Relevant bibliographies by topics / Exhibits

Academic literature on the topic 'Exhibits'

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Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Exhibits"

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Kim, Soo Kyung, Eun Ji Park, Chan Jong Kim, and Seung Urn Choe. "International Comparative Study on Astronomical Exhibits: Focus on Exhibit Characteristics and Earth Science Curriculum Reflected in Exhibits." Journal of The Korean Association For Science Education 36, no. 6 (December 31, 2016): 925–34. http://dx.doi.org/10.14697/jkase.2016.36.6.0925.

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Library Association, American. "Exhibits." College & Research Libraries News 50, no. 1 (January 1, 1989): 70–74. http://dx.doi.org/10.5860/crln.50.1.70.

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Adams, Monni. "Exhibits." Council for Museum Anthropology newsletter 10, no. 3 (June 1986): 29–35. http://dx.doi.org/10.1525/mua.1986.10.3.29.

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Schevill, Margot. "Exhibits." Museum Anthropology 11, no. 1 (February 1987): 23–27. http://dx.doi.org/10.1525/mua.1987.11.1.23.

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Steiner, Christopher B. "Exhibits." Museum Anthropology 11, no. 2 (May 1987): 22–24. http://dx.doi.org/10.1525/mua.1987.11.2.22.

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Schevill, Margot Blum. "Exhibits." Museum Anthropology 11, no. 4 (November 1987): 13–17. http://dx.doi.org/10.1525/mua.1987.11.4.13.

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Whitman, Linda. "Exhibits." Museum Anthropology 14, no. 2 (May 1990): 33. http://dx.doi.org/10.1525/mua.1990.14.2.33.1.

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THE PLANNING COMMITTEE. "Exhibits." BIOPHILIA 1, no. 2 (2002): 2_41. http://dx.doi.org/10.14813/ibra.1.2_41.

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Kiriyama, Takashi, and Masahiko Sato. "Design of museum exhibits and analysis of visitor-exhibit interactions." Journal of Ambient Intelligence and Smart Environments 5, no. 2 (2013): 147–59. http://dx.doi.org/10.3233/ais-130197.

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&NA;. "Scientific Exhibits." Southern Medical Journal 79, Supplement (February 1986): 71–74. http://dx.doi.org/10.1097/00007611-198602001-00026.

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Dissertations / Theses on the topic "Exhibits"

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McClafferty, Terence P. "Visitors' use and understanding of interactive exhibits and learning of scientific concepts." Thesis, Curtin University, 2000. http://hdl.handle.net/20.500.11937/1645.

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Visitors use and understanding of interactive exhibits and their learning of scientific concepts was investigated by three studies. The first study categorised visitors' use of a sound exhibit and found that 49% successfully used the exhibit. Understanding was described with a knowledge hierarchy and learning was measured using a pre-test and post-test. Findings indicated that many visitors had prior knowledge of the relevant concepts and 50% of visitors learnt a concept from the exhibit. The second study investigated young children's understanding and interaction with the Mitey Quarry, a cooperative exhibit of four elements, conveyor, elevator, auger and sorter, which were used to move balls around the exhibit. Findings indicated that children's activities and their level of understanding varied for each element, though higher levels were achieved with elements that were easily observable. The children's activities began with observation, and then vacillated between manipulation, operation and control of an element. The third study identified the educational objectives of a physical fitness exhibit, Let's Get Physical, and their achievement by high school students. Findings indicated that the instructional sequence integrated cognitive and affective objectives, and although 42% of students stated their intentions to begin new exercise activities in response to the exhibit message "to be active everyday", after two weeks, these intentions had not been enacted. The research has contributed to improved exhibit design by demonstrating the value of knowledge, activity and affective hierarchies in identifying exhibit objectives and providing a means for evaluation. Hierarchies are an effective way to describe and measure the visitors' use and understanding of interactive exhibits and learning from them.
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Meisner, Robin Stephanie. "Encounters with exhibits : a study of children’s activity at interactive exhibits in three museums." Thesis, King's College London (University of London), 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606395.

