This document discusses animal body parts and provides a true/false quiz about specific animal body parts. It also lists homework assignments to name 5 body parts each for elephants, birds, fish, cats, and turtles.
The document lists different animal body parts and examples of animals that have them, including tails (cats, dogs), claws (crabs, scorpions, owls, eagles, cats, tigers), wings (birds), scales (snakes, geckos, fish), paws (cats, dogs), horns (cows, goats, rhinos), shells (turtles, snails), and tusks (elephants, hippos). It then prompts the reader to create their own imaginary animal using the listed body parts as inspiration.
The document lists key body parts of common animals including birds, fish, frogs, horses, and turtles. It describes birds having wings, tails, and beaks, fish having fins, gills, and scales, frogs having eyes, nostrils and legs, horses having heads, necks, legs and tails, and turtles having shells, tails and limbs.
This document lists different animal body parts and provides examples of animals that have each part. It asks the reader to think of animals with tails, claws, wings, scales, paws, horns, shells, and tusks, then provides lists of animals that have each part, including cats and dogs with tails and paws, birds with wings, snakes and fish with scales, cows and goats with horns, turtles and snails with shells, and elephants and hippos with tusks. The document encourages the reader to create their own imaginary animal at the end.
This document lists different animal body parts and provides examples of animals that have each part, including tails (cats, dogs), claws (crabs, scorpions, owls, eagles, cats, tigers), wings (birds), scales (snakes, geckos, fish), paws (cats, dogs), horns (cows, goats, rhinos), shells (turtles, snails), and tusks (elephants, hippos). It encourages readers to think of animals that have each part and provides ideas to help create their own imaginary animal at the end.
This document lists and describes various body parts of different animals. It identifies body parts such as heads, ears, eyes, tails, muzzles, bodies, legs, beaks, wings, manes, horns, fins, fur, stripes, spots, trunks, and feathers found on lions, donkeys, and birds. The document provides examples of specific body parts associated with each type of animal.
The document discusses how animals can be identified and grouped based on their external features. It provides examples of different animal external features such as wings, beaks, feathers, claws, tails, trunks, tusks, fins, shells, scales, horns, and hair. Animals that share similar external features can be grouped together, and larger groups can then be further divided into smaller subgroups based on additional distinguishing characteristics.
The document provides information about different jobs that involve working with animals, including snake charmer, zookeeper, jockey, police officer, and farmer. It notes where each job is typically performed. The document also identifies common parts of animals such as feathers, beak, eyes, and legs. It lists adjectives that can be used to describe animals, like colored, short tail, and thin legs. Examples are given applying some of the adjectives to describe characteristics of specific animals like peacocks and chimpanzees. The document encourages describing one's own pet or favorite animal using the information provided.
This document asks a series of questions about favorite animals and includes clues to guess secret animals. It asks what the reader's favorite sea, wild, and farm animals are. It then provides clues to guess that the secret animals are a lion, rabbit, elephant, cat, eagle, giraffe. It concludes by having the reader write clues about their own secret animal.
The document lists different animal body parts and examples of animals that have them, including tails (cats, dogs), claws (crabs, scorpions, owls, eagles, cats, tigers), wings (birds), scales (snakes, geckos, fish), paws (cats, dogs), horns (cows, goats, rhinos), shells (turtles, snails), and tusks (elephants, hippos). It then prompts the reader to create their own imaginary animal using the listed body parts as inspiration.
The document lists key body parts of common animals including birds, fish, frogs, horses, and turtles. It describes birds having wings, tails, and beaks, fish having fins, gills, and scales, frogs having eyes, nostrils and legs, horses having heads, necks, legs and tails, and turtles having shells, tails and limbs.
This document lists different animal body parts and provides examples of animals that have each part. It asks the reader to think of animals with tails, claws, wings, scales, paws, horns, shells, and tusks, then provides lists of animals that have each part, including cats and dogs with tails and paws, birds with wings, snakes and fish with scales, cows and goats with horns, turtles and snails with shells, and elephants and hippos with tusks. The document encourages the reader to create their own imaginary animal at the end.
This document lists different animal body parts and provides examples of animals that have each part, including tails (cats, dogs), claws (crabs, scorpions, owls, eagles, cats, tigers), wings (birds), scales (snakes, geckos, fish), paws (cats, dogs), horns (cows, goats, rhinos), shells (turtles, snails), and tusks (elephants, hippos). It encourages readers to think of animals that have each part and provides ideas to help create their own imaginary animal at the end.
