Taxonomy and why history of science matters for science: a case study     

Hamilton A  Wheeler QD 《Isis; an international review devoted to the history of science and its cultural influences》2008,99(2):331-340

The history of science often has difficulty connecting with science at the lab-bench level, raising questions about the value of history of science for science. This essay offers a case study from taxonomy in which lessons learned about particular failings of numerical taxonomy (phenetics) in the second half of the twentieth century bear on the new movement toward DNA barcoding. In particular, it argues that an unwillingness to deal with messy theoretical questions in both cases leads to important problems in the theory and practice of identifying taxa. This argument makes use of scientific and historical considerations in a way that the authors hope leads to convincing conclusions about the history of taxonomy as well as about its present practice.  相似文献   

Physiological characteristics of successful mountain bikers and professional road cyclists     

Lee H  Martin DT  Anson JM  Grundy D  Hahn AG 《Journal of sports sciences》2002,20(12):1001-1008

The aims of this study were to compare the physiological and anthropometric characteristics of successful mountain bikers and professional road cyclists and to re-examine the power-to-weight characteristics of internationally competitive mountain bikers. Internationally competitive cyclists (seven mountain bikers and seven road cyclists) completed the following tests: anthropometric measurements, an incremental cycle ergometer test and a 30 min laboratory time-trial. The mountain bikers were lighter (65.3+/-6.5 vs 74.7+/-3.8 kg, P= 0.01; mean +/- s) and leaner than the road cyclists (sum of seven skinfolds: 33.9+/-5.7 vs 44.5+/-10.8 mm, P = 0.04). The mountain bikers produced higher power outputs relative to body mass at maximal exercise (6.3+/-0.5 vs 5.8+/-0.3 W x kg(-1), P= 0.03), at the lactate threshold (5.2+/-0.6 vs 4.7+/-0.3 W x kg(-1), P= 0.048) and during the 30 min time-trial (5.5+/-0.5 vs 4.9+/-0.3 W x kg(-1), P = 0.02). Similarly, peak oxygen uptake relative tobody mass was higher in the mountain bikers (78.3+/-4.4 vs 73.0+/-3.4 ml x kg(-1) x min(-1), P = 0.03). The results indicate that high power-to-weight characteristics are important for success in mountain biking. The mountain bikers possessed similar anthropometric and physiological characteristics to previously studied road cycling uphill specialists.  相似文献   

Report on an explosion of a steam boiler     

Wm. Hamilton 《Journal of The Franklin Institute》1862,74(2):137-139

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'Personal Effectiveness' as a Cross-Curricular Goal: Catalysts, Barriers and Varying Perceptions     

Lorna Unwin  & Jerry Wellington 《Pastoral Care in Education》1997,15(2):4-15

The focus of this paper is a piece of research which sought to evaluate a pack of materials designed to support the introduction of core transferable skills into the subject-based curriculum. The writers contextualize their work with a brief historical review of the development of this area over the last two decades, highlighting both the ambiguity and the continuing confusion that have surrounded the idea of generic skills. Apart from giving general support to the aims which informed the programme's development, the outcome of the investigation identifies a significant difference in the way teachers and students conceptualize the curriculum.  相似文献   

Photographing Literacy Practices     

David Barton  Mary Hamilton  Roz Ivanic  Fiona Ormerod  Sarah Padmore  Simon Pardoe 《Changing English: An International Journal of English Teaching》1994,1(1):127-140

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Reviews     

Alan Chalmers  Lloyd Ackert  Pnina Abir-Am  Maria Trochatos  Carolyn R. Miller  Nicolas Rasmussen  Roy Macleod  Ingo Brigandt  Lorna Barrow  Ian Maclean  Elof Axel Carlson  Susan E. Cozzens  Cindy Klestinec  Patricia O'Grady  Alison Bashford  Jim Endersby  Jonathan Simon  David Mercer  David Oldroyd  Suzanne Verderber  Peter Slezak  Rachel Cooper  Patricia Fara  Ravi Arvind Palat  Peder Anker  Bernhard Fritscher  David Branagan 《Metascience》2002,11(3):329-429

