 1882; then Ward's Natural Science Establishment in Rochester, New York, manufactured and sold them. In this century, various museums (and one zoo) have made their own models of these ten-armed monsters of the deep. Their disparate attempts to re-create Architeuthis for the museum public represent one of the most intriguing case histories in the annals of museum exhibition.  相似文献   

Nameability supports rule-based category learning in children and adults     

Martin Zettersten  Catherine Bredemann  Megan Kaul  Kaitlynn Ellis  Haley A. Vlach  Heather Kirkorian  Gary Lupyan 《Child development》2024,95(2):497-514

The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety-seven 4- to 6-year-old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States learned novel categories with features that were easy (e.g., “red”) or difficult (e.g., “mauve”) to name. Adults (d = 1.06) and—to a lesser extent—children (d = 0.57; final training block) learned categories composed of more nameable features better. Children's knowledge of difficult-to-name color words predicted their learning for categories with difficult-to-name features. Rule-based category learning may be supported by the emerging ability to form verbal hypotheses.  相似文献   

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   

An evaluation of instructional systems development in the Navy     

Barbara Taylor  John Ellis 《Educational technology research and development : ETR & D》1991,39(1):93-103

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A Reading Survey by Warwickshire N.A.T.E.     

James I. Ellis 《English in Education》1969,3(1):31-36

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Echocardiographic dimensions in trained and untrained 12-year-old boys and girls     

R D Telford  I G McDonald  L B Ellis  M H Chennells  E R Sandstrom  P J Fuller 《Journal of sports sciences》1988,6(1):49-57

The purpose of this study was to compare echocardiographically measured left ventricular (LV) dimensions of 85 trained 11-12-year-old athletes with 106 untrained children matched for skeletal age and fat-free mass. Training status for each group applied to the 3 years prior to the measurements. It was found that 12 min and 100 m runs demonstrated the superior athletic ability of the trained children, but there were no significant differences in LV internal diameters at diastole and systole, in LV posterior wall thickness, or in LV end-diastolic volume and LV mass. These data indicate that little difference occurs in LV size between moderately trained and untrained 11-12-year olds or between boys and girls matched for fat-free mass and skeletal age. It is also evident that consistent but moderate training during late pre-adolescence has little effect on LV development.  相似文献   

Narrative,Myth and the Turner Thesis     

Richard J. Ellis  Alun Munslow 《Journal of American culture (Malden, Mass. : 2003)》1986,9(2):9-16

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Introduction: mapping the challenges and possibilities in teacher education     

Julie Hamston  Victoria Risko  Viv Ellis 《Literacy》2006,40(2):63-65

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Engineering an online course: applying the 'secrets' of computer programming to course development     

Timothy J. Ellis  William Hafner 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(5):639-650

Colleges and universities are increasingly migrating towards utilising the World Wide Web to convey at least part of, and in many cases, their entire curricular offering. Despite this trend there is little support for the professors responsible for translating courses refined over a career in the classroom for delivery via the Web. Teachers who are experts in their subject area and masters of their craft when in a classroom find themselves in the uncomfortable position of having to relearn how to teach in a new environment with little or no support. Development of an online course is, in many significant aspects, analogous to developing a computer product. The procedures and tools utilised in the software engineering field to manage computer software development, therefore, offer promise for developing online courses. This paper explores the potential of one process developed for the software engineering field—the System Development Lifecycle (SDL)—as a tool to effectively design and develop online college courses.  相似文献   

Academic growth expectations for students with emotional and behavior disorders          下载免费PDF全文

Jim Ysseldyke  Carmine Scerra  Eric Stickney  Amanda Beckler  Joan Dituri  Karen Ellis 《Psychology in the schools》2017,54(8):792-807

Computer adaptive assessments were used to monitor the academic status and growth of students with emotional behavior disorders (EBD) in reading (N = 321) and math (N = 322) in a regional service center serving 56 school districts. A cohort sequential model was used to compare that performance to the status and growth of a national user base of more than 7,500,000 students without disabilities. Consistent with numerous previous findings, status or level of performance of students with EBD was consistently low relative to their nondisabled peers. However, for the most part the students with significant EBD demonstrated rates of growth similar to the nationwide sample of nondisabled peers. There was considerable variability in the academic growth of students across grades and between treatment programs, and this variability is described and discussed. Implications for policy and practice in student progress monitoring and teacher evaluation systems are discussed.  相似文献