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«Мітральєре» () — ескадрений міноносець типу «Сольдаті» (2-га серія) Королівських ВМС Італії за часів Другої світової війни.

Історія створення
Ескадрений міноносець «Мітральєре» був закладений 7 жовтня 1940 року на верфі «Cantiere navale di Ancona» в Анконі. Спущений на воду 25 вересня 1941 року, вступив у стрій 1 лютого 1942 року.

Історія служби

У складі ВМС Італії
Після вступу у стрій та початкової бойової підготовки ескадрений міноносець «Мітральєре» брав участь у охороні морських комунікацій та постановці мін.

У червні 1942 року бра участь в битві у середині червня.

З 2 липня базувався на Наварині, разом з однотипними есмінцями «Берсальєре», «Кораццьєре», «Альпіно» та легкими крейсерами «Джузеппе Гарібальді», «Дука д'Аоста» та «Дука дельї Абруцці».

16 серпня теплохід «Ледеї», який супроводжували «Мітральєре» та «Берсальєре», був торпедований британським підводним човном «Попос». Через сильну пожежу було неможливо буксирувати теплохід, тому «Мітральєре» зняв з нього команду та добив артилерією.

26 листопада ескортував у Бізерту транспорти «Чітта ді Наполі» та «Чітта ді Тунісі»'.
10 грудня перевозив підкріплення з Трапані в Бізерту.

9 вересня 1943 року Італія капітулювала і адмірал Бергаміні наказав усім кораблям вийти в море та йти на Мальту. Того ж дня о 16:11 німецька авіація потопила лінкор «Рома». Крейсер «Аттіліо Реголо» разом з есмінцями «Фучільєре», «Карабіньєре», «Мітральєре» та міноносцями «Пегассо», «Орса», «Імпетуозо» був залишений на місці його загибелі для рятувальних робіт. Всього було врятовано 622 чоловіка, з них 26 згодом померли від ран.

Командування з'єднанням прийняв капітан Джузеппе Маріні, командир «Мітральєре». Він опинився у складній ситуації, оскільки не знав умов капітуляції, і не ризикнув прориватись на Мальту. Тому вирішив інтернуватись. По дорозі з'єднання розділилось. Частина есмінців повернулись до Італії, 2 з них згодом були затоплені екіпажами. Решта кораблів прибули в порт Маон на Балеарських островах.
Іспанський уряд інтернував кораблі на 18 місяців. Лише у січні 1945 року, коли результат війни не викликав сумнівів, кораблі були звільнені.

У складі флоту союзників
«Мітральєре» вирушив в Алжир, а звідти в Таранто, куди прибув 23 січня. Пройшовши ремонт, в період з З 25 листопада по 12 грудня 1946 есмінець здійснив похід в зону Суецького каналу, де перебували інтерновані італійські лінкори «Вітторіо Венето» та «Італія».

14 липня 1947 року есмінець був виведений в резерв. За рішенням Паризької мирної конференції він разом з трьома іншими есмінцями був переданий Франції як репарація.
18 липня 1948 року корабель був виключений зі складу флоту, йому було присвоєна тимчасова назва «M3».

У складі ВМС Франції
15 липня 1948 року в Тулоні есмінець був переданий ВМС Франції. Він отримав назву «Жюр'єн де ла Грав'єр» ().

У 1956 році корабель був виключений зі складу флоту і незабаром зданий на злам.

Література
 Conway's All the World's Fighting Ships, 1922—1946. — London: Conway Maritime Press, 1980. — ISBN 0 85177 146 7
 Патянин С. В. Эскадренные миноносцы типов «Маэстрале», «Ориани» и «Сольдати» // Морская кампания: журнал. — 2015. — № 2 (51).

Посилання

 Ескадрений міноносець «Мітральєре» на сайті www.marina.difesa.it

Примітки

Ескадрені міноносці типу «Сольдаті»
Кораблі, побудовані в Анконі
Кораблі 1941

redpajama_set_name: RedPajamaWikipedia


Manchester has got a new fine dining destination. Enxaneta has just opened on the top floor of King Street restaurant Tast Cuina Catalana – with space for just 14 seats.
The Enxaneta concept – named after the Catalan word for the youngest member of a team of 'castellers' (acrobats) who crowns a Catalan human castle – has been developed by multi-Michelin starred executive chef Paco Pérez. He's keen to introduce Manchester to the gastronomic experience he is famous for across his restaurants worldwide.
The Tres de Deu menu, meaning 'three of ten', features ten courses (£95) while the Tres de Quinze menu, meaning 'three of fifteen', offers 15 courses (£135). Matched wine flights start from £65. We went along to see what diners can expect.
Tast group director Sandra Martorell, whose husband Ferran Soriano is CEO of Manchester City and also, with manager Pep Guardiola and director of football Txiki Begiristain, one of Tast's investors, says the new venture has been on the cards for a while.
"There was always the idea for this concept, right from the beginning," says Sandra. "Our head chef Miguel has been working with Paco for seven years. He's used to this style of cuisine.
The seasonal menus are fish and seafood heavy, since Paco hails from the seaside. They're designed to offer a flavour of Catalonia, whose unique gastronomy draws on influences from both Spain and France. The dishes are complex and unashamedly challenging.
We start with a winter consommé made from black trumpet and button mushrooms, coffee grains and vanilla, topped with a frothy cappuccino air. It's rich and warming, packed with flavours of liquorice and earthy mushrooms, and topped with grated dried fig.
A plate of mochi – little chestnut cakes made from rice flour and filled with a liquid chestnut centre – is served alongside the broth. Inky black parcels made with mussel water are filled with spicy mussel cream, served with a fragrant saffron and mussel sauce.
Tempura prawns, served hanging from a sculpture of a giant prawn head, see tapioca tempura fried prawn skin filled with a mixture of mushroom and prawn tartar.
"You can eat all of it – even the tail if you want," Sandra suggests.
Hot, plump little dumplings with a thin shell of ninoyaki tempura pop in the mouth to reveal a filling of pigeon parfait made from liver, heart and honey. Eat them in one mouthful.
Small bites over, it's on to the starters. The first is a beautiful loin of tuna tartare served with powerfully salty sea urchin dashi, truffled egg yolk emulsion and pricey beluga caviar.
"You can taste the sea, it's very strong," says Sandra about the sea urchin, considered a delicacy in many parts of the world.
Next up is a dish called Pure Peas. Sounds simple but it definitely isn't. As well as blanched, intensely flavoured whole peas there's a jelly made from the pods, pea hollandaise, pea consommé and pea foam.
It's extraordinarily good. How can the humble pea pack such a punch?
It's time for Button Mushroom Diversity, a celebration of all things mushroom. A layer of mushrooms is prepared three ways – fried, sliced, and infused with codium seaweed.
There's black trumpets and buttons, mushroom duxelle and foam, heady winter black truffle, and a rich truffle, thyme and button mushroom sauce.
Next up, sea cucumber carbonara is one of the most unusual things I've eaten, and all about texture. Flavours are ramped up thanks to more truffle and the addition of smoked pork chin.
It's a long menu, but portions are small enough to not feel overwhelming.
Langoustine cannelloni with bechamel, truffle emulsion and beluga caviar kicks off the main courses, followed by deliciously rich black truffle and artichoke rice with mushroom mayonnaise and Parmesan aged for 14 months.
Slow cooked sole is served with parcels of sole skin filled with mussel cream, with fresh mussels and punchy orange sea urchin paste dressed with codium seaweed oil.
It's been predominantly fish and seafood up until now – but meat finally makes an appearance with Wagyu beef served two ways.
Beautifully marbled tartare comes with beefy consommé and truffled egg yolk, then lightly seared Wagyu loin is served with charcoal roasted sweet potato and polenta foam.
The first dessert is Pijama, a sponge cake made from double cream served with a jammy blueberry, strawberry and blackberry syrup, peach jelly, baked pineapple and ice cream.
There's a lot of truffle on this menu, and it appears again in the second pudding.
Sweet brioche soaked in chocolate is served with vodka whipped cream, truffle ice cream, truffle toffee and slivers of fresh truffle.
White chocolate petits fours with aromatic basil and olive oil are equally unusual, but so good we fight over the last one.
It's a complex menu, full of unusual and luxurious ingredients, which probably isn't for everyone. But if you fancy trying something adventurous, it's a rewarding gastronomic experience filled with surprises.
There's certainly nothing else like this in Manchester.
Enxaneta's two menus will be served Wednesday to Saturday from 6pm-9pm. Booking is essential. The regular Tast menu will be served as usual on the ground and first floors.


