Biology and Evolution of Crocodylians is a comprehensive review of current knowledge about the world's largest and most famous living reptiles. Gordon Grigg's authoritative and accessible text and David Kirshner's stunning interpretive artwork and colour photographs combine expertly in this contemporary celebration of crocodiles, alligators, caimans and gharials. This book showcases the skills and capabilities that allow crocodylians to live how and where they do. It covers the biology and ecology of the extant species, conservation issues, crocodylian–human interaction and the evolutionary history of the group, and includes a vast amount of new information; 25 per cent of 1100 cited publications have appeared since 2007. Richly illustrated with more than 500 colour photographs and black and white illustrations, this book will be a benchmark reference work for crocodylian biologists, herpetologists and vertebrate biologists for years to come. Winner of the 2015 Whitley Medal.

No abstract

No abstract

for help with technical arguments in philosophy, connectionist theory, and mathematics, and to two editors and numerous anonymous reviewers of JRME who have contributed substantially to the shaping of this article.

To balance their professional obligation to teach for understanding against administrators' push for higher standardized test scores, mathematics teachers sometimes adopt a 2-track strategy: teach part of the time for meaning (relational learning) and part of the time for recall and procedural-skill development (instrumental learning). We explore a possible negative effect of this dual approach when relational learning is preceded by instrumental learning. A group of students who received only relational instruction outperformed a group of students who received instrumental instruction prior to relational instruction. Interview data show aspects of cognitive, metacognitive, and attitudinal interference that may have been caused by the juxtaposition of instructional modes.

A structured system of visual features can be seen to parallel the propositional hierarchy of operations usually associated with the parsing of algebraic expressions. Some students (proportionately more women than men) were found to depend on these visual cues in their syntactic decision making. Others were found to have access to sound propositional rules. Possible causes and consequences of these different syntactic representation styles are discussed.

No abstract

Time, skill, and stress inherent to performing catheterization procedures for congenital heart disease are not captured by measurement of RVU alone.