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This thesis develops arguments relevant to learning in informal environments about the nature of the activity, interaction and collaboration that emerge in young children (ages 4-12) at specific interactive exhibits in informal learning institutions. Using video recordings of children's activity at ten different interactive exhibits as principal data, this thesis seeks to unpack the notion that children are merely 'just playing' with, at and around the exhibits - or, put differently, it aims to specify the activity behind 'interactivity'. In so doing, it explores the ways in which the diverse forms of social interaction occurring at the exhibit face contribute to and might enable the emergence of specific forms of activity. A case is made for the use of two distinct analytic methods in order to address, firstly, what behaviours are displayed by young children at the exhibits studied, and then, how and why aspects of those behaviours emerge in the particular manner in which they do. Sources from education, cognitive development and developmental psychology are used in the development of a theoretically and empirically driven coding schema that is applied systematically to the video data to begin to address 'what' behaviours are displayed - the first question. Subsequently, building on an interactional perspective that gives primacy to the pervasive nature of the contributions of others - to social interaction - the 'how' and 'why', or second questions are addressed. To this end, an analysis that draws on ethnomethodology and conversation analysis is used to explore the role of observation and imitation in the children's activity at the exhibit face. The final chapter reflects upon the observations and findings of the whole study to consider their implications for potential learning at and the design of interactive exhibits. It explores the extent to which the design of exhibits might enable particular forms of activity and co-participation, and puts forth design sensitivities for exhibit designers to consider. It offers a critique of the two analytic methods and their potential utility for future research. And, finally, it seeks to show that when children's activity at exhibits is analysed in detail, children who are seen to be 'just playing' are indeed engaged in a range of productive actions and interactions.
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Ralston, Stuart Edward. "Virtual reality science centre exhibits." Thesis, University of Canterbury. Computer Science, 1994. http://hdl.handle.net/10092/9275.

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Virtual Reality (VR) systems have become widely recognised by the public as a result of media attention, but the cost of the underlying hardware has limited research in the field. Recent improvements in computing power, rendering software, and their availability have started to lower the price of personal VR system components, allowing VR to become an increasingly affordable technology. Science centre exhibits have traditionally been a starting point for high impact science products, presenting them directly to the public. VR technology is currently in a state where its introduction into a science centre is feasible. This thesis describes three computer-based science exhibits that have been designed and introduced to the Science Alive! science centre in Christchurch, New Zealand. The first exhibit, called Juggling In a Virtual Environment (JIVE), teaches the user to juggle virtual objects in VR. The exhibit was constructed using an IBM compatible personal computer, a modified Mattei PowerGlove, a data projector, a 2 metre by 1.5 metre fabric screen, and public domain rendering software. The main advantages of the system are that it is economical and it attempts to teach skills that are otherwise difficult to learn. Overall, the PowerGlove proved to be unreliable due to background noise, a restricted working angle of the ultrasonic tracking, and a high breakage rate of the finger sensors. The second exhibit, called Cybertennis, was constructed using the same hardware as JIVE, except for modifying the breakage-prone PowerGlove into a bat. A new virtual world was designed to allow the user to play a game of tennis with an artificial opponent. The third exhibit, called the Data Digester, is an electronic questionnaire; consisting of a Macintosh personal computer, a touch screen device, and HyperCard developing software. The Data Digester gathers information for market research, demographic investigations, and exhibit evaluation.
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Dancu, Toni Nicole. "Designing Exhibits For Gender Equity." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/339.