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at August 29, 2020 6 comments:
Taylor (1856 – 1915) training as a formal function within organisations, essential to business growth
Frederick Winslow Taylor turned down Harvard for an apprenticeship, competed nationally at tennis and made his fortune in steel. After a four year apprenticeship, he worked his way up to senior management roles, invented patented techniques and so his theories were grounded in real organisational experience, practice and success.
He is best known for his work in applying the scientific method to management. Taylor's Principles were long respected in organisational planning and training but 'Taylorism' became a pejorative term, as we moved out of mass manufacturing and production into services. Yet his fundamental idea, that efficiencies should be sought in organisations, far from being abandoned, has remained the mainstay of management theory and practice for over a century. The Principles of Scientific Management (1911) was voted the most influential management book of the 20th century by the Academy of Management.
Four principles
Taylor's four principles of scientific management are worth repeating:
1. Replace rule-of-thumb work methods with methods based on the scientific study of tasks
2. Scientifically select, train, and develop each employee rather than passively leaving them to train themselves
3. Provide detailed instruction and supervision of each worker in the performance of that worker's discrete task
4. Divide work nearly equally between managers and workers, so that the managers apply scientific management principles to planning the work and the workers actually perform the tasks
This can be reduced to the scientific and analytic approach to productivity through the focus on tasks or process, then formal training, with a focus on performance. Management is the science of planning for performance. When stated that way, we can see why Drucker, a huge admirer of Taylor, saw him not only as the father of modern management but also the person who shaped the great wealth creating industries that lifted millions out of poverty. This is far from the derogatory descriptions of many who see him as the architect of exploitative capitalism.
What characterises Taylor's Principles is his focus on measurement, standardisation, management and he division of labour. The modern obsession with management, as opposed to general employees, even the obsessions with yet another class of management, leaders, all stems from Taylor. This fundamental distinction between management (who think and plan) and workers (who do and make things) was, of course more pronounced in the great era of manufacturing. But who can deny that, even in the modern era, more dominated by services, it has been carried over in all aspects of organisational structure, planning and training.
His principles put training at the centre of his scientific process, with the selection, development and training of staff to be based on scientific principles. His legacy was therefore to have training as a formal function within organisations, essential to business growth. Formal, direct training was the key to improving productivity.
This focus on training, not in a general sense, but in precise competences has also has a lasting effect. Whatever the business gaol or process, he recommends a scientific approach to the training of those performances, not as pure theory but as doing. Practice was essential and the transfer of learning to actual competence was essential. In many ways we have backtracked on this with the separation of training off into a different realm, not the workplace but the classroom and now online. We may have drifted back off Taylor's base principle about training being about actual proven competences that transfer into practice in the workplace. In some ways we have forgotten these scientific principles, as training became, in places, more faddish, with less reliance on scientific research on how we learn and evidence-based practice. There is a contemporary movement to debunk these fads and myths that have crept into learning and training, which is Taylorist in approach.
Taylor's world was one where most jobs were manual, so his focus on physical process was understandable. We now have the inverse, where manual work is now less than a tenth of all jobs, so his principles have to be adapted towards knowledge work. This means less focus on manual skills and more on cognitive skills.
As Taylor wanted to find 'scientific' solutions to production and performance problems, he recommended a single solution, with a binary split, where managers manage and plan, then workers do and make. This single scientific solution was replaced by less hierarchical approaches that distributed responsibility more widely in organisations, so that more personal responsibility is taken by all. Also, managers are no longer separated off to do pure planning. They take a more active role in the personal development and supervision of those they manage. Teamwork and collaboration, defined and researched by Belbin, Salas and Stodd have also led to a more democratised structures. Leadership has also been layered on to the management category.
In many organisations extreme and narrow specialisation is seen as inflexible. Indeed, it is seen as demotivating. A more humanistic approach to management where motivation, support, appraisal and personal development is seen as leading to higher productivity. Yet, Taylor was not blind to these issues. Two of his four principles were about training people.
There have also been changes in the way business processes are perceived, with more focus on continuous improvement. Quality management, control and now sophisticated data-driven approaches address the sheer complexity of procurement, supply chain management, production and distribution.
Although modern commentators are often critical of Taylor, they effectively parrot his approach. Management consultants unwittingly apply his original schema, that separated out managers from workers and now, leaders.
His methods resulted in both rejection by some owners and workers but also in significantly higher wages in others that adopted his methods, when wages were linked to productivity, so the charge that he was merely a stooge of the owners is not entirely true. However, there is little doubt that he had a rather negative view of the working class. Overall, however, Drucker is right in saying the result of his management techniques lifted many out of poverty. The downside is that this focus on paying managers and leaders well, has also led to massive levels of inequality, as the modern economists like Picketty and data shows.
What is striking, however, to see what little has changed. His basic distinction between management and workers has survived. Specialism still exists and the focus on business process that leads to increased performance and productivity, remains intact.
Taylor, F.W., (1911). The principles of scientific management. New York, 202.
Drucker, Peter (1974). Management: Tasks, Responsibilities, Practices. New York: Harper & Row.
Picketty, T., 2014. Capital in the 21st Century, trans. Arthur Goldhammer.
Universities are the perfect hub and spoke network for viral spread
Here's an idea. Let's take hundreds of thousands of young people, get them to travel to another city in the country, preferably far from their home town, put them in closed rooms together for hours on end with older people, let them mix, go to bars and party. Throw in a healthy dose of foreigner students from countries all over the globe. Now after getting them all into one container, you shake this lethal cocktail, give it time to ripen, then send them all back home, just before Christmas, as the flu and other viruses peak. That's essentially what Universities are doing around the world. You couldn't design a better, more optimised system for viral spread, as it reaches almost every village, town and city in the country and abroad.
Why would you take such a risk? We know from recent exam results in schools, that results dog-legged up, even though the school children were not at school. We know that lectures can be online. We also know that tutorials can be held online. In fact, we know that entire degrees can be delivered online because they are, on scale. I've attended graduation ceremonies for years helping hand out degrees to such students.
In truth, Covid is exposing the hard reality of Higher Education, that is it mostly about hanging out with other young people. This is what administrators call the 'student experience'. That's fine but let's be honest about where all that money goes. Beyond this there's a lot of signalling – basically get a degree and put a sticker on your head saying hire me. Unfortunately, that sticker is starting to fall off as so many people have degrees, their value has been commoditised.
Toggling
But let's get back to Covid. What is happening in the US is illustrative. There is so much cash at stake, from sports, accommodation, food and other non-educational services, and the institutions are scared shitless about having to lower costs or refund students and their parents for an online only experience, that they're 'toggling'.
'Toggling' is a term invented by Bryan Alexander for switching to and fro between campus and online provision, effectively playing chicken. What many Universities are doing is saying:
