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https://www.europeanstudies.info/fileadmin/content/studiengaenge/europeanstudies/pictures/gdp-3/sankelmark-2012-seminar-report.pdf
satisfied to have been part of this conference. Many thanks to Prof. Dr. Stoklosa and everyone else for giving us, young researchers, the chance to express ourselves in such a friendly and informal but still
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/student-workbook-on-eijkman-and-vitamins.pdf
following questions. a) Why was the team uncertain about the cause of beriberi? b) What advice would you give to the research team? Instructions: Step 3 In the space below, please, summarize the answers formulated
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/en-la-eijkman.pdf
got sick. It was leftover rice from the next-door hospital. Later, a new cook there didn't want to give him left over rice and he had gone back to feeding them with unpolished uncooked rice. It was after [...] solvents and the animal organisms store them mainly in their adipose tissue. Based on the texts above, give a full and well documented response to the following question: Question 2. Why do these two vitamin [...] must first understand what exactly science is. Because it is difficult to define science, scientists give a list of its characteristics. ……………………………………………………………………………………………………………… ……………………………………………………………
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/eijkman.zip
research team’s lack of progress in their search for the cause of the disease. • What advice would you give to the research team? Episode 3: The chicken model of beriberi Christiaan Eijkman was in his laboratory [...] mistake?” Rano replied, “Sir, I already made the change weeks ago, but I was ashamed to tell you. I am giving the chickens feed-grade brown rice. Do you think that it will make them sick?” Eijkman almost jumped [...] the following year at the age of 72. Discussion 5 • Why was it so difficult for the researchers to give up their bacterial theory? • Explain how the epigram, “Simplex non veri sigil- lum,” meaning simplicity
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/lind-story-gb.pdf
conditions, all have rotting gums, patches, they are tired, barely walk. I will put them in a cabin and give everyone the same diet: for breakfast - gruel sweetened with sugar and soggy biscuits, for lunch- [...] with raisins and wine. Then divide them into six groups. - That is after two? - Said the captain, giving to understand that and listens and understands. - Yes, Sir! - Lind confirmed. He took out from his [...] - it seems to me that the oranges and lemons can help fight this nightmare of merchant navy. - So give citrus fruits to all patients, James. I finally will have a three hundred and fifty men to the end
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/biografien/biografien-eng/lind-biografie-gb.pdf
cruises caused mass illness of sailors from scurvy. James Lind divided sick sailors into six groups and give each a definite diet containing one of the specifics at that time considered to be useful for scurvy [...] g Teaching Model: wiki.science-stories.org under the pressure of Admiral Alan Gardner, ordered to give each seaman daily 2/3 ounces of lemon juice mixed with grog. The decision was salutary, there was [...] clothing in the Royal Navy. As a result, the British sailors not often suffered from typhoid fever, giving the British Navy a significant advantage over their main opponents - the French. The sailors were
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/en-la-lind.pdf
text should be based on the story and the learning activities of today’s lesson. Each group should give its own answer. …………………………………………………………………………………………………………………………………………………… ………………………………………………………………
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/en-la-thompson-cannons.pdf
must first understand what exactly science is. Because it is difficult to define science, scientists give a list of its characteristics. …………………………………………………………………………………………………………………………………………………… ………………………
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/rumford.zip
second series published in the same article he gave 770 ftlb/BTU. Looking at the data Joule published gives some insight into Joule's theoretical background. The equivalents he calculated with the data in his [...] is expended, an exact equivalent of heat is always obtained" (Joule 1884, p. 158). This statement gives an imagination of the theoretical background Joule had in mind when trying to determine the mechanical [...] question of social status that is interesting in Joule’s work: His experiments are equally remarkable. To give but a brief description on the experiment: Figure 7 is a perspective view of the set-up Joule gave
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/hintergruende/hintergrund-eng/hintergrund-energie-gb.pdf