This document lists and describes various body parts of different animals. It identifies body parts such as heads, ears, eyes, tails, muzzles, bodies, legs, beaks, wings, manes, horns, fins, fur, stripes, spots, trunks, and feathers found on lions, donkeys, and birds. The document provides examples of specific body parts associated with each type of animal.
The document discusses how animals can be identified and grouped based on their external features. It provides examples of different animal external features such as wings, beaks, feathers, claws, tails, trunks, tusks, fins, shells, scales, horns, and hair. Animals that share similar external features can be grouped together, and larger groups can then be further divided into smaller subgroups based on additional distinguishing characteristics.
The document provides information about different jobs that involve working with animals, including snake charmer, zookeeper, jockey, police officer, and farmer. It notes where each job is typically performed. The document also identifies common parts of animals such as feathers, beak, eyes, and legs. It lists adjectives that can be used to describe animals, like colored, short tail, and thin legs. Examples are given applying some of the adjectives to describe characteristics of specific animals like peacocks and chimpanzees. The document encourages describing one's own pet or favorite animal using the information provided.
This document asks a series of questions about favorite animals and includes clues to guess secret animals. It asks what the reader's favorite sea, wild, and farm animals are. It then provides clues to guess that the secret animals are a lion, rabbit, elephant, cat, eagle, giraffe. It concludes by having the reader write clues about their own secret animal.
The document presents a series of riddles about different animals including a lion, rabbit, elephant, cat, eagle, and giraffe. It then prompts the reader to write their own riddle about a secret animal. Clues are given about physical features, habitat, and behaviors to guess each animal. The reader is encouraged to guess the animals and then create their own riddle for others to solve.
Mice have various physical features like pointed whiskers, black eyes, and sometimes long tails or round ears. They eat a variety of small foods like insects, grains, fruits, roots, and flower stems. Mice typically live in warm places like houses and holes in the ground, but avoid extremely cold or hot areas like Antarctica. They can have large litters of up to 10 babies and live up to 6 years.
This document provides information about the appearance, diet, habitat, and interesting facts about weasels. It notes that weasels come in various colors and can blend in with their surroundings. They eat small animals like mice, frogs, and birds. Weasels live in a variety of habitats including forests, snowy areas, underground burrows, and sometimes human homes as pets. Additionally, they are helpful because they eat insects and freeze meat when it is cold.
This document describes a digital guessing game where the player is given clues about various secret animals and asked to guess what each one is. It provides clues for six different secret animals: a lion, rabbit, elephant, cat, eagle, and giraffe. It concludes by inviting the player to write their own clues about a secret animal for others to guess.
This document provides information about alligators in 4 sections: appearance, appetite, habitat, and interesting facts. It describes alligators' armored bodies that can grow up to 15 feet long and weigh 1000 pounds, their diet of raccoons, muskrats, birds, turtles and snakes, their habitat of freshwater rivers, swamps and marshes in the southeastern US, and additional facts that alligators are related to crocodiles and can look like logs to blend in.
The original presentation has sound and other effects and they will work after you download. Students listen to the animal voice and try to identify it. Then they see the image. They try to guess (or remember) and then they see the animal's name. They have to repeat it after the teacher.
This document discusses the classification of vertebrate animals. It explains that there are five main groups of vertebrates: mammals, birds, fish, reptiles, and amphibians. Each group is defined by key distinguishing characteristics, such as their skin/body covering (hair, feathers, scales or bare skin). Examples are provided of common animals that fall within each classification. Activities at the end instruct students to classify animals and reflect on their favorite.
The document discusses classification of animals into categories. It introduces fish, birds, and mammals as three main animal classes. It provides examples of distinguishing characteristics of fish, birds, and mammals, such as whether they lay eggs, have feathers, or are warm-blooded. The document uses a game to help students practice classifying different animals as fish, birds, or mammals based on their traits.
Are these animals looking funny? The artist has drawn wrong ears on
the heads of the animals. Give correct ears to the animals in the space given below.
Different animals have different kinds of ears.
The document contains a word scramble activity with animal names to unscramble, followed by questions about crocodiles to answer by completing sentences. It asks the reader to unscramble words to reveal animal names like sloth, whale, and giraffe. It then has scrambled questions about what lions do during the day and night and what they eat, which are unscrambled and answered. Finally, it prompts completing sentences about crocodiles sleeping during the day, eating almost anything, living over 45 years, and living near rivers.
This is a presentation targeted towards year 3 children in preparation for categorizing animals by their observable features, as per the Australian National Curriculum.
Pigs come in various colors and sizes, with thick bodies and small tails and eyes. They have four legs and sometimes tusks. Pigs eat foods like corn, wheat, carrots, and chips. They live on farms, in forests, and sometimes as pets in homes. Some interesting facts are that pigs can weigh up to 700 pounds, baby pigs can weigh 200 pounds, and pigs are quite intelligent animals that can be trained.
