171,083 research outputs found
Ellis, Job Bicknell - 001
No full textLettera di J. B. Ellis a Pier Andrea Saccardo.
Lettera manoscritta.
Porta un timbro a secco con nota: Capitol.
Datazione nel testo: "Newfield, N. J. Sep. 11. 1903".
Consistenza dell\u27unità documentaria: 1 c.
Il v è bianco.
Fa parte dell\u27Archivio dell\u27Orto Botanico: fondo - Pier Andrea Saccardo > serie - Corrispondenza domesticaConsistenza unità archivistica: 2 cart
Ellis, Job Bicknell - 002
No full textLettera di J. B. Ellis a Pier Andrea Saccardo.
Lettera manoscritta.
Datazione nel testo: "Newfield, N. J. Oct.1. 1903".
Consistenza dell\u27unità documentaria: 1 c.
Il v è bianco.
Fa parte dell\u27Archivio dell\u27Orto Botanico: fondo - Pier Andrea Saccardo > serie - Corrispondenza domesticaConsistenza unità archivistica: 2 cart
Nature Red Tooth and Claw: Studies of Extinct and Extant Arthropod Predator-Prey Systems
No full textThe majority of the data that are included are in the form of photographs of specimens formatted into figures. The organisms that are figured include ants (Barlow et al., 2019), horseshoe crabs - both live and fossil (Bicknell et al., 2018d; Bicknell et al., 2018e; Bicknell and Pates, in press) - , Cambrian aged trilobites (Pates et al., 2017; Bicknell and Paterson, 2018; Pates and Bicknell, 2019) and other other Cambrian aged arthropods and fossils (Bicknell et al., 2018c; Bicknell and Paterson, 2018). Two examples of Ediacaran organisms are also figured (Paterson et al., 2017; Bicknell and Paterson, 2018). These data allow for specimens to be depicted and discussed.
Other data include figures that are made from CT and micro-CT data of horseshoe crabs (Bicknell et al., 2018b; Bicknell et al., 2018c). Related to these data are the raw micro-CT scans and CT scans (Bicknell et al., 2018b; Bicknell et al., 2018c) and the results of the biomechanical analyses (Bicknell et al., 2018c).
Finally, morphometric (shape) data are included and were used to explore shape change, evolution, and population dynamics (Paterson et al., 2017; Pates et al., 2017; Bicknell et al., 2018a)
C. Bicknell, A guide to the prehistoric Rock Engravings in the Italian Maritime Alps, 1913
No full textJullian Camille. C. Bicknell, A guide to the prehistoric Rock Engravings in the Italian Maritime Alps, 1913. In: Revue des Études Anciennes. Tome 17, 1915, n°1. pp. 81-83
Supporting the development of number fact knowledge in five- and six-year-olds
No full textThis paper focuses on children’s number fact knowledge from a study that explored the impact of using multiplication and division contexts for developing number understanding with 34 five- and six-year-old children from diverse cultural and linguistic backgrounds. After a series of focused lessons, children’s knowledge of number facts, including single digit addition, subtraction, and doubles had improved. However, they did not always apply this knowledge to relevant problem-solving situations. The magnitude of the numbers did not necessarily determine the difficulty level for achieving automaticity of number fact knowledge
Developing young children's understanding of place-value using multiplication and quotitive division
No full textThis paper focuses on selected findings from a study that explored the use of multiplication and division with 34 five- and six-year-old children from diverse cultural and linguistic backgrounds. The focus of instructional tasks was on working with groups of ten to support the understanding of place value. Findings from relevant assessment tasks and children’s work highlighted the importance of encouraging young children to move from unitary (counting by ones) to tens-structured thinking
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Mitomycin C in highly myopic eyes - Author reply
No full textOphthalmology. 2005 Feb;112(2):208-18; discussion 219.
Mitomycin C modulation of corneal wound healing after photorefractive keratectomy in highly myopic eyes.
Gambato C, Ghirlando A, Moretto E, Busato F, Midena E.
SourceRefractive Surgery Service and Antimetabolite Therapy Research Unit, Department of Ophthalmology, University of Padova, Padova, Italy.
