Different Expeditions and their contribution in ocean science
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This document summarizes several historical expeditions that contributed to the development of ocean science and marine studies. It discusses early expeditions by Vikings and the Chinese admiral Zheng He in the 15th century. It then outlines the voyages of Captain Cook in the 18th century who made accurate maps of many ocean regions. The document also mentions the United States Exploring Expedition led by Wilkes that explored and charted parts of Antarctica. Charles Darwin's voyage on the HMS Beagle helped establish his theory of evolution by natural selection. The Challenger Expedition in 1872 was the first devoted entirely to marine science and discovered over 4,700 new species. Later, the German Meteor Expeditions introduced echo sounders to study ocean depths
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1421 talk for portsmouth university
Hong Bao led a voyage of the Chinese treasure fleets from 1421-1423. The fleet set sail from China under Emperor Zhu Di with massive junks carrying thousands of crew including navigators, doctors, craftsmen, and a historian to document the voyage. After stopping at various ports in Asia, Africa, and India to exchange goods and collect tribute, the fleet is believed to have discovered Antarctica and charted the coasts of Australia, centuries before European explorers arrived, adding significant new geographical knowledge from these voyages.
James cook
James Cook was a British explorer born in 1728 in Yorkshire, England who led three major expeditions to the Pacific Ocean. During his first expedition aboard the Endeavour from 1768-1771, Cook proved that New Zealand was two separate islands, mapped part of Australia's east coast, and opened the Strait between Australia and New Guinea. His second expedition from 1772-1775 saw his ships cross the Antarctic Circle for the first time. Cook's third and final expedition from 1776-1779 resulted in the discovery of the Hawaiian Islands and Christmas Island before he was killed by Hawaiian inhabitants in 1779.
Unit 4: Alfred Wegner & Harry Hess
Alfred Wegener produced evidence in 1912 that the continents are in motion, but because he could not explain what forces could move them, geologists rejected his ideas. Almost 50 years later, Harry Hess confirmed Wegener’s ideas by using the evidence of seafloor spreading to explain what moved the continents.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
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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.
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快速办理(UAM毕业证书)马德里自治大学毕业证学位证一模一样
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二.真实使馆公证(即留学回国人员证明,不成功不收费)
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Direct Seeded Rice - Climate Smart Agriculture
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The binding of cosmological structures by massless topological defects
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
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Context. The observation of several L-band emission sources in the S cluster has led to a rich discussion of their nature. However, a definitive answer to the classification of the dusty objects requires an explanation for the detection of compact Doppler-shifted Brγ emission. The ionized hydrogen in combination with the observation of mid-infrared L-band continuum emission suggests that most of these sources are embedded in a dusty envelope. These embedded sources are part of the S-cluster, and their relationship to the S-stars is still under debate. To date, the question of the origin of these two populations has been vague, although all explanations favor migration processes for the individual cluster members. Aims. This work revisits the S-cluster and its dusty members orbiting the supermassive black hole SgrA* on bound Keplerian orbits from a kinematic perspective. The aim is to explore the Keplerian parameters for patterns that might imply a nonrandom distribution of the sample. Additionally, various analytical aspects are considered to address the nature of the dusty sources. Methods. Based on the photometric analysis, we estimated the individual H−K and K−L colors for the source sample and compared the results to known cluster members. The classification revealed a noticeable contrast between the S-stars and the dusty sources. To fit the flux-density distribution, we utilized the radiative transfer code HYPERION and implemented a young stellar object Class I model. We obtained the position angle from the Keplerian fit results; additionally, we analyzed the distribution of the inclinations and the longitudes of the ascending