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Gender equity has been a national and global aim for over half a century (Ceci & Williams, 2007; National Center for Education Statistics, 2003; National Science Board, 2008). While gains have been made, one area where inequity remains is spatial reasoning ability, where a large gender gap in favor of males has persisted over the years (Else-Quest, Linn, & Shibley Hyde, 2010; National Science Board, 2008; Ruble, Martin, & Berenbaum, 2006). This gender gap in spatial reasoning has had substantial societal impact on the career interests of females in areas of Science, Technology, Engineering, and Math (STEM), contributing to the larger societal need to engage non-dominant groups in these fields to reduce outsourcing (Ceci & Williams, 2007; Jaschik, 2007; Wai, Lubinski, & Benbow, 2009; White, 1992). Both spatial reasoning ability and STEM career interest have been related to science museum visits (Hamilton, Nussbaum, Kupermintz, Kerkhoven, & Snow, 1995; Salmi, 2001, 2002). However, researchers have also found a gender gap in favor of males in regard to science museum attendance and experiences once at the museum (Borun, 1999; Crowley, 2000). There are many suggestions for increasing female engagement at science museums and creating equitable experiences, but few have been systematically studied (Kekelis, Heber, & Countryman, 2005; Koke, 2005; Maher, 2005; Taylor, 2005). This research investigated gender equitable exhibit development by enhancing a geometry exhibit with several female-friendly design features and analyzing video data to determine the effects on girls' engagement and social interactions with their caregivers. The findings suggest that incorporating several female-friendly design features leads to significantly higher engagement for girls (evidenced by greater attraction and time spent). This study also looked for any unanticipated negative effects for boys after incorporating the female-friendly design features. It is encouraging that this study was unable to detect any unintended negative effects for boys; however, such non-significant results are inconclusive and should not dissuade future research and design teams from continuing to check for unanticipated ill effects of female-friendly design features for boys. While the positive effects for girls were significant, it is important to note that they were not significantly more positive for girls than for boys; further research is needed to determine whether the female-friendly design features create a more equitable experience for girls, or a more positive experience for everyone. This study did not identify any significant differences in parent-child verbal social interactions between the two versions of the exhibit; however, the pattern of results suggests that gender discrepant parent explanations, as found by Crowley, 2001 in a children's museum, may be less of a concern for girls in science centers, providing an interesting area for future study. This research presents evidence to support incorporating female-friendly design features in future science exhibit development projects, and indicates areas where future studies are still needed to gain a deeper understanding of their effects.
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McClafferty, Terence P. "Visitors' use and understanding of interactive exhibits and learning of scientific concepts." Curtin University of Technology, Science and Mathematics Education Centre, 2000. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9773.

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Visitors use and understanding of interactive exhibits and their learning of scientific concepts was investigated by three studies. The first study categorised visitors' use of a sound exhibit and found that 49% successfully used the exhibit. Understanding was described with a knowledge hierarchy and learning was measured using a pre-test and post-test. Findings indicated that many visitors had prior knowledge of the relevant concepts and 50% of visitors learnt a concept from the exhibit. The second study investigated young children's understanding and interaction with the Mitey Quarry, a cooperative exhibit of four elements, conveyor, elevator, auger and sorter, which were used to move balls around the exhibit. Findings indicated that children's activities and their level of understanding varied for each element, though higher levels were achieved with elements that were easily observable. The children's activities began with observation, and then vacillated between manipulation, operation and control of an element. The third study identified the educational objectives of a physical fitness exhibit, Let's Get Physical, and their achievement by high school students. Findings indicated that the instructional sequence integrated cognitive and affective objectives, and although 42% of students stated their intentions to begin new exercise activities in response to the exhibit message "to be active everyday", after two weeks, these intentions had not been enacted. The research has contributed to improved exhibit design by demonstrating the value of knowledge, activity and affective hierarchies in identifying exhibit objectives and providing a means for evaluation. Hierarchies are an effective way to describe and measure the visitors' use and understanding of interactive exhibits and learning from them.
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Josefson, Sachel. "Tradeshow exhibits as places of learning| A case study of an exhibit house in the Midwest." Thesis, The University of North Dakota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10247139.

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The purpose of this case study was to understand tradeshow exhibits as places of learning. The existing literature suggests that tradeshows are events of learning, but the purpose of this research study was to fill a pronounced gap in the literature by better understanding tradeshow exhibits as places of learning through the perceptions and experiences of industry professionals at a Midwestern exhibit house. Tradeshows have traditionally been understood to be temporary marketplaces where organizations from a given industry convene to display their products and services to potential buyers. While tradeshow exhibits are still seen in this research study as temporary places for trade, this research study went beyond this traditional view, to understand tradeshow exhibits as a complex phenomenon that could facilitate many experiences and opportunities for learning.

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Mai, Laura. "Application of SCODA to forensic exhibits." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37152.