This document provides instructions for an elementary school lesson on sounds and birds. It includes a list of 7 sounds for students to identify, as well as the body parts and features of birds. The next section instructs students to make a scratchboard drawing of a bird using paper, a toothpick, dots and lines. Finally, there are lists of farm animal sounds for students to listen to and repeat, and natural sounds including bird singing, an owl and leaves rustling.
This document provides information about the external features of various animals. It lists animals such as tigers, lions, cats, goats, chickens, bees, butterflies, elephants, deer, birds, turtles, cows, ducks, fish and snakes. For each animal, it identifies their external features such as fur, tails, claws, horns, wings, feathers, beaks, fins, scales, shells, trunks, and tusks. The document contains exercises for students to match external features to animals. It also includes a quick test about the external features of birds.
The document lists common domestic animals such as cows, pigs, horses, sheep, hens, ducks, cats, and dogs. It states that these animals either live on farms and provide food, or live in houses and provide companionship to humans. The document also identifies each animal as being domestic.
The document discusses different animal ears. It notes that fishes have inner ears while birds have tiny holes on the sides of their heads. It also mentions that elephants, giraffes, deer, dogs, rats, rabbits, and cows all have different kinds of ears. The document concludes by stating that different animals have different ear structures and that the patterns on their skins are due to the hair on their bodies.
Dogs have been domesticated since prehistoric times and are descended from wolves. There are over 300 recognized dog breeds worldwide when including mixes, with 167 breeds excluding mixes. Proper dog care involves providing food, toys, treats, leashes, walks, grooming, play, and some of the most popular pure breeds include Collies, Cocker Spaniels, German Shepherds, Yorkshire Terriers, Shih Tzus, and Beagles. Common dog mixes are Cockapoos from Cocker Spaniels and Poodles, Pitskies from Pitbulls and Huskies, and Corgi-Dalmatian mixes.
This is an example of categorizing two animals and sorting them in a Venn diagram. It is aimed at year 3 students as per the Australian National Curriculum.
This document describes Camila Rodriguez's visit to the Panaca park in 2012. It includes descriptions of different animals seen at the park such as horses, rabbits, sheep, dogs, cows, turkeys, pigs, hens, goats, and llamas. Characteristics and behaviors of each animal are detailed. The areas where different classes of animals were kept, such as pigs in pigsties and chickens in the aviary, are outlined. Camila enjoyed seeing the variety of animals and learning about them, though she did not like that some animals seemed dirty or lacked proper living areas.
Authoring a personal GPT for your research and practice: How we created the Q...Leonel Morgado
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
The document presents a series of riddles about different animals including a lion, rabbit, elephant, cat, eagle, and giraffe. It then prompts the reader to write their own riddle about a secret animal. Clues are given about physical features, habitat, and behaviors to guess each animal. The reader is encouraged to guess the animals and then create their own riddle for others to solve.
Mice have various physical features like pointed whiskers, black eyes, and sometimes long tails or round ears. They eat a variety of small foods like insects, grains, fruits, roots, and flower stems. Mice typically live in warm places like houses and holes in the ground, but avoid extremely cold or hot areas like Antarctica. They can have large litters of up to 10 babies and live up to 6 years.
This document provides information about the appearance, diet, habitat, and interesting facts about weasels. It notes that weasels come in various colors and can blend in with their surroundings. They eat small animals like mice, frogs, and birds. Weasels live in a variety of habitats including forests, snowy areas, underground burrows, and sometimes human homes as pets. Additionally, they are helpful because they eat insects and freeze meat when it is cold.
This document describes a digital guessing game where the player is given clues about various secret animals and asked to guess what each one is. It provides clues for six different secret animals: a lion, rabbit, elephant, cat, eagle, and giraffe. It concludes by inviting the player to write their own clues about a secret animal for others to guess.
This document provides information about alligators in 4 sections: appearance, appetite, habitat, and interesting facts. It describes alligators' armored bodies that can grow up to 15 feet long and weigh 1000 pounds, their diet of raccoons, muskrats, birds, turtles and snakes, their habitat of freshwater rivers, swamps and marshes in the southeastern US, and additional facts that alligators are related to crocodiles and can look like logs to blend in.
The original presentation has sound and other effects and they will work after you download. Students listen to the animal voice and try to identify it. Then they see the image. They try to guess (or remember) and then they see the animal's name. They have to repeat it after the teacher.
