Nanotechnology Learning Innovation: "The Quantum Tripositive Biosmart Nanobiotechnology Model" That Supports a Healthy, Caring and Nurturing Learning Environment

Autor/in	Osler, James Edward, II
Titel	Nanotechnology Learning Innovation: "The Quantum Tripositive Biosmart Nanobiotechnology Model" That Supports a Healthy, Caring and Nurturing Learning Environment
Quelle	In: Journal on Educational Psychology, 14 (2021) 3, S.1-20 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-8827
Schlagwörter	Educational Environment; High Schools; Undergraduate Study; Home Schooling; Educational Innovation; Biotechnology; Black Colleges; Caring; Technology Uses in Education; Models; Health; Safety; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; Oberschule; Grundstudium; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Instructional innovation; Bildungsinnovation; Biotechnologie; Care; Pflege; Sorge; Betreuung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Analogiemodell; Gesundheit; Sicherheit
Abstract	In this narrative, a detailed model for trichotomously positive [or "Tripositive"] "Nanobiogenic Technology™" (as "dynamic nanobiotechnology") is presented via research-based case studies. The author implemented the Biosmart Nanobiogenic Technology™(or "Biosmart Nanobiotechnology") designed to create a biotrichotomous positive learning environment to accentuate further trichotomous learning models in an Early College High School, a University Undergraduate Course and in an immersive Homeschool environment. The usage of the nanobiotechnology (measured as "biotrichotomy") enabled the author to observe sustainable tripositive outcomes that consisted of lowered "EMF" ("Electromagnetic Fields"), lowered microsurge electric charge (from wall outlets), and quantum harmonic atmospheric frequency increase which terminated incursive static electric pressure from both EMF and microsurge. The reduction in the aforementioned areas enabled a more positive holistic change in the learning environment in which ongoing nurturing, healthy digital learning metric implementation and systemic positive reinforcement/feedback could be cultivated, and thereby increase and enhance student learning. Thus, the implementation of the Nanobiogenic Technology™ as a solution to Electromagnetic Field (or "EMF"), Microsurge (intense static discharge from technology such as wall outlets), and High Static Atmospheric Pressure (or "HSAP" - An atmosphere of extraordinarily high static charge) creates a caring learning environment conducive to constructive, beneficial and dynamic learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01