It's OK, come to Campus…
And by the way pay up…
Oh no, the students are partying and infections are rising, we have to close…
Sorry no refunds, it's their fault…
Scott Galloway threw a grenade into this car crash, by publishing a spreadsheet that categorised institutions into those that will:
Includes the elite Universities with strong brands as they double-down and adopt some online provision.
Universities that weather the storm with good brand equity, credential-to-cost ratio, and/or endowments to weather the storm.
He describes these as having 'comorbidities' high tuition rates, low numbers, poor endowments.
Be challenged (he had perish!)
High tuition costs, low endowments, dependence on international students, and weak brands.
His spreadsheet is here.
I'm in favour of K12 schools returning, if carefully monitored, as it is localised. On the whole most kids attend their local school and tracing can be managed. Universities are different. It is a massive, national and evenly spread distribution network that spokes out to international locations. This is exactly what an evolving virus wants, an efficient and optimised delivery mechanism.
So what is the book about?
This is, to my knowledge the first general book about how AI can be used for learning and by that I mean the whole gamut of education and training. It is not a technical book on AI. It is designed for the many people who teach, lecture, instruct or train, also those involved in the administration, delivery, even policy around online learning, even the merely curious. It is essentially a practical book about using AI for learning, with real examples of real teaching and learning in real organizations with real learners.
AI changes everything. It changes how we work, shop, travel, entertain ourselves, socialize, deal with finance and healthcare. When online, AI mediates almost everything – Google, Google Scholar, YouTube, Facebook, Twitter, Instagram, TikTok, Amazon, Netflix. It would be bizarre to imagine that AI will have no role to play in learning – it already has.
Both informally and formally, AI is now embedded in many of the tools real learners use for online learning – we search for knowledge using AI (Google, Google Scholar), we search for practical knowledge using AI (YouTube), Duolingo for languages, and CPD is becoming common on social media, almost all mediated by AI. It is everywhere, just largely invisible. This book is partly about the role of AI in informal learning but it is largely about its existing and potential role in formal learning – in schools, Universities and the workplace. AI changes the world, so it changes why we learn, what we learn and how we learn.
It looks at how smart AI can be, and is, used for both teaching and learning. For teachers it can reduce workload and complement what they do, helping them teach more effectively. For learners it can accelerate learning right across the learning journey from learning engagement, support, feedback, creation of content, curation, adaption, personalization and assessment, AI provides smart solutions to make people smarter.
AI is an IDIOT SAVANT
So how did we get here? Well AI didn't spring from nowhere. It has a 2500 year pedigree. What matters is where we are today - somewhere quite remarkable. AI is 'the' technology of the age. The most valuable tech companies in the world have AI as their core, strategic technology. As it lies behind much of what see online, it literally supports the global web, driving use through personalization. Surprisingly, AI does this as an IDIOT SAVANT, profoundly stupid compared to humans, nowhere near the capabilities of a real teacher, but profoundly smart on specific tasks. Curiously, it can provide wonderfully effective techniques , such as adaptive feedback, on a scale impossible by humans, but doesn't 'know' anything. It is 'competence without comprehension' but competence gets us a long way!
AI and teachers
In the book we first look at AI from the teacher or trainer's perspective, showing that it is not a replacement, but valuable aid, to teaching. Robot teachers are beside the point, a bit like having robot drivers in self-driving cars. The dialectic between AI and teaching shows that there will be a synthesis and increased efficacy in teaching when its benefits are realized. Similarly for learners. AI is not a threat, it is a powerful teaching and learning tool.
AI is the new UI
AI underlies most interfaces online by mediating what you actually see on the screen. More recently it has provided voice interfaces, both text to speech and speech to text. This is important in learning, as most teaching is, in practice, delivered by voice. Then there is the wonderful world of chatbots, the return of the Socratic method, with real success in engagement, support and learning. There's lots of real examples of how these new interfaces and, in particular, dialogue will expand online learning.
AI creates content
A surprising development has been the use of AI to create of online content. Tools like WildFire have been creating online content in minutes not months with high-retention learning – using AI to semantically interpret answers and get away from the traditional MCQs. AI can also enhance video, which suffers from being a transitory medium in terms of memory like a shooting star leaving a trail of forgetting behind it, towards powerful, high-retention learning experiences. New adaptive learning platforms are proving to be powerful, personalizing learning on scale , delivering entire degrees. AI pushes organisations towards being serious learning organisations by producing and using data to improve performance, not only of the AI systems themselves but also teachers and learners. Models such as GTP-3 are producing content that is indistinguishable, when tested, from human output. This shows that there is far more to AI than at first meets the AI!
AI and learning analytics
Learning is not an event, it is a process. Data describes, analyses, predicts and can prescribe process. Data types, the need for cleaning data, the practical issues around its use in learning and its use in learning analytics along with personalized and adaptive learning shows how AI can educate and train everyone uniquely. Data-driven approaches can also deliver push techniques, such as nudge learning and spaced-practice, embodying potent pedagogic practice. New ecosystems of learning such as Learning eXperience Platforms and Learning Record Stores move us towards more dynamic forms of teaching and learning. Sentiment analysis, using AI to interpret subjective emotions in learning is also covered. AI in this sense, is the rocket with data as its fuel. We explore how you can move towards a more data-driven approach to learning in the book.
AI in assessment
Then there's assessment, which is being made easier and enhanced by AI. From student identification to the delivery of assessments and forms of assessment, AI promises to free assessment from the costs and restraints of the traditional exam hall. Plagiarism checking is also discussed, as is the semantic analysis of open input in assessment and essay marking.
What next for AI in learning?
Well, there will be a significant shift in the skills needed to use AI in learning away from the traditional 'media production' mode and these new skills are explained in detail. More seriously, you can't have a book on AI for learning without tacking 'ethics' and so bias, transparency, race, gender and dehumanisation are all examined. The good news is that AI is not as good as many ethicists think it is and not as bad as you fear. On employment, we look at something few have looked at; the effect of AI on the employment of learning professionals.
AI: the Final Frontier
Finally there a cheeky look at the final frontier. What next? There technology on how AI may accelerate learning through non-immersive and immersive, brain-based technology, as well as speculation on how this may all pan out in the future. It is literally mind-blowing.
In these times of pandemic, we have all had to adapt to online learning; teachers, learners and parents. Necessity has become the mother of invention and this book offers a look at the future, where AI technology will provide the sophistication we need to make online learning smart, responsive and up to the the future challenge of a changing world. AI is here, its use is irreversible and its role in learning inevitable. I hope the book answers any questions you may have on AI in learning, more importantly, I hope it inspires you to think about how you may use it in your organization.
Use code AHR20 here to get 20% discount and free delivery in UK and US.
Study on retention using Video plus AI-generated retrieval practice
The aim of this trial was to test the effectiveness of chunking video and placing effortful, retrieval practice after each chunk of video. Chunking is the slicing of video content down into several, separate video segments or chuinks, so that there is less cognitive load and forgetting. Retrieval practice is making the learner recall what they think they know to reinforce therefore increasing retention and subsequent recall. Two groups were compared. One was shown only a training video on Equality & Diversity produced for a large company, the other the same video, chunked into smaller segments, with AI generated practice at the end of each short segment. Both groups were tested immediately after the learning experience. The results showed a 61.5% greater score in the Video + AI generated practice group over the Video only group. This study shows that video significantly benefits from enhancement through chunking, reinforcement, retention and recall by adding Video plus AI-generated retrieval practice.