This document discusses the classification of vertebrate animals. It explains that there are five main groups of vertebrates: mammals, birds, fish, reptiles, and amphibians. Each group is defined by key distinguishing characteristics, such as their skin/body covering (hair, feathers, scales or bare skin). Examples are provided of common animals that fall within each classification. Activities at the end instruct students to classify animals and reflect on their favorite.
The document discusses classification of animals into categories. It introduces fish, birds, and mammals as three main animal classes. It provides examples of distinguishing characteristics of fish, birds, and mammals, such as whether they lay eggs, have feathers, or are warm-blooded. The document uses a game to help students practice classifying different animals as fish, birds, or mammals based on their traits.
Are these animals looking funny? The artist has drawn wrong ears on
the heads of the animals. Give correct ears to the animals in the space given below.
Different animals have different kinds of ears.
The document contains a word scramble activity with animal names to unscramble, followed by questions about crocodiles to answer by completing sentences. It asks the reader to unscramble words to reveal animal names like sloth, whale, and giraffe. It then has scrambled questions about what lions do during the day and night and what they eat, which are unscrambled and answered. Finally, it prompts completing sentences about crocodiles sleeping during the day, eating almost anything, living over 45 years, and living near rivers.
This is a presentation targeted towards year 3 children in preparation for categorizing animals by their observable features, as per the Australian National Curriculum.
Pigs come in various colors and sizes, with thick bodies and small tails and eyes. They have four legs and sometimes tusks. Pigs eat foods like corn, wheat, carrots, and chips. They live on farms, in forests, and sometimes as pets in homes. Some interesting facts are that pigs can weigh up to 700 pounds, baby pigs can weigh 200 pounds, and pigs are quite intelligent animals that can be trained.
This document provides instructions for an elementary school lesson on sounds and birds. It includes a list of 7 sounds for students to identify, as well as the body parts and features of birds. The next section instructs students to make a scratchboard drawing of a bird using paper, a toothpick, dots and lines. Finally, there are lists of farm animal sounds for students to listen to and repeat, and natural sounds including bird singing, an owl and leaves rustling.
This document provides information about the external features of various animals. It lists animals such as tigers, lions, cats, goats, chickens, bees, butterflies, elephants, deer, birds, turtles, cows, ducks, fish and snakes. For each animal, it identifies their external features such as fur, tails, claws, horns, wings, feathers, beaks, fins, scales, shells, trunks, and tusks. The document contains exercises for students to match external features to animals. It also includes a quick test about the external features of birds.
The document lists common domestic animals such as cows, pigs, horses, sheep, hens, ducks, cats, and dogs. It states that these animals either live on farms and provide food, or live in houses and provide companionship to humans. The document also identifies each animal as being domestic.
The document discusses different animal ears. It notes that fishes have inner ears while birds have tiny holes on the sides of their heads. It also mentions that elephants, giraffes, deer, dogs, rats, rabbits, and cows all have different kinds of ears. The document concludes by stating that different animals have different ear structures and that the patterns on their skins are due to the hair on their bodies.
Dogs have been domesticated since prehistoric times and are descended from wolves. There are over 300 recognized dog breeds worldwide when including mixes, with 167 breeds excluding mixes. Proper dog care involves providing food, toys, treats, leashes, walks, grooming, play, and some of the most popular pure breeds include Collies, Cocker Spaniels, German Shepherds, Yorkshire Terriers, Shih Tzus, and Beagles. Common dog mixes are Cockapoos from Cocker Spaniels and Poodles, Pitskies from Pitbulls and Huskies, and Corgi-Dalmatian mixes.
This is an example of categorizing two animals and sorting them in a Venn diagram. It is aimed at year 3 students as per the Australian National Curriculum.
This document describes Camila Rodriguez's visit to the Panaca park in 2012. It includes descriptions of different animals seen at the park such as horses, rabbits, sheep, dogs, cows, turkeys, pigs, hens, goats, and llamas. Characteristics and behaviors of each animal are detailed. The areas where different classes of animals were kept, such as pigs in pigsties and chickens in the aviary, are outlined. Camila enjoyed seeing the variety of animals and learning about them, though she did not like that some animals seemed dirty or lacked proper living areas.
Authoring a personal GPT for your research and practice: How we created the Q...Leonel Morgado
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
Travis Hills' Endeavors in Minnesota: Fostering Environmental and Economic Pr...Travis Hills MN
Travis Hills of Minnesota developed a method to convert waste into high-value dry fertilizer, significantly enriching soil quality. By providing farmers with a valuable resource derived from waste, Travis Hills helps enhance farm profitability while promoting environmental stewardship. Travis Hills' sustainable practices lead to cost savings and increased revenue for farmers by improving resource efficiency and reducing waste.
