Sentences with phrase «identify human features»

Not exact matches

The features of the human being identified as Homo economicus are abstracted from the complex fullness of human existence.

To identify signs of a self - domestication process in humans, researchers made a list of genes associated with domestication features in humans, out of the comparison with the genome in Neanderthals and Denisovans, extinct human species.

Researchers studying a collection of skulls in a Spanish cave identified both Neandertal - derived features and features associated with more primitive humans in these bones.

In 2011, another Nature paper featuring Dr Katerina Douka of the Oxford team obtained some very early dates (around 45,000 years old) for the so - called «transitional» Uluzzian stone - tool industry of Italy and identified teeth remains in the site of the Grotta del Cavallo, Apulia, as those of anatomically modern humans.

«Based on the feature - set that our human raters identified, we are now developing an AI and machine - vision algorithm, with preliminary results that indicate the same accuracy as the raters,» Bourquard says.

«One of the challenges in this study was identifying features in Misliya that are found only in modern humans.

The letter further contends that recent chimp studies for the first time have identified «unique features of the human brain and have documented the unusual vulnerability of humans to a variety of disorders, including Alzheimer's disease, infectious diseases, cancer, and heart disease.»

They would then identify corrective actions, simulate the effectiveness of each action, and present the most useful responses to human operators, who could then quickly implement corrective action by dispatching the grid's many automated control features.

For example, a system can process a new photo and correctly identify a human face, because it has learned the features of human faces from other photos in its training set.

«We analyzed human kidney development, identifying features that distinguish our kidney from its well - studied mouse counterpart.

We identified a mosaic of features including facial, mandibular and dental morphology that aligns the Jebel Irhoud material with early or recent anatomically modern humans and more primitive neurocranial and endocranial morphology.

UC San Francisco researchers have identified cells» unique features within the developing human brain, using the latest technologies for analyzing gene activity in individual cells, and have demonstrated that large - scale cell surveys can be done much more efficiently and cheaply than was previously thought possible.

To avoid such perturbations, researchers have developed a computer program that can distinguish between cell types and identify subcellular structures, among other features — all without the fluorescent probes our human eyes rely on.

Together, our results identify SCYL1 as a key regulator of motor neuron survival, and Scyl1 -LRB-- / --RRB- mice share pathological features with many human neurodegenerative conditions.

Using a new microscopic technique scientists have identified a previously unknown human anatomical feature.

«The research identifies molecular features which may contribute to allowing the H5N1 virus to be more transmissible in humans.

Lesson 3: Children should learn to ask and respond to geographical questions, to use geographical vocabulary and to identify physical and human features.

Lesson 5: Children should learn to analyse evidence, draw conclusions and communicate findings and to identify physical and human features.

Pupils can select a number to reveal - then identify which physical and human features they can see.

Lesson 2: Children should learn to identify physical and human features and to use geographical vocabulary.

Topic: Endangered Animals and Rainforests around the World 6 Lessons (6 - 8 hours of learning) Suitable for 7 - 11 years Learning Intentions covered: To explain why some animals are in danger To locate and describe rainforests To explain the importance of a rainforest To explain the consequences of human actions To identify rainforest animals that are in danger To describe features of rainforest animals To explain «how» rainforests are being destroyed To understand that destruction of the rainforests is bad for animals and people To persuade somebody to stop destroying the rainforest To describe rainforest animals To identify skills people have in a rainforest To describe our differences and how they can enhance each other To measure humans and animals Resources also attached!

Lesson 1: Children should learn to identify the physical and human features of a place and how an island is different from the mainland.

Identify and describe geographical human and physical features using an aerial photograph.

Included in this resource pack: Session 1: Identifying different locations (reading focus)- Where's Wally location clue cards (differentiated by Phonics Phase)- Hidden High Frequency Words in location pictures for children to find using a magnifying glass Session 2: Human and Physical features (sorting)- Human and Physical features PowerPoint - Human and Physical features sorting activity - Cut and stick sorting worksheet - Marking sticker Session 3: Naming and labelling Human and Physical features - Labelling PowerPoint - Word bank worksheet (differentiated)- children will name the different human and physical features - Labelling worksheet - differentiated Session 4: Writing about where Wally is using human and physical featHuman and Physical features (sorting)- Human and Physical features PowerPoint - Human and Physical features sorting activity - Cut and stick sorting worksheet - Marking sticker Session 3: Naming and labelling Human and Physical features - Labelling PowerPoint - Word bank worksheet (differentiated)- children will name the different human and physical features - Labelling worksheet - differentiated Session 4: Writing about where Wally is using human and physical featHuman and Physical features PowerPoint - Human and Physical features sorting activity - Cut and stick sorting worksheet - Marking sticker Session 3: Naming and labelling Human and Physical features - Labelling PowerPoint - Word bank worksheet (differentiated)- children will name the different human and physical features - Labelling worksheet - differentiated Session 4: Writing about where Wally is using human and physical featHuman and Physical features sorting activity - Cut and stick sorting worksheet - Marking sticker Session 3: Naming and labelling Human and Physical features - Labelling PowerPoint - Word bank worksheet (differentiated)- children will name the different human and physical features - Labelling worksheet - differentiated Session 4: Writing about where Wally is using human and physical featHuman and Physical features - Labelling PowerPoint - Word bank worksheet (differentiated)- children will name the different human and physical features - Labelling worksheet - differentiated Session 4: Writing about where Wally is using human and physical feathuman and physical features - Labelling worksheet - differentiated Session 4: Writing about where Wally is using human and physical feathuman and physical features.

Year 4 Science Assessments Objectives covered: Recognise that living things can be grouped in a variety of ways Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment Recognise that environments can change and that this can sometimes pose dangers to living things Describe the simple functions of the basic parts of the digestive system in humans Identify the different types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coidentify and name a variety of living things in their local and wider environment Recognise that environments can change and that this can sometimes pose dangers to living things Describe the simple functions of the basic parts of the digestive system in humans Identify the different types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coIdentify the different types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coIdentify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coIdentify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coIdentify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coIdentify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors

One is quickly caught scanning their shapes in search of the identifying markers of human features: welded from found steel objects, Melvin Edwards's contorted mask Iraq (2003) was made in response to the war's dramatic events; Nicholas Cheveldave created an uncanny medical cast of Kaspar, a robot with minimal facial expressions that helps children with autism; The Grantchester Pottery deconstructed the fragile outline of muse Dora Maar's eyes, mouth, nose and tears in glazed stoneware gracefully suspended from hemp cords.

On view February 16 through April 7, 2018, this first solo exhibition at the new SFAC Main Gallery features drawings and sculpture that respond to the disappearance of Black women and female - identifying women due to various abuses and the current human trafficking trade.

The Retrieval, a solo exhibition of works by Bay Area artist Kenyatta A.C. Hinkle, features a large body of works that respond to the disappearance of Black women and female - identifying women due to various abuses and the current human trafficking trade in the Bay Area and beyond.

Joronen and Oksanen (2012) more constructively identified three key features: in emergency: «climate change is an immediate or impending threat», that extends to «life and health of humans and many other life forms» and is highly likely to result in «social disorder, for example economic turmoil and mass migration of climate refugees», in the absence of immediate action.

The company's press release states that the AI — which actually sounds similar to the Huawei Mate 10's AI feature — is able to identify a plate of food and the human face.