node. Results. The colors of the dusty sources suggest a stellar nature consistent with the spectral energy distribution in the near and midinfrared domains. Furthermore, the evaporation timescales of dusty and gaseous clumps in the vicinity of SgrA* are much shorter ( 2yr) than the epochs covered by the observations (≈15yr). In addition to the strong evidence for the stellar classification of the D-sources, we also find a clear disk-like pattern following the arrangements of S-stars proposed in the literature. Furthermore, we find a global intrinsic inclination for all dusty sources of 60 ± 20◦, implying a common formation process. Conclusions. The pattern of the dusty sources manifested in the distribution of the position angles, inclinations, and longitudes of the ascending node strongly suggests two different scenarios: the main-sequence stars and the dusty stellar S-cluster sources share a common formation history or migrated with a similar formation channel in the vicinity of SgrA*. Alternatively, the gravitational influence of SgrA* in combination with a massive perturber, such as a putative intermediate mass black hole in the IRS 13 cluster, forces the dusty objects and S-stars to follow a particular orbital arrangement. Key words. stars: black holes– stars: formation– Galaxy: center– galaxies: star formation
Anti-Universe And Emergent Gravity and the Dark Universe
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在线办理(salfor毕业证书)索尔福德大学毕业证毕业完成信一模一样
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本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
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Different Expeditions and their contribution in ocean science
- 1. Sunirmal Mahato M.Sc Ist Semester Ocean Studies And Marine Science
- 2. INTRODUCTION Key words: Ocean science or Oceanography : Scientific study of the oceans and ocean floor. Expedition : A long journey made by a person or a group of person for a specific purpose.
- 3. Expeditions and Contributions : Vikings Expeditions : - for adventure and treasure. • Chinese Expeditions : - Admiral Zheng He commanded the greatest fleet with 317 ships and 37000 men undertook 7 missions to explore the Indian Ocean, Indonesia, and around the tip of Africa into the Atlantic. - Aim: To display the wealth and power of the young Ming dynasty.
- 4. The Age of Discovery : Prince Henry, third son of the royal family of Portugal, established a study center for marine studies and navigation at Sagres. During his expedition ( in 1451 and 1470), for navigation , his marines used the compass. Voyages of Captain James Cook by HMS Endeavour : Between 1768 and 1779, he undertook 3 voyages and made the first accurate map of many regions of the ocean with the aid of marine chronometer ( inventor - John Harrison). He mapped the south georgia islands and hawaiian island.
- 5. He pioneered sampling of sub surface temperature, measuring winds and currents, and collected data on coral reefs. The United States Exploring Expedition: Lead by Lt. Charles Wilkes. Goal – whale scouting, mineral gathering, charting and observing. Wilkes’s team explored and charted a large sector of the east Antarctic coast and made observations that confirmed that the landmass as a continent.
- 6. Charles Darwin and HMS Beagle, 1831 : The expedition in HMS Beagle helped Darwin to study about the evolution behaviour, such as he identified 14 closely related species of finches in Galapagos Island but the difference is the structure of their beaks that were suited to their diverse feeding habitat. In the expeditions, he also explained the distinctive formation of rings of coral reef called Atoll.
- 7. The Challenger Expedition 1872: The first sailing expedition devoted completely to marine science. Lead by Charles Wyville Thomson and John Murray, inspired by HMS Beagle expedition. Discovered – 4717 new species. The scientist took salinity, temperature and water density measurement and stored 77 samples of sea water for detailed analysis ashore. The German Meteor Expeditions: Introduction of Echo Sounder, a device that bounces sound waves off the ocean bottom , to study the depth and contour of the sea floor.
- 8. IUSS ( Integrated Undersea Surveillance System) In 1950s, the U.S. Navy developed IUSS that used passive under water acoustics and sophisticated computers to track submarines over oceanic expansion. IUSS and its SOSUS( SOund SUrveillance System) component consist of a series of ocean bottom mounted and towed hydrophones. Used in the study of underwater earthquakes and the vocalizations of whales.
- 9. Reference Oceanography- An Invitation to Marine Science by Tom Garrison Marine Biology by Peter Castro and Michael E. Huber Essentials of Oceanography by Trujillo and Thruman
- 10. Thank you