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Children''s Relationships with Child Care Teachers: Stability and Concordance with Parental Attachments     

Carollee Howes  Claire E. Hamilton 《Child development》1992,63(4):867-878

In order to examine caregiving relationships of children enrolled in childcare, two longitudinal samples of children, n = 72 and n = 106, were followed from infancy through preschool. Maternal attachment as assessed by the Strange Situation, 4-year-old reunion behavior, and by the Attachment Q-Set tended to be stable across time. Children's teacher-child relationship quality, as measured by the Attachment Q-Set, was stable if the teacher remained the same. When the teacher changed, teacher-child relationship quality tended to be unstable until the children were 30 months old. After 30 months, relationship quality with teachers tended to be stable regardless of whether or not the teacher changed. Maternal and teacher relationships were nonconcordant. There were few interactions between adult caregiver relationship quality and age of entry into child care or intensity of child care.  相似文献   

Classroom climate and motivated behaviour in secondary schools     

Angelika?AndersonEmail author  Richard?J.?Hamilton  John?Hattie 《Learning Environments Research》2004,7(3):211-225

For some children, school failure is attributed to a lack in motivation. This article reports a study of motivation from an ecological perspective, considering the individual in interaction with the meaningful environment. Unlike much of the motivational literature that measures motivation in terms of constructs that are assessed largely via self-report, the dependent variables used in this study were three measures of more immediate classroom behaviours: participation, self-reported engagement, and task completion. The results show that aspects of classroom climate are significantly related to all of these measures of motivation. Implications for practice are discussed.  相似文献   

Tactile training facilitates infants' ability to reach to targets on the body     

Eszter Somogyi  Mollie Hamilton  Lisa K. Chinn  Lisa Jacquey  Tobias Heed  Matej Hoffmann  Jeffrey J. Lockman  Jacqueline Fagard  J. Kevin O'Regan 《Child development》2023,94(3):e154-e165

This longitudinal study investigated the effect of experience with tactile stimulation on infants' ability to reach to targets on the body, an important adaptive skill. Infants were provided weekly tactile stimulation on eight body locations from 4 to 8 months of age (N = 11), comparing their ability to reach to the body to infants in a control group who did not receive stimulation (N = 10). Infants who received stimulation were more likely to successfully reach targets on the body than controls by 7 months of age. These findings indicate that tactile stimulation facilitates the development of reaching to the body by allowing infants to explore the sensorimotor correlations emerging from the stimulation.  相似文献   

Bridging the Gap from Teacher to Teacher Educator: The Role of a Teaching Portfolio     

Miriam Hamilton 《Studying Teacher Education》2018,14(1):88-102

This article explores the role of a teaching portfolio in supporting the transition from teacher to teacher educator. It uses aspects of self-study to catalogue the challenges and successes during this transition. Despite well-documented acknowledgement of the differing demands of teaching when compared to teaching how to teach, little is written about potential supports during transition to teacher education. This article cites benefits associated with developing a teaching portfolio during this period of transition. The process of reflecting on a teaching philosophy, interrogating pedagogy and developing a personal and professional development plan facilitate the formation of an adapted teacher identity. In addition, the scholarly, evidence-based process of portfolio writing acts as a bridge into the research and writing world of an academic. The portfolio writing process this researcher engaged in was based on iterative feedback from more experienced colleagues internal to the institution and from external panels. This led to a supportive and collaborative induction to the role of teacher educator from a number of perspectives. The researching of my self enabled deep reflection on my teaching philosophy, supported early academic writing and facilitated relationships with staff who acted as critical friends and mentors. This promoted the implementation of an effective teacher education pedagogy through structured, reflective, and evidence-led modifications to practice. This article creates awareness of the broader role of a teaching portfolio for teachers and teacher educators, in creating rich learning experiences for the pre-service teachers we teach.  相似文献