Video has become commonplace in learning, through YouTube and Vimeo in both the public domain and on private channels. It has also become common to deliver learning video content from a VLE (Virtual Learning Environment), LMS (Learning Management System) or LXP (Learning eXperience Platform). Other video specific platforms use Netflix-style carousel and other interfaces to deliver learning video content.
Yet little attention has been paid to the research that suggests video should be enhanced with active learning. Research into the use of video for learning recommends several techniques to enhance the watching of video on its own, (Reeves & Nass, 1996; Zhang, 2006; Mayer, 2008: Brame, 2016; Chaohua, 2019).
Twenty-six participants were selected. The first group of thirteen watched the video only. The second group of thirteen watched the same video but chunked down into four meaningful segments, edited to match separate topics, interspersed with AI-generated, retrieval practice. The AI-generated, retrieval practice group required the learner to recall key ideas and concepts and type them in. This involved acts of recall and writing created by the AI tool, that reinforce learning, where the learner was required to recall concepts as well as type in those concepts. Any items that were not correct had to be repeatedly input until all were correct. A separate and identical written, recall test was completed immediately after the learning experience for both groups.
Note that the retrieval practice tool used was WildFire. It creates online learning from the chunks of video, applying AI to the automatically generated,video transcript , using the AI to identify the key learning points, create questions, as well as generate links to external content to enhance the learning experience. If the learner has not been able to retrieve the relevant concepts, it provides remedial practice until that concept is known. On input it accepts spelling variants, as well as British and American English.
The Video + AI group scored significantly higher than the video group.
Figure 1 shows that Video + AI group had a 61.5% increase in mean retention, from a mean value of 9.00 to 14.54.
In Figure 3, histograms of the two groups are compared showing that the Video + AI group has a higher mean and users scored higher more frequently.
In Figure 4, a box and whisker plot gives more insight into the respective distributions. The Video only group had a lower median value of 8 and a smaller range than the Video + AI group. The Video + AI group had a 75% increase in median score over the Video group.
We know from (Guo, 2014), from a large data set of learning video data gathered from MOOCs (Massive Open Online Courses), that learners drop out in large numbers at around six minutes. This drops dramatically down to 50% at 9-12 minutes and 20% beyond this. Evidence from other studies on attention, using eye-tracking, confirm this rapid drop in arousal (Risko, 2012). The suggestion is that learning videos should be 6 minutes or less. Chunking video down into smaller and meaningful segments achieves this aim and relieves the load on working memory.
Many can recall scenes from films and videos but far fewer can remember what was actually said. That is because our episodic memory is strong and video appeals to that form of visual memory and recall but video is poor for semantic memory and semantic knowledge, what we need to know in terms of language. One remembers the scene and can literally play it back in one's mind but it is more difficult to remember facts and speech. This is why video is not so good at imparting detail and knowledge. There is a big difference between recalling episodes and knowing things.
Learning is a lasting change in long-term memory and video suffers from the lack of opportunity to encode and consolidate memories. Your working memory lasts about 20 seconds and can only hold three or four things in the mind at one time. Without the time to encode, these things can be quickly forgotten through cognitive overload or the failure to consolidate into long-term memory (Sweller, 1988). Our minds move through video at the pace of the narrator but like a shooting star, the memories burn up behind us, as we have not had the opportunity to encode them into long-term memory. Without additional active, effortful learning, we forget. An additional researched problem is that people often 'think' or 'feel' they have learnt from video but as (Bjork, 2013) and others have shown, this can be 'illusory' learning. The learner mistakes the feeling that they have learnt things for actual learning. When tested they are shown to have learned less than they thought they had learned.
How do we reduce cognitive load in video for learning? (Mayer, 2003) and others have shown that text plus audio plus video on the screen, commonly seen in lecture capture, actually inhibits learning. One should not put captions, text or scripts on the screen while the narrator or person on the screen is talking. (Florella 2019) proposes that learning improves when there are "visual rests" and memory is enhanced when "people have a chance to stop and think about the information presented". Chunking video down to smaller, meaningful segments and providing the opportunity for active, effortful learning will both enhance learning by reducing cognitive load and increasing reinforcement, retention and recall.
But what exactly should learners do after and between these video chunks? (MacHardy, 2015) shows that the relationship between video and the active learning must be meaningful and closely related. In a large data mining exercise, they showed that if the two are too loosely related, it inhibits student attainment. To increase reinforcement, retention and recall, (Szpunar, 2013; Roediger, 2006; Vural, 2013) suggest that retrieving key concepts is a powerful learning technique. This was the aim of this study, to test the hypothesis that chunked video with video plus AI-generated retrieval practice increases reinforcement, retention and recall.
There are several possible applications of this form of enhanced video learning:
1. Existing video learning libraries can be made into far more effective learning experiences
2. New videos for learning can be made into far more effective learning experiences
Note that additional design recommendations identified during the study include:
1. Scripting the videos into a more 'chaptered' structure
2. Clear edit points on visuals and audio at the end of each planned chunk of video
3. Close relationship between the video and the retrieval practice
This trial provides evidence that the use of both chunked videos and AI-generated retrieval practice, in combination, significantly increases retention and recall and can be strongly recommended for both existing and new video learning content.
Bjork, R.A., Dunlosky, J. and Kornell, N., 2013. Self-regulated learning: Beliefs, techniques, and illusions. Annual review of psychology, 64, pp.417-444.
Brame, C.J., 2016. Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), p.es6.
Chaohua, O, Joyner, D, Goel, A., 2019. Developing Videos for Online Learning: A 7-Principle Model. Online Learning
Fiorella, L., van Gog, T., Hoogerheide, V. and Mayer, R.E., 2017. It's all a matter of perspective: Viewing first-person video modeling examples promotes learning of an assembly task. Journal of Educational Psychology, 109(5), p.653.
Fiorella, L., Stull, A.T., Kuhlmann, S. and Mayer, R.E., 2019. Fostering generative learning from video lessons: Benefits of instructor-generated drawings and learner-generated explanations. Journal of Educational Psychology.
Guo PJ, Kim J, Robin R. L@S'14 Proceedings of the First ACM Conference on Learning at Scale.New York: ACM; 2014. How video production affects student engagement: an empirical study of MOOC videos; pp. 41–50.
MacHardy Z, Pardos ZA., 2015 Evaluating the relevance of educational videos using BKT and big data. In: Santos OC, Boticario JG, Romero C, Pechenizkiy M, Merceron A, Mitros P, Luna JM, Mihaescu C, Moreno P, Hershkovitz A, Ventura S, Desmarais M, editors. Proceedings of the 8th International Conference on Educational Data Mining, Madrid, Spain.
Mayer, R.E. and Moreno, R., 2003. Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), pp.43-52.
Mayer, R.E., 2008. Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American psychologist, 63(8), p.760.
Reeves, B. and Nass, C.I., 1996. The media equation: How people treat computers, television, and new media like real people and places. Cambridge university press.
Risko, E.F., Anderson, N., Sarwal, A., Engelhardt, M. and Kingstone, A., 2012. Everyday attention: Variation in mind wandering and memory in a lecture. Applied Cognitive Psychology, 26(2), pp.234-242.
Roediger III, H.L. and Karpicke, J.D., 2006. The power of testing memory: Basic research and implications for educational practice. Perspectives on psychological science, 1(3), pp.181-210.