Abstract
PURPOSE: To evaluate the role of topical mitomycin C in corneal wound healing (CWH) after photorefractive keratectomy (PRK) in highly myopic eyes.
DESIGN: Prospective, double-masked, randomized clinical trial.
PARTICIPANTS: Seventy-two eyes of 36 patients affected by high (>7 diopters) myopia.
METHODS: In each patient, one eye was randomly assigned to PRK with intraoperative topical 0.02% mitomycin C application, and the fellow eye was treated with a placebo. Postoperatively, mitomycin C-treated eyes received artificial tears (3 times daily, tapered in 3 months), whereas the fellow eye was treated with fluorometholone sodium 2% and artificial tears (3 times daily, tapered in 3 months).
MAIN OUTCOME MEASURES: Uncorrected visual acuity (UCVA) and best-corrected visual acuity (BCVA), contrast sensitivity, manifest refraction, and biomicroscopy. Contrast sensitivity was determined using the Pelli-Robson chart. Corneal confocal microscopy documented CWH.
RESULTS: Mean follow-up was 18 months (range, 12-36). No side effects or toxic effects were documented. At 12-month follow-up examination, UCVAs (logarithm of the minimum angle of resolution) were 0.4+/-0.48 and 0.5+/-0.53 (P = .03) in mitomycin C-treated eyes and corticosteroid-treated eyes, respectively. At 1 year, corneal haze developed in 20% of corticosteroid-treated eyes, versus 0% of mitomycin C-treated eyes. At 12, 24, and 36 months, corneal confocal microscopy showed activated keratocytes and extracellular matrix significantly more evident in untreated eyes (Ps = 0.004, 0.024, and 0.046, respectively).
CONCLUSION: Topical intraoperative application of 0.02% mitomycin C can reduce haze formation in highly myopic eyes undergoing PRK.
Comment in
Ophthalmology. 2006 Feb;113(2):357; author reply 357-8
Exploring the transition into Year 3 of Year 2 students who use counting on to solve mathematics problems
No full textThis research project examined how five Year 2 students, at stage 4 on the Number Framework (counting on), experienced mathematics as they transitioned into a Year 3 and 4 classroom. It investigated the support structures put in place to shift students from counting on to part-whole thinking, as part of the Numeracy Development Projects (NDP) approach to teaching mathematics. An additional transition of two teachers into Year 3 and 4 (one up from Year 2 and one down from Year 5 and 6) provided evidence of teacher transition experiences when shifting teaching levels. The setting, role of the teacher, and external influences were examined.
This research was a qualitative investigation framed within a case study approach. The main source of data was classroom observations and semi-structured interviews. The teachers’ interviews focused on their approach to teaching and learning, attitude, student ability, assessment, and knowledge of the mathematics curriculum from Level 1 to Level 2. The combination of classroom observation and student interviews demonstrated the current level students were operating at and any signs of shift in their knowledge, as well as attitude towards mathematical learning.
The thesis illustrates how classroom practices and teaching approaches encouraged students to count on instead of shifting into part-whole thinking. The findings highlight possible barriers, student experience, the importance of teacher knowledge and understanding, and the impact of teaching practices that support and undermine the shift. The findings also show that teachers are still following the NDP material very closely, without a full understanding of the pedagogy of number knowledge which can bridge Level 1 to Level 2 of the New Zealand Curriculum.
The findings also indicate that the NDP teaching model is not being fully incorporated into classroom teaching, with a decrease of manipulatives used over the transition, a limited use of visualisation through diagrams and pictures, and students experiencing abstract representations without a full understanding of their meaning. The findings also show that the current reform in mathematics is only operating at a surface level. Teacher practices reflected an instrumental, procedurally-based approach to the teaching and learning of mathematics.
The evidence contained within this thesis points to the link between knowledge and strategy not being made explicit, with limited experiences of exploring relationships between numbers and quantity. It considers a critical aspect of student understanding is to develop a full understanding of number relationships through the concept of subitising, part-whole relationships, and more-and-less relationships. Continuing Professional Learning and Development is needed for teachers to develop a deeper understanding of these relationships and how they support student shift from ‘counting on’ to part-whole thinking
Dispelling the Myths Behind First-author Citation Counts
No full textWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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