196,544 research outputs found
Feed requirements and cost of gains of spring and fall pigs
No full textThis archival publication may not reflect current scientific knowledge or recommendations. Current information available from University of Minnesota Agricultural Experiment Station: http://www.maes.umn.edu/Ferrin, E. F.; McCarty, M. A.. (1924). Feed requirements and cost of gains of spring and fall pigs. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/183938
Shall growing pigs be full fed?
No full textThis archival publication may not reflect current scientific knowledge or recommendations. Current information available from University of Minnesota Agricultural Experiment Station: http://www.maes.umn.edu/Ferrin, E. F.; McCarty, M. A.. (1928). Shall growing pigs be full fed?. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/184047
Tankage and buttermilk as protein supplements for growing pigs
No full textThis archival publication may not reflect current scientific knowledge or recommendations. Current information available from University of Minnesota Agricultural Experiment Station: http://www.maes.umn.edu/Ferrin, E. F.; McCarty, M. A.. (1925). Tankage and buttermilk as protein supplements for growing pigs. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/183967
A comparison of wheat by-products for growing pigs
No full textThis archival publication may not reflect current scientific knowledge or recommendations. Current information available from University of Minnesota Agricultural Experiment Station: http://www.maes.umn.edu/Ferrin, E. F.; McCarty, M. A.. (1925). A comparison of wheat by-products for growing pigs. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/183962
Approaching Social Robots Through Playfulness and Doing-It-Yourself: Children in Action
No full textThis work reports on a pilot study devoted to
investigate whether the direct experience of building a robot
by children enables them to obtain a more effective and
complex learning of what a robot is. The study consists of an
experiment carried out with eighteen pupils of the same age,
attending a secondary school in Udine (Italy). The experiment
was aimed to allow children to build up a simple robot, and in
this experience, the children were supported by two
researchers and by one of their teachers. The results show that
this concrete experience activated in the children affective,
emotional, physical, and social dimensions and brought them
to the development of a more sophisticate conceptualization
of robots. The learning by doing approach was quite effective
also in strengthening the children’s social behavior and
improving their mechanical knowledge and manual abilities
Arts and crafts robots or LEGO® MINDSTORMS robots? A comparative study in educational robotics
No full textWith the development of educational robotics, teachers of secondary and high school frequently request clear indications on which type of robot is most effective for strengthening students’ mental schemes on the robot. This paper investigates whether using crafts and recycled materials or structured materials to build robots is more effective in terms of pupils’ cognition in educational robotics. Some scholarship argues that using crafts and recycled materials to build a robot from scratch is more effective than using structured materials. The design of the educational research applied here, and in which we tested this hypothesis, included two different robotics activities, carried out in Italy with two classes of secondary school. In the first, we asked the students to build a robot from scratch using crafts and recycled materials, while in the other we asked the students to build a robot from structured materials. These two activities were preceded and followed by the completion, by students, of the same questionnaire about knowledge of mechanics, manual skills, conceptualization of robots, and beliefs about the robotization of everyday life machines, which were the learning outcomes identified in this study according to the concept of constructive alignment and outcome-based education. Results show that building a robot from scratch increases pupils’ knowledge and manual skills, while building a robot with structured materials increases their awareness of the robotization of machines. Thus, current scholarship’s approach is only partially confirmed. To conclude, although pupils’ appreciation involves equally both these robotics activities, each of these outlines a specific educational outcome
Children's Knowledge and Imaginary About Robots
No full textAbstract The aim of this paper is to investigate on children’s knowledge and imaginary about robots. To do so, we administered to 704 children from 17 classes of 8 elementary and secondary schools, a survey with close and open questions about their conceptualization of robots. To carry out this study we took as point of reference the theoretical frameworkofsocialrepresentations.Themainresultsarethat children evaluate toys, robots and human-beings as significantly different on all the characteristics considered. More than toys, robots have mechanical movements, they move, are more intelligent than toys but they do not keep company to them. By contrast, human beings are perceived by children starting from their corporeity: they eat and sleep, move by themselves, are intelligent and speak, keep eye-contact and company. However, children complain about the fact that human beings do not play with them. The imaginary about robots that children receive from media is characterized by anthropomorphic shapes, bodies and by human-like cognitions, feelings and behavior. The more examples of visual products with robots children are able to evoke, the higher they evaluate robots on all human-like characteristics (e.g. it looks into my eyes). Hence, the tension between imaginary and knowledge can be confounding because the human-like features of fictional robots are more advanced than those reachable by the factual ones
Resolution of Unexpected IDEXX ELISA Positive Results for Antibodies Against Porcine Reproductive and Respiratory Syndrome Virus with IFA and A Blocking ELISA
No full textFerrin, N.H.; Torremorell, M.; Gramer, M.; Fang, Y.; Murtaugh, M.P.; Johnson, C.R.; Nelson, E.A.. (2002). Resolution of Unexpected IDEXX ELISA Positive Results for Antibodies Against Porcine Reproductive and Respiratory Syndrome Virus with IFA and A Blocking ELISA. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/160395
Social robots as cultural objects. The sixth dimension of dynamicity?
No full textWe investigate youths’ conceptualization of social robots. Informed by Schudson’s theory of the
potency of the cultural object, we conducted two studies. The first study centered on essays on
social robots written by bachelor’s and master’s students. The second study centered on prototypes
of social robots built by small groups comprised of same students. The essays and prototypes were
content analyzed. The results confirm that social robots embody all five dimensions that
characterize cultural objects. However, to fully understand this peculiar cultural object, another
dimension needs to be introduced: dynamicity
Exploring the perceptions of cognitive and affective capabilities of four, real, physical robots with a decreasing degree of morphological human likeness.
No full text- …