Sweller, J., 1988. Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), pp.257-285
Szpunar, K.K., Khan, N.Y. and Schacter, D.L., 2013. Interpolated memory tests reduce mind wandering and improve learning of online lectures. Proceedings of the National Academy of Sciences, 110(16), pp.6313-6317.
Vural, O.F., 2013. The Impact of a Question-Embedded Video-based Learning Tool on E-learning. Educational Sciences: Theory and Practice, 13(2), pp.1315-1323.
WildFire www.wildfirelearning.co.uk
Zhang, D., Zhou, L., Briggs, R.O. and Nunamaker Jr, J.F., 2006. Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & management, 43(1), pp.15-27.
Pixel is a powerful, portal, personal pocketful of AI....
My son's an AI lad. He has expertise in object recognition (currently best in world on fruit recognition, which can be used to increase yield). He's also been involved in AI for Learning, as he's coded the new version of WildFire, an AI-driven content creation service for learning. So he's my go-to-guy for recommendations and swears by his Pixel smartphone from Google. As he says "it's literally AI in your pocket". For me, the Pixel is a little sandbox for consumer AI, so gives us insights into the way technology is moving and therefore the way online learning will move.
Not many products get better after you buy them, but that can be said for this smartphone. As a device it really does deserve to be called 'smart' as it uses in-device machine learning. The Pixel 4 uses Neural Core, a TPU chip with tons of on board AI features for everything from song recognition to computational photography. The Adaptive Battery feature even uses AI to predict when your battery will run out from your use patterns, and automatically reduce behind the scenes activity to lengthen battery time. The Pixel phones takes AI to a new level with:
Language & image recognition
Capture media
Speech to text has come of age and the Pixel automatically transcribes videos. Live caption will also handle podcasts and audio messages. You can record and export these transcripts and, as text is searchable, keyword triggers can also be set up. Note taking can be transformed if you use Google's transcription service, during Zoom calls.
You can start, save, and search recordings in the Recorder app using Google Assistant. Just say "Hey Google, start recording my voice" to start recording, or "Hey Google, find my voice recording about LXPs" to find that session you had recorded. The saved transcripts can also be easily exported to Google Docs, just choose a recording, tap "Transcript" to show the transcript, then tap the three dots menu on the top-right corner, and tap "Save text to Google Docs."
There are all sorts of NLP (Natural Language Processing) tricks you can pull off here and we already use this in WildFire to transcribe videos, going further by using AI to automatically generate powerful, online learning. We have also been using voice as input. Imagine online learning allowing open voice responses from a learner and their automatic, semantic interpretation so that feedback can be provided until you get things right, that's exactly what we've done in WildFire.
Language and image recognition
Google Lens must be one of the best, but least used, AI features on smartphones. You simply point and shoot at a plant, tree, flower, animal, work of art, landmark, restaurant or product, and much more. Then good news is that an 'education' feature for Lens is in the works. You will be able to point your camera at an assignment or homework question and get instant help. The word is that Google will focus initially on maths and we've seen how Photomaths uses AI to problem solve and unpack the steps from question to answer in a mathematical problem. There is huge scope here for learner engagement, support and eventually online teaching with this line of development.
In languages Lens already translates in real time, whether it be a foreign menu, or words on the page. You needed to be online in the past but it looks as though this will be possible offline.
In some subjects, imagery may be important; biology, geography, architecture, art. Image recognition leading to relevant education links is already in there, with a purely educational mode it could be made more relevant to education.
But the real advantage comes with its text recognition, which springs off into interpretation, recommendations, transcription and translation. Most subject would benefit from help from limited test. What most people will use it for in an education or training context is its ability to take text from the real world; from a document, manual, whiteboard, book or business card… as it turns it into text on the phone, hat can be used in any way you want. It's the links from the text that matter – links to a free educational service, person who can help, possible training course.
The primary problem with most assistant interaction is that it is 'single shot'. You ask for something and it responds – once. Google Assistant is, as expected, forging ahead with continued conversation or multi-turn dialogue. You say, "Okay, Google" Google Assistant will respond but also continue to listen for additional commands, to continue the dialogue until you say "Stop" or "Thank you" to end the conversation. This is a fiendishly difficult software problem to solve and needs AI to do it well.
This could be a big leap for learning, as you can take deeper dives into topics; linked to actions and sharing. What makes it easier is the transcription of your words on the screen to confirm that it has captured what you intended. You find that this all increases that sense of flow, of it being a conversation. This is the direction of travel for conversational interfaces and chatbots. True dialogue promises to provide more than just answers to questions, as it will also provide, at some point, real Socratic dialogue, in other words – teaching.
Phones have largely replaced cameras for most consumer use. Taking pictures and videos for Facebook, Twitter, Instagram and TikTok (see why TikTok is relevant to on line learning), has become a core use of smartphones. Social media has migrated across media; from text, to text and images, to images only, to video and now to those media with the ability to create, filter, edit media. In Pixel phones you see this happen at a very sophisticated level.
Want a sharp portrait, good picture at night, images of the Milky Way, get a good Zoomed image; Google kicks ass on computational photography. Using machine learning-based white balance and multiple exposures to fill out problems on an image, it turns you into an impressive photographer, and that's where machine learning, on-device neural engines, and overall improvements in both hardware and software component performance, raise the game in photography. The Pixel literally uses AI as a creative force in photography.
As video has become an important medium in lea ring, so smartphones like these combined with the sharing capability on online platforms, allows learning through video to happen with ease.
Basically, your smartphone is getting smarter, as it is now self-aware of where it is, not simply its GPS position, but where it is in relation to the world around itself. Google's Soli, a motion sense chip, uses smart sensors and data analysis to detect how big something is, where it is and how close your phone is to that object. It shoots out electromagnetic waves and these waves bounce back to be interpreted by AI so that the position and objects can be recognised. It has a 180 degree view, better than the human eye, with only 120 degrees, concentrated in a much smaller arc, as most of it is peripheral vision.
This is crazy, but as you go to pick up your Pixel, it sees your hand, switches on the face recognition sensors, recognises you and unlocks your phone, as it recognises lots of face orientations, even upside down for unlocking secure payment… all in one motion. This is only one of a number of its applications for motion sense. And if you're worried, as some were, about a phone that can be unlocked when you are sleeping, even dead, they have introduced a blink recognition system.
Motion sense also delivers gesture recognition. This touchless future could be huge in the future, especially in a more Covid aware world. We have contactless payment and contactless interfaces are now here. A swipe of the hand for moving back and through songs, a pinch of the fingers for a button press, we could soon see an agreed language, like sign-language for interactions on lots of different devices; smartphones, laptops, with AR, within VR, control within cars. We gesture all the time, almost unconsciously pointing to imaginary watches when describing time and we've moved towards ever more transparent interfaces, with touchscreen, voice and now gestures.
AI for Learning
As I explain in my book 'AI for Learning', it is the invisible hand and eye of AI that fueled this change. In learning, these frictionless interfaces provide interfaces that are easier to learn and use. They also reduce cognitive, leaving more bandwidth to learn.
Your phone may also know, not just where you are, but what is around you, allowing the start of more sophisticated context reading for online job aids and learning. Suppose my phone knows what building I'm in, where I am in a building, close to an object, and also know what project I'm working on, it can have an educated guess as to what I'm likely to need in terms of push and pull nudges and support. This could be performance support on steroids where the whole move towards learning in the workflow is enriched by AI.