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
ESR spectroscopy in liquid food and beverages.pptxPRIYANKA PATEL
With increasing population, people need to rely on packaged food stuffs. Packaging of food materials requires the preservation of food. There are various methods for the treatment of food to preserve them and irradiation treatment of food is one of them. It is the most common and the most harmless method for the food preservation as it does not alter the necessary micronutrients of food materials. Although irradiated food doesn’t cause any harm to the human health but still the quality assessment of food is required to provide consumers with necessary information about the food. ESR spectroscopy is the most sophisticated way to investigate the quality of the food and the free radicals induced during the processing of the food. ESR spin trapping technique is useful for the detection of highly unstable radicals in the food. The antioxidant capability of liquid food and beverages in mainly performed by spin trapping technique.
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...University of Maribor
Slides from talk:
Aleš Zamuda: Remote Sensing and Computational, Evolutionary, Supercomputing, and Intelligent Systems.
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Inter-Society Networking Panel GRSS/MTT-S/CIS Panel Session: Promoting Connection and Cooperation
https://www.etran.rs/2024/en/home-english/
Phenomics assisted breeding in crop improvementIshaGoswami9
As the population is increasing and will reach about 9 billion upto 2050. Also due to climate change, it is difficult to meet the food requirement of such a large population. Facing the challenges presented by resource shortages, climate
change, and increasing global population, crop yield and quality need to be improved in a sustainable way over the coming decades. Genetic improvement by breeding is the best way to increase crop productivity. With the rapid progression of functional
genomics, an increasing number of crop genomes have been sequenced and dozens of genes influencing key agronomic traits have been identified. However, current genome sequence information has not been adequately exploited for understanding
the complex characteristics of multiple gene, owing to a lack of crop phenotypic data. Efficient, automatic, and accurate technologies and platforms that can capture phenotypic data that can
be linked to genomics information for crop improvement at all growth stages have become as important as genotyping. Thus,
high-throughput phenotyping has become the major bottleneck restricting crop breeding. Plant phenomics has been defined as the high-throughput, accurate acquisition and analysis of multi-dimensional phenotypes
during crop growing stages at the organism level, including the cell, tissue, organ, individual plant, plot, and field levels. With the rapid development of novel sensors, imaging technology,
and analysis methods, numerous infrastructure platforms have been developed for phenotyping.
The use of Nauplii and metanauplii artemia in aquaculture (brine shrimp).pptxMAGOTI ERNEST
Although Artemia has been known to man for centuries, its use as a food for the culture of larval organisms apparently began only in the 1930s, when several investigators found that it made an excellent food for newly hatched fish larvae (Litvinenko et al., 2023). As aquaculture developed in the 1960s and ‘70s, the use of Artemia also became more widespread, due both to its convenience and to its nutritional value for larval organisms (Arenas-Pardo et al., 2024). The fact that Artemia dormant cysts can be stored for long periods in cans, and then used as an off-the-shelf food requiring only 24 h of incubation makes them the most convenient, least labor-intensive, live food available for aquaculture (Sorgeloos & Roubach, 2021). The nutritional value of Artemia, especially for marine organisms, is not constant, but varies both geographically and temporally. During the last decade, however, both the causes of Artemia nutritional variability and methods to improve poorquality Artemia have been identified (Loufi et al., 2024).
Brine shrimp (Artemia spp.) are used in marine aquaculture worldwide. Annually, more than 2,000 metric tons of dry cysts are used for cultivation of fish, crustacean, and shellfish larva. Brine shrimp are important to aquaculture because newly hatched brine shrimp nauplii (larvae) provide a food source for many fish fry (Mozanzadeh et al., 2021). Culture and harvesting of brine shrimp eggs represents another aspect of the aquaculture industry. Nauplii and metanauplii of Artemia, commonly known as brine shrimp, play a crucial role in aquaculture due to their nutritional value and suitability as live feed for many aquatic species, particularly in larval stages (Sorgeloos & Roubach, 2021).
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
27. TRUE OR FALSE
1. Elephant has trunk.
2. Cats have wing.
3. Turtle have eyes.
4. Chicken have claws.
5. Fish has mouth.
6. Dogs have mouth.
7. Bees have antenna
8. Goats have wings.
9. Horse has tail.
10. Crab has tail.
28. HOMEWORK
1. Give 5 body parts of an elephant.
2. Give 5 body parts of a bird
3.Give 5 body parts of a fish
4.Give 5 body parts of a cat
5. Give 5 body parts of a turtle.