Unit 5
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This document discusses the characteristics of different animal classes. Mammals are viviparous, birds are oviparous and can fly, reptiles are oviparous and slither, amphibians are oviparous and lay eggs in water, fish are oviparous and swim, and insects are oviparous and are invertebrates. The document concludes by stating that one should be good to animals.
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Ns1 m2 u05_presentation
This document discusses the characteristics of different animal classes. Mammals are viviparous, birds are oviparous and can fly, reptiles are oviparous and slither, amphibians are oviparous and lay eggs in water, fish are oviparous and swim, and insects are oviparous and are invertebrates. The document concludes by stating that one should be good to animals.
Ns1 u4
Living things such as people, animals and plants are born, grow, reproduce and die, going through life cycles. Animals can be wild or domesticated, and move in different ways like walking, climbing, flying, jumping, swimming or slithering. They adapt to their environments and have different diets, with herbivores eating plants, carnivores eating meat, and omnivores eating both meat and plants. Animals also reproduce through different means, with viviparous animals being born from their mother's body and oviparous animals being born from eggs.
Ns1 m2 u04_presentation
Living things include people, animals and plants which are born, grow, reproduce and die while going through life cycles. Animals can be wild or domestic and move by walking, climbing, flying, jumping, swimming or slithering while adapting to their environment. Animals also reproduce through either viviparous birth from their mother's body or oviparous birth from eggs, and nutrition is obtained by herbivores eating plants, carnivores eating meat, or omnivores eating both meat and plants.
Living things Unit 4
Living things include people, animals and plants which are born, grow, reproduce and die while going through life cycles. Animals can be wild or domestic and move by walking, climbing, flying, jumping, swimming or slithering while adapting to their environment through nutrition by herbivores eating plants, carnivores eating meat, and omnivores eating both meat and plants, with reproduction occurring through viviparous animals being born from their mother's body or oviparous animals being born from eggs.
2ºep unit 1
Living things such as people, animals and plants are born, grow, reproduce and die, going through life cycles. Animals can be wild or domestic, and move by walking, climbing, flying, jumping, swimming or slithering. Animals also adapt to their environments, with herbivores eating plants, carnivores eating meat, and omnivores eating both meat and plants, while some animals are born from their mothers' bodies and others from eggs.
Unit 4 contents
This document discusses the key characteristics of living things such as people, animals and plants and how they are born, grow, reproduce and die. It also covers different types of animals including whether they are wild or domestic, how they move by walking, climbing, flying, jumping, swimming or slithering, and how they get nutrition as herbivores, carnivores or omnivores. The document also briefly explains the reproductive processes of viviparous and oviparous animals.
Against the captivity of animals in zoos
Zoo animals suffer from mental illness and poor health due to being confined in enclosures that cannot provide for their natural behaviors or needs. Specific behaviors like repetitive bar biting, neck twisting, vomiting, and self-mutilation indicate poor welfare. Confinement leads to health issues for different animal species. Circuses also cause harm through cruelty and cannot meet animal needs due to lack of sufficient space, unlike their natural habitats.
Animals and their habitats upload
This document discusses different types of animal habitats. It defines a habitat as the ecological area inhabited by a particular species. There are four main types of habitats: terrestrial for land animals, aquatic for water animals, amphibious for animals that live both on land and in water, and aerial for flying animals. It provides examples of animals that live in each habitat type and describes their key characteristics. The document concludes with a short quiz to test the reader's understanding of the different habitats.
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Ns1 m2 u05_presentation
This document discusses the characteristics of different animal classes. Mammals are viviparous, birds are oviparous and can fly, reptiles are oviparous and slither, amphibians are oviparous and lay eggs in water, fish are oviparous and swim, and insects are oviparous and are invertebrates. The document concludes by stating that one should be good to animals.
Ns1 u4
Living things such as people, animals and plants are born, grow, reproduce and die, going through life cycles. Animals can be wild or domesticated, and move in different ways like walking, climbing, flying, jumping, swimming or slithering. They adapt to their environments and have different diets, with herbivores eating plants, carnivores eating meat, and omnivores eating both meat and plants. Animals also reproduce through different means, with viviparous animals being born from their mother's body and oviparous animals being born from eggs.
Ns1 m2 u04_presentation
Living things include people, animals and plants which are born, grow, reproduce and die while going through life cycles. Animals can be wild or domestic and move by walking, climbing, flying, jumping, swimming or slithering while adapting to their environment. Animals also reproduce through either viviparous birth from their mother's body or oviparous birth from eggs, and nutrition is obtained by herbivores eating plants, carnivores eating meat, or omnivores eating both meat and plants.