The smartphone has been astoundingly successful as a consumer and professional device. From its brick-like dimensions in the 1970s and 80s it quickly developed out of voice-only into text, photographs, then video. On interfaces, from buttons to touchscreens and is now a powerful computer that can do much of what a desktop computer can do and more. But the real leap is their AI capabilities, as they have AI embedded hardware for a lot more offline punch, as well as useful functionality. Your phone learns about you, personalises your experiences, knows where you are and now what's around you. This all helps deliver the support you need to work, learn and improve your own expertise. We would be wise to look at the evolution of these devices as the evolution of how learners have and will interface with online learning. The main lesson is that the AI in every modern smartphone will be. In all online learning in the future.
AI and ethics - it's not as good as you think and not as bad as you fear
Joanna Bryson, one of the world's experts in AI and ethics is right when she points out that the big problem in AI and Ethics is 'anthropomorphising'. AI is competence without comprehension. It can beat you at chess, Go and poker but doesn't know it has won. Literally hundreds of AI and ethics groups have sprung up over the last couple of years. Some are serious international bodies like the EU, IEEE and so on, but it is important to examine but remain level-headed on this issue. The danger is that we destroy the social goods that AI offer, by demonising it before it has been tried.
Having just launched a new book 'AI for Learning' in which I tackle these ethical issues in some detail, I thought I'd provide a taster for the ethical concerns as they may affect the world of learning.
Let's get one moral issue out of the way – the existential threat. This often centres around Ray Kurzweil's 'Singularity', the idea that AI will at one point transcend human intelligence and become uncontrollable. Other AI experts like Stuart Russell, Brett Frischmann and Nick Bostrom have speculated at length on ways in which runaway AI could be a threat to our species. Although there are possible scenarios where runaway AI will lead to our demise as a species, this is not an issue that should worry us much in using AI for learning. Many, such as Stephen Pinker, Daniel Dennett and other serious researchers in AI are sceptical of these end-of-days theories. In any case, it is highly unlikely that AI for education will do much other than protect us from such scenarios.
Much more relevant is the topic of 'bias'. The problem with many of the discussions around bias in AI, is that the discussions themselves are loaded with biases; confirmation bias, negativity bias, immediacy bias and so on. Remember that AI is 'competence without comprehension' competences that can be changed, whereas all humans have cognitive biases, which are difficult to change. AI is just maths, software and data. This is mathematical bias, for which there are definitions. It is easy to anthropomorphize these problems by seeing one form of bias as the same as the other. That aside, mathematical bias can be built into algorithms and data sets. What the science of statistics, and therefore AI, does, is quantify and try to eliminate such biases. This is, essentially, a design problem, and I don't see much of a problem in the learning game, where datasets tend to be quite small, for example in adaptive learning. It gets to be a greater problem when using a model such as GPT-3 for learning, where the data set is massive. It can literally produce essay-like content at the click of a button. Nevertheless, I think that the ability of AI to be blind to gender, race, sexuality and social class may, in learning, make it less biased than humans. We need to be careful when I comes to making decisions that humans often make, but at the level of learning engagement, support there's lots of low hanging fruit that need be of little ethical concern.
The most valuable companies in the world are AI companies, in that their core strategic technology is AI. As to the common charge that AI is largely written by white coders, I can only respond by saying that the total number of white AI coders is massively outgunned by Chinese, Asian and Indian coders. The CEOs of Microsoft and Alphabet (Google) were both born and educated in India. And the CEOs of the three top Chinese tech companies are Chinese. Having spent some time in Silicon Valley last year, it is one of the most diverse working environment I've seen in terms of race. We can always do better but this should, in my view not be seen as a crippling ethical issue.
Gender is an altogether different issue and a much more intractable problem. There seems to be bias in the educational system among parents, teachers and others to steer girls away from STEM subjects and computer studies. But the idea that all algorithms are gender-biased is naïve. If such bias does arise one can work to eliminate the bias. Eliminating human gender bias is much more difficult.
It is true that some AI is not wholly transparent, especially deep learning using neural networks. However, we shouldn't throw out the baby with the bathwater… and the bath. We all use Google and academics use Google Scholar, because they are reliably useful. They are not transparent. The problems arise when AI is used to say, select or assess students. Here, we must ensure that we use systems that are fair. A lot of work is going into technology that interprets other AI software and reveals their inner workings.
A danger expressed by some educators is that AI may automate and therefore dehumanise the process of learning. This is often within discussions of robot teachers. I discuss the fallacy of robot teachers in the book. It is largely a silly idea, as silly as having a robot driver in a self-driving car. It is literally getting the wrong end of the stick, as AI in learning is largely about support for learners. Far from dehumanising learning it may empower learners.
The impact of AI on employment is a lively political and economic topic. Yet, before Covid, we had record levels of employment in the US, UK and China. There seems to be a fair amount of scaremongering at learning conferences, where you commonly see completely fictional quotes, such as '65% of children entering primary school today will be doing jobs that have yet to exist'. Even academic studies tend to be hyperbolic, such as the Frey and Osborne (2013) report from Oxford University that claimed '47% of jobs will be automated in the next two decades'. Seven years in and the evidence that this is true is slim. What is clear is that skills in creating and using AI for learning will be necessary. Indeed, Covid has accelerated this process. I categorise and list these new skills in the book.
I touch upon all of these issues in the book and stick to my original premise that AI is 'not as good as you think it is and not as bad as you fear'. Sure there are ethical issues, but these are similar to general ethical issues in software and any area of human endeavour where technology is used. It is important not to see AI as separate from software and technology in general. That's why I'm on the side of Pinker and Dennett in saying these are manageable problems. We can use technology to police technology. Indeed AI is used to stop sexist, racist and hate text and imagery from appearing online. Technology is always a balance between good and bad. We drive cars despite the fact that 1.3 million people die horrible deaths every year from crashes and many more have serious injuries. Let's not demonise AI to such a degree that its benefits are not realised and , as I discuss in the book, in education and training the benefits are considerable.
The book 'AI for Learning' is available on Amazon. In addition to ethics it covers many facets of AI for learning; teaching, learning, learning support, content creation, chatbots, learning analytics, sentiment analysis, and assessment.
Bryson, J.J., Diamantis, M.E. and Grant, T.D., 2017. Of, for, and by the people: the legal lacuna of synthetic persons. Artificial Intelligence and Law, 25(3), pp.273-291.
Kurzweil, R., 2005. The singularity is near: When humans transcend biology. Penguin.
Russell, S., 2019. Human compatible: Artificial intelligence and the problem of control. Penguin.
Clark, D., Review of Human Compatible https://donaldclarkplanb.blogspot.com/search?q=Human+Compatible+by+Stuart+Russell+-+go+to+guy+on+AI+-+a+must+read..
Frischmann, B. and Selinger, E., 2018. Re-engineering humanity. Cambridge University Press.
Clark, D., Review of Re-engineering humanity
https://donaldclarkplanb.blogspot.com/search?q=Frischmann
Bostrom, N., 2017. Superintelligence. Dunod.
Pinker, S., 2018. Enlightenment now: The case for reason, science, humanism, and progress. Penguin.
Dennett, D.C., 2017. From bacteria to Bach and back: The evolution of minds. WW Norton & Company.
Clark, D., Review of From bacteria to Bach and back
https://donaldclarkplanb.blogspot.com/search?q=Dennett+-+why+we+need+polymaths+in+the+AI+ethics+debate