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Since law enforcement first used DNA evidence to solve crimes in 1985, DNA typing and the comparison of STR (Short Tandem Repeat) profiles have become the accepted gold standard in forensic science for identification. Although common DNA extraction methods such as phenol-chloroform extraction and silica binding matrices are often effective, a small percentage of samples fail to yield a profile. Some types of samples, for example bones or bloodstains on concrete, are particularly challenging due to environmental degradation of the DNA and high concentrations of PCR inhibitors relative to the amount of available DNA. This ultimately makes obtaining a DNA profile very difficult and sometimes impossible for this class of samples. This thesis introduces SCODA (Synchronous Coefficient of Drag Alteration) as a novel electrophoretic nucleic acid clean-up method for purifying trace amounts of DNA from PCR inhibited forensic samples. Unlike other extraction techniques that rely on the chemical properties of DNA, SCODA takes advantage of the physical properties unique to long and charged molecules such as nucleic acids to selectively concentrate them in an agarose gel matrix. SCODA was compared to other extraction and purification methods to determine the best method for obtaining DNA profiles from difficult forensic samples. Samples that were examined included bones, bloodstains on concrete and two actual forensic exhibits. DNA yield and PCR inhibition were assessed by quantitative PCR and STR analysis was conducted to ensure that profiles could be obtained. In summary, it has been found that SCODA is optimal for highly inhibited samples that mask the presence of DNA, as in some cases of bone, and that specific protocols can be designed to further improve SCODA to outperform other extraction methods, which are more difficult to customize.
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Ridgway, Stephanie Clark. "Visitor behavior in zoo exhibits with underwater viewing: An evaluation of six exhibits in the western United States." Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/278753.

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The design of zoo and aquarium exhibits has a strong influence on visitor behavior in exhibit enclosures. Furthermore, zoo exhibits with underwater viewing draw large crowds. The intent of this study was to formulate significant design criteria, through post-occupancy evaluation, to be used for the design of successful underwater exhibits in zoos. This study was conducted to reveal factors significantly influencing viewing time and visitor behavior in zoo exhibits with underwater viewing. At four zoo facilities, 331 visitor groups were observed and asked to participate in a short survey at six zoo exhibits. Chi-square analysis and analysis of variance (ANOVA) were used to evaluate observation and survey results. The size of the underwater viewing window, animal size, animal aquatic activity, presence of infant animals, visitor group type and crowding levels had a significant impact on visitor behavior. Recommendations for the future design of underwater zoo exhibits are discussed.
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Wade, Amanda E. "Balancing preservation and interaction in the museum setting." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1509Wade/umi-uncg-1509.pdf.

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Thesis (M.S.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 28, 2008). Directed by Patrick Lee Lucas; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 149-152).
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Bhusate, Arvind M. "Intelligent Communication Technologies for Interactive Museum Exhibits." Thesis, Imperial College London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519602.

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Books on the topic "Exhibits"

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Konikow, Robert B. Exhibits. New York: Library of Applied Design, 1994.

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Commission of Inquiry into the Air Ontario Crash at Dryden, Ontario (Canada). Exhibits. Ottawa: The Commission, 1990.

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Exhibits. Chicago/Denver: Letter Machine Editions, 2010.

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Goddard Space Flight Center. Traveling exhibits program. [Greenbelt, MD]: Goddard Space Flight Center, 1995.

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Goddard Space Flight Center. Traveling exhibits program. [Greenbelt, MD]: Goddard Space Flight Center, 1995.

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Goddard Space Flight Center. Traveling exhibits program. [Greenbelt, MD]: Goddard Space Flight Center, 1995.

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Harvard University. Museum of Comparative Zoology. About the exhibits. 3rd ed. Cambridge, Mass: Museum of Comparative Zoology, Harvard University, 1985.

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1944-, Rothschild Frank D., ed. Basic PowerPoint exhibits. Notre Dame, Ind: National Institute for Trial Advocacy, 2003.

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Paul, Martinovich, and Ontario Museum Association, eds. The evolution of an exhibit: Community museums and travelling exhibits. Toronto: Ontario Museum Association, 2001.

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Edgar, Stephen. Exhibits of the sun. Melbourne, Australia: Black Pepper, 2014.

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Book chapters on the topic "Exhibits"

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Webster, Chris. "Exhibits." In Forensic Ecology Handbook, 203–20. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118374016.ch13.

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Allen, Sue. "Interactive Exhibits." In Encyclopedia of Science Education, 1–5. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_296-4.

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Nursall, Alan. "Science Exhibits." In Encyclopedia of Science Education, 1–9. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_327-2.

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Allen, Sue. "Interactive Exhibits." In Encyclopedia of Science Education, 529–33. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_296.

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Nursall, Alan. "Science Exhibits." In Encyclopedia of Science Education, 889–96. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_327.

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da Silva, Alberto Rodrigues. "Tools Exhibits." In UML Modeling Languages and Applications, 281–91. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/978-3-540-31797-5_34.

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Basu, Priyanka. "Temporary Exhibits." In The Poet’s Song, 174–211. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003026648-5.