Living things Unit 4
Living things include people, animals and plants which are born, grow, reproduce and die while going through life cycles. Animals can be wild or domestic and move by walking, climbing, flying, jumping, swimming or slithering while adapting to their environment through nutrition by herbivores eating plants, carnivores eating meat, and omnivores eating both meat and plants, with reproduction occurring through viviparous animals being born from their mother's body or oviparous animals being born from eggs.
2ºep unit 1
Living things such as people, animals and plants are born, grow, reproduce and die, going through life cycles. Animals can be wild or domestic, and move by walking, climbing, flying, jumping, swimming or slithering. Animals also adapt to their environments, with herbivores eating plants, carnivores eating meat, and omnivores eating both meat and plants, while some animals are born from their mothers' bodies and others from eggs.
Unit 4 contents
This document discusses the key characteristics of living things such as people, animals and plants and how they are born, grow, reproduce and die. It also covers different types of animals including whether they are wild or domestic, how they move by walking, climbing, flying, jumping, swimming or slithering, and how they get nutrition as herbivores, carnivores or omnivores. The document also briefly explains the reproductive processes of viviparous and oviparous animals.
Against the captivity of animals in zoos
Zoo animals suffer from mental illness and poor health due to being confined in enclosures that cannot provide for their natural behaviors or needs. Specific behaviors like repetitive bar biting, neck twisting, vomiting, and self-mutilation indicate poor welfare. Confinement leads to health issues for different animal species. Circuses also cause harm through cruelty and cannot meet animal needs due to lack of sufficient space, unlike their natural habitats.
Animals and their habitats upload
This document discusses different types of animal habitats. It defines a habitat as the ecological area inhabited by a particular species. There are four main types of habitats: terrestrial for land animals, aquatic for water animals, amphibious for animals that live both on land and in water, and aerial for flying animals. It provides examples of animals that live in each habitat type and describes their key characteristics. The document concludes with a short quiz to test the reader's understanding of the different habitats.
Animals Reproduction
Plants use photosynthesis to produce their own food rather than eating, and some plants reproduce using seeds. The document contrasts oviparous and viviparous animals, with oviparous animals like turtles and fish hatching from eggs while viviparous animals like lions and whales give birth to live young from the mother's womb. Turtles are used as an example of an oviparous sea creature that eats jellyfish and plants, while lions are given as examples of viviparous land animals that eat meat.
Zoos
The document discusses arguments for and against keeping animals in zoos. Proponents argue that zoos educate the public, help conserve endangered species through breeding programs, and provide high-quality care of animals. Critics believe that confining animals violates their rights, causes stress and boredom, disrupts social bonds, and leads to overbreeding and poor treatment of surplus animals. While zoos aim to help species, critics argue that the needs and experiences of individual animals should also be considered.
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Animal classification y1
The document discusses three ways that animals can be classified: by their reproduction as either viviparous (born from the mother's stomach) or oviparous (born from eggs); by their diet as carnivorous (eating animals), herbivorous (eating plants and fruits), or omnivorous (eating plants, fruits, and animals); and by their structure as either vertebrates (having a backbone) or invertebrates (not having a backbone). Examples are provided of different animals' classifications based on these criteria, such as crocodiles being vertebrate, oviparous, and carnivorous.
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What do animals eat
Animals are classified based on their diets as herbivores, which eat only plants; omnivores, which eat both plants and animals; and carnivores, which eat only meat. Herbivores are plant-eating animals, omnivores eat plants and other animals, and carnivores or meat-eaters survive solely on consuming other animals.
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This document discusses the key characteristics of living things and their relationship with their environment. It defines living and non-living things, then lists eight characteristics of living things: they need air, water and food; can grow; can move; can respond to stimuli; respire; excrete; reproduce; and have a definite lifespan. It also discusses habitats, including biotic and abiotic components. Finally, it explains that adaptations allow organisms to be suited to their particular habitat.
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EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
Equivariant neural networks and representation theory
Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
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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Unit 5
- 1. natural
- 3. Birds Birds are oviparous. Birds can fly.
- 4. Reptiles Reptiles are oviparous. Reptiles slither.
- 5. Amphibians Amphibians are oviparous. Amphibians lay eggs in water.
- 6. Fish Fish are oviparous. Fish swim.
- 7. Insects Insects are oviparous. Insects are invertebrates.
- 8. Taking care of animals I should be good to animals.