redpajama_set_name: RedPajamaCommonCrawl


Each month, EASST compiles a list of funding, research, and employment opportunities for East African researchers. The view opportunities available in the month of January, please visit the "Other Opportunities" page here.
Of note, there is deadline to submit proposals to the 2016-2017 ESRC-DFID Development Frontiers Research Fund is January 27th, 2017.
As part of a decade-long partnership between the UK's Economic and Social Research Council (ESRC) and the Department for International Development (DFID) which aims to place innovation and appetite for risk at the centre of world-class research, the ESRC-DFID Joint Fund for Poverty Alleviation Research aims to fund innovative, strategic and catalytic research with the potential to radically impact on sustainable development concepts or practices, or lead to new thinking and action on poverty reduction.
Proposals are invited for projects with a full economic cost (fEC) value between £200,000 and £300,000. Projects can be between 12 and 18 months long, but must finish no later than 31 March 2019. We expect to fund around 14-18 awards, depending on the quality of the proposals received.
This call has been designed to enable researchers to conduct exploratory, small-scale projects with a view to developing ideas, collaboration, and research capacity for future larger grants for other calls, whether to ESRC or DFID or other funders. This second call within the Development Frontiers Research Fund will support innovative, interdisciplinary research that is focused on new ways to tackle the challenges encountered at the intersections between poverty, environmental sustainability and conflict/fragility in specific developing country contexts (please see the call specification for further details).
This call is open to proposals from researchers based anywhere in the world.
Eligible research organisations from the UK and other developed countries can lead on a maximum of up to two proposals to this call. There is no restriction on the number of proposals that developing country research organisations can lead on. A requirement of this call is that at least one developing country researcher and at least one early career researcher must be included in the research team, either as principal investigator or co-investigator.


Please wait until movie loads - this might take a few minutes!
There were times, when we had to specialize in our craft. Now we have to provide a more complex skill in creating media and content for the next millenium. Commercials and commercial art has reached a state of mature and multilayered awareness and comprehensive technologies.


Effective leadership is at the core of every successful school. Therefore, those with the responsibility to lead a school must be well-educated in every aspect of the role. These aspects include fostering positive relationships, resolving conflicts and communicating ideas and instructions effectively, as well as working with other leaders to unilaterally implement positive change in the school system.
These courses will instruct both current and future school leaders in the principles and concepts of school organization. The result? A better informed community of school leaders, armed with the knowledge and information needed to create the best learning environments possible – leading to students with better chances to reach, and even exceed, expectations. Many of the courses offered don't simply focus on the theoretical aspects of leadership though – although theory is important and plays a large role. They also offer those taking the courses the chance to meet with fellow professionals with successful track records, as well as visit educational institutions exhibiting outstanding results in specific areas. What's more, individuals will be able to network with others in the same position as them, formulating joint ideas and developing a valuable support network in the process.
Perceptum is a world leader in courses of this type, and can be trusted to provide only the highest quality education to those seeking it. We understand that educating the leaders of today will lead to better leaders tomorrow, and want to share this vision with everyone in the educational sector. Our courses are also well-regarded by employers, who appreciate candidates with the drive to further their own personal and professional understanding and knowledge.
The courses found below should definitely not be missed by anyone already working in a school leadership role, or anyone with aspirations to rise to this level of responsibility. If you have any questions about the courses offered, please don't hesitate to contact us today.