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Taupin, Jane Moira. "Medical Exhibits." In Forensic DNA Transfer, 137–66. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.4324/9781003158844-5.

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Brownsword, Roger. "The Main Exhibits." In Technology, Governance and Respect for the Law, 15–23. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003315599-5.

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Hills, Nancy E. "Recreating Fashion Exhibits." In Recreating Historic Dress, 156–59. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032624631-28.

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Conference papers on the topic "Exhibits"

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"Sponsors & Exhibitors Exhibits, Patrons and Sponsors." In 2021 IEEE 16th Nanotechnology Materials and Devices Conference (NMDC). IEEE, 2021. http://dx.doi.org/10.1109/nmdc50713.2021.9677550.

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"Exhibits." In 2007 International Joint Conference on Neural Networks. IEEE, 2007. http://dx.doi.org/10.1109/ijcnn.2007.4370909.

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"Exhibits." In 2009 International Joint Conference on Neural Networks. IEEE, 2009. http://dx.doi.org/10.1109/ijcnn.2009.5178572.

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"Exhibits." In 2011 IEEE International Conference on Robotics and Automation (ICRA). IEEE, 2011. http://dx.doi.org/10.1109/icra.2011.5979943.

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"Exhibits." In 2009 American Control Conference. IEEE, 2009. http://dx.doi.org/10.1109/acc.2009.5159775.

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"Industrial Exhibits." In 2006 IEEE Nuclear Science Symposium Conference Record. IEEE, 2006. http://dx.doi.org/10.1109/nssmic.2006.354289.

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"Industrial exhibits." In 2007 IEEE Nuclear Science Symposium Conference Record. IEEE, 2007. http://dx.doi.org/10.1109/nssmic.2007.4437008.

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Fry, Ben. "Investigating exhibits." In the conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/778712.778720.

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"Industrial exhibits." In 2013 IEEE Nuclear Science Symposium and Medical Imaging Conference (2013 NSS/MIC). IEEE, 2013. http://dx.doi.org/10.1109/nssmic.2013.6829858.

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"Industrial exhibits." In 2009 IEEE Nuclear Science Symposium and Medical Imaging Conference (NSS/MIC 2009). IEEE, 2009. http://dx.doi.org/10.1109/nssmic.2009.5402452.

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Reports on the topic "Exhibits"

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Author, Not Given. Exhibits A-G. Office of Scientific and Technical Information (OSTI), August 2018. http://dx.doi.org/10.2172/1464877.

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Dancu, Toni. Designing Exhibits For Gender Equity. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.339.

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Shubinski, R. [Energy education exhibits for Insights El Paso Science Museum]. Office of Scientific and Technical Information (OSTI), May 1998. http://dx.doi.org/10.2172/639730.

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DEFENSE MAPPING AGENCY FAIRFAX VA. Defense Mapping Agency FY 1997 Budget Estimates, Overview Exhibits. Fort Belvoir, VA: Defense Technical Information Center, March 1996. http://dx.doi.org/10.21236/ada306296.

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Peshkin, M. Scientific support of SciTech museum exhibits and outreach programs. Office of Scientific and Technical Information (OSTI), August 1995. http://dx.doi.org/10.2172/166509.

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Author, Not Given. Data summary of municipal solid waste management alternatives. Volume 2, Exhibits. Office of Scientific and Technical Information (OSTI), October 1992. http://dx.doi.org/10.2172/10140018.

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DEFENSE CONTRACT AUDIT AGENCY ALEXANDRIA VA. Defense Contract Audit Agency FY 1997 Budget Estimates. Information Technology Exhibits. Fort Belvoir, VA: Defense Technical Information Center, January 1996. http://dx.doi.org/10.21236/ada308220.

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Dietrich, Serena J. Protecting DHS Component Pre-9/11 Functions: Improving Visibility in Budget Exhibits. Fort Belvoir, VA: Defense Technical Information Center, September 2015. http://dx.doi.org/10.21236/ad1008920.

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Lombardo, Camille, and Mark Pine. Completing the Educational Exhibits Supporting the Initial Planetarium Show at Griffith Observatory. Fort Belvoir, VA: Defense Technical Information Center, March 2008. http://dx.doi.org/10.21236/ada479336.

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Moretz, Colleen A. A Capsule Collection Based on the Juxtaposition of Two Exhibits: Collaborative Teaching Project. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.11201.

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