Makingthelifeyouwant – Although fate presents the circumstances, how you react depends on your character.
For some time now, manufacturers of children products and services have come up with numerous special designs of accessories for infants specially designed to help make our day-to-day lives much easier. One of the best examples of these are infant pushchairs. The best pushchairs uk out there presently come in many different types and accommodate several different demands. Due to the fact parents live their life's differently to families from years gone by, buying for a pushchair is becoming somewhat less difficult, but also in some ways more difficult. With a lot of designs and types, you are able to choose your individual version of baby pushchairs that will allow for your own distinctive specifications and desired functions at the same time, although you should first be familiar with things to look out for. This means realizing those things you would like in a pram.
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The final thing to think about when you are of buying one of the best baby prams is the weight of the child pushchairs you're thinking of. Some are really very heavy weight, whilst others are super light and also simple to transport, although lacking several of the wanted attributes of the heavier versions. If you want to take your baby out anyplace such as the local stores regularly, then you'll need to opt for a child pushchair that you could easily collapse for easy packing into a car, or onto a train. You won't wish to be messing about with a bulky pram when a lot of people are queuing to get on a train behind you, so keep this in your mind in case you travel by bus often.
As we have seen briefly, choosing the very best baby pushchairs for your baby just isn't very difficult if you have your every day requirements under consideration. Simply focus on identifying your alternatives to start with and your options is going to become much clearer.
Best Hair curling wands definitely are a handy product to have; they're able to accomplish a number of things just like style your hair for any occasion. On the other hand, there are specific details to look for before deciding what type is the ideal for you. Right below we'll provide you a little guide to what we believe will be the most significant factors to think about so you can get the most advantageous hair curling iron.
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The suggestions above are a few of the key, fundamental points to consider before rushing out and about and buying your future curling wand. These straightforward tips may help you get yourself started out on the right foot.
Having a curly hair could be a fantastic styling, however despite that it is also true that curly hairstyle might occasionally become very troublesome. Consequently most of the girls having curls tend to change their curls into a straight hair appearance. Not only that it provides an excellent styling but also it's a lot quicker to take care of. And this is the main reason why the hair straighteners are so common nowadays. Now from the all the hair straighteners accessible in the market it's certainly challenging to select the best hair straightener UK to go for. Based on the recommendation of the hair professionals it's much better to use a ceramic or tourmaline coated hair straightener for hair styling.
The main advantage of using the ceramic or tourmaline hair straightener is the fact that it carefully heats your hair with infrared heat. Using the ceramic or tourmaline hair straightener it is less difficult to own Frizz-free hair without your hair getting broken by the heat. With the best ceramic or tourmaline straighteners you can create a variety of hairstyles in just a couple of minutes. The age old idea that the hair straighteners could only be used for the purpose of straightening the hair has changed a lot. Nowadays the hair straightener is starting to become such a tool which can create many different hairstyles with some straightforward usage variations. You can curl, flip, or could make waves on your hair by using a flat iron.
The ceramic heating system can help your hair straightener to close the cuticle layers of your hair by giving out negative ions and thereby locking the natural moisture within the hair. This helps make your hair softer and looks shinier. And the tourmaline hair straightener gives off even more negative ions. Therefore they are the ideal option for the hair. It's true that regular heating and styling is certain to make the hair brittle and lifeless. And that is the reason why you need to use ceramic or tourmaline straighteners so that it may not cause serious harm to your hair.
Among the main issues of these types of styling equipment is that the straightening results are only temporary and you also have to repeat the entire process when you wash your hair. This appears to be a exhausting job after some time. Due to this draw back thermal reconditioning can be utilized for long term straightening along with a flat iron straightener. For carrying this out, a cornstarch based chemical is applied to the hair before doing the hair straightening process with the best hair straightening iron. In this way, the hair gets a straight look for a much longer period of time. The outcome becomes a lot more long lasting and can last nearly 6 months with some hair types. This process works much better with those hair types which are quite hard to handle. The main draw back of the thermal reconditioning is that the method requires very long time to complete. For that reason you have to endure that time if you decide to do it. Additionally with all these merits as well as demerits hair straightening remains to be probably the most popular hair styling amongst the majority of the girls. And those people who would like to get rid of their frustrating curls it is the best way of styling your hair.
Baby strollers are one of the most important product that parents must own. When you are a new parent, a great stroller will be your best friend. Buying the wrong stroller can mean difficulty for you. Hence, you will want to buy one of the best baby strollers UK that you can afford. But, what should you think about before you really purchase this product?
There are a few things which you should think about. You will be capable to gauge a product's worthiness if you learn just what to search for. You might have to skip reading child stroller reviews completely, but obviously, it is always best that you look at some comments before you purchase a stroller online. I used memory foam mattress topper reviews UK to decide on my recent purchase of a mattress topper.
That is the initial question you should ask when checking out the functions of child strollers. Is it equipped with safety elements? Safety is actually a great problem for many moms and dads, thus most manufacturers also ensure that their products come with the best safety features. It is up to you to ensure that these safety features suit your expectations, needs and specifications. Although what you need to check?
Firstly, you have to make certain that the item is stable. It must be able to handle bumps. It must be able to stay upright. If your kid still has diaper, you might want to search for a child stroller that features a diaper bag easily put within easy reach. Additionally, it's crucial that you check the harness. Preferably, you should buy a stroller that includes a 5-point harness. This has to be your priority especially if you have an newborn or a baby.
Wheels, they are important when it comes to buying baby strollers. There are a few consumers who even based their buy on the kind of wheels they liked. For instance, parents who are into running could want to get a stroller like the Baby Jogger 2010 City Mini Single Stroller that is great for parents who run. You might would like to buy a stroller that will quickly makes corners. This can be really useful when you are in crowded areas like malls or food markets. Besides the wheels, you need to also check the handles. You may want to search for strollers with variable handles. They must be comfy and easy to move.
You may also pick the best baby stroller for you depending on the features you will need. For example, do you need a large basket where you can store everything you will need for the child? Do you want comfort features for example drink holders or organization trays? Many manufacturers sell these things separately, but there are some strollers which include these gadgets in the main package.
If you are on a budget, then a cheap stroller may be what you should be looking for. The fact that a travel system stroller is cheap does not mean that it will be sub standard. Therefore do not be afraid to go for one of the cheaper option. Sometimes a stroller is cheap because it is not one of the expensive brands. Other times a stroller can be cheap simply because it does contain extra luxury features such as drinks holder.
You may also prefer to consider purchasing lightweight strollers. Weight matters specially when you are maneuvering it in busy locations. You do not want to be stuck having a heavy stroller when you try and pass through throngs of people in the shop. Trunk space is also a consideration if you purchase a stroller. You cannot get anything bigger than your car's trunk. You need to consider getting one that very easily folds, unfolds and stores.
You have quite a few alternatives when it comes to child strollers, but you should find out what to take into account before you place your order for one.
If you are a completely new parent, odds are that you may not have heard of Baby Travel Systems. This can be understandable because they are a reasonably new idea. What they are is essentially the fusion of a stroller with a child car seat. The purpose is to present a travel process for parents to assist them more effectively deal with a kid with their each day lives. The kind of stroller can differ from a much more traditional stroller or is often one with the more recent jogging strollers. The kid seat is usually small in size in comparison with other child seats as it is made for babies for the first 3 or 4 months of their life. Naturally, this seriously does small to explain the benefits of these cheap baby travel systems. Here, we take a closer look at a few of the added benefits that the 3 in 1 travel system pramss can offer.
One particular advantage of those travel system prams is that they're able to allow parents to receive more for their money. Acquiring these items separately is ordinarily a lot more pricey. Consequently, a person will save extra by acquiring the bundled up offerings as well as sometimes receive some added add in things at a substantially cheaper cost as well.
A second benefit of these kinds of baby travel system is that they provide people increased convenience. The capability to have a car seat that will fit around the stroller and in the car makes it easy to make the transition from the pram to the family car and back . This helps make it less complicated to travel with the infant. The approach additionally helps people save time because they commit much less time fiddling with getting the child buckled in or even the car seat being taken out of the car. Instead, they can more quickly get in and out which means that these things turn out to be less of an ordeal and will more effortlessly fit into their every day lives. The new systems have made these steps virtually instantaneous actions thanks to push button technologies and enhancements in design.
A third advantage of these baby travel systems is that they may have alternatives for all those who are a little a lot more active. Several various running strollers are offered. These particular pushchairs give people the ability to be able to walk or jog with their child. This could assist better keep these folks in good shape and also be near to their little one. In addition, these pushchairs commonly offer a front wheel that can be locked or unlocked. By unlocking the front wheel, these kind of baby strollers can function just like a common baby stroller in that you could make quick turns to get extra manoeuvrability. This tends to make them great for the trip to the supermarket or a retail store. This flexibility will make them rather appealing to a great many mothers and fathers.
All of these diverse benefits add up to produce a quite compelling selling point for the best baby Travel Systems. Their status has continued to increase as more and more folks end up being aware of them. With more and more parents needing to locate ways to better travel with their infants, these travel systems prams give an answer that consumers want. People expect to see this development to simply carry on.
A child pram is among the most significant buys that you will have to make for your baby. However, because you will find an endless variety of prams available to buy, it is necessary that you search for a product that is both comfortably and secure for your baby. This article provides useful info which will help you make a good choice.
Baby prams come in many different models including traditional prams, lightweight 'prams', flat-folding, umbrella-folding, three-wheeler and double prams simply to name a few. You view a good number of samples on the internet.
To make a good decision, it is very important that you get rid of the numerous offered alternatives in order that you could focus exactly on what you need.
– Are you looking for one of the cheap baby prams because of your budget?
You never want your child to be uncomfortable, thus be sure that the positioning and cushioning of the seat offers higher amount of comfort to your little one. For a newborn child, a lying position is most suitable since it's much easier for them to rest straight.
To make it easily transportable, designers have developed various choices, like, lightweight strollers, flat-folding and umbrella-folding. As the pram has to fit in your house, vehicle and entrance doors ensure that you have checked the size of item beforehand. This can avoid you choosing an over sized pram you cannot benefit from. The trick is to find the best baby pram UK prior to purchasing.
For your baby's protection and security it is essential that you buy a pram that is definitely durable enough to hold them. It is as well essential to know if you are planning to utilize it on a regular basis or just once or twice per year. If you plan to use the pram to take your baby from your vehicle to the stores then the needed durability and strength will be much higher.
A pram which has fixed wheels is a traditional pram which can be used on any kind of bad road with snow. It's an ideal pram for your baby because it is more sturdy, the wheels have a broad base so they can move on any type of terrain. The child pram with swivel wheels can be adjusted and can move in small rooms like shops or narrow streets. The lock system on the rotating wheels is the enhanced feature that enables the pram for the baby to move offside sometimes.
– You will find baby prams that have a facility of rotating child 's seat both facing you or away from you. A new born baby feels safe if he / she is facing you while an older child is excited to see the traffic and other people when sitting on the pram. Thus, you are able to change the seat unit according to your convenience and comfort of your baby.
In case you are the parents of twin babies or maybe 2 little ones having very less age difference, well then a double pram that is also noted as twin pram might be convenient for you. It gets really simple to accommodate twin babies in a twin pram that is either alongside or in the same line (front and back).
Given that we are in the innovative era, makers of baby equipment have developed many different styles of products for little ones. Certainly one of the best examples of these are child strollers. The baby pushchairs accessible presently are available in a lot of unique types and accommodate various different needs. Given that families live their life differently than families from years back, shopping for a infant pushchair travel system is now becoming considerably simpler, but also in certain ways harder. With so many designs and types for single babies, twins, or triplets, you are able to select your individual style of infant pushchairs that offer too many of your requirements and desired features at the same time, but you must 1st be aware of what to look for. This signifies realizing what you would like in a travel systems prams.
Whenever picking a pushchair or pram, you've to think about your way of life first. Designs of very good child push chairs will meet the specifications of its intended user very well. To get an idea of which brand's model you're looking for, firstly consider your activities and daily plans and think about when your child will probably be joining you. Then you need to decide if you will must transport one or more kids at the same time inside your brand new pushchair. You will find numerous styles available for single baby stroller and pram, thus you shouldn't be without options with regards to just a single child. For twins or triplets, you can choose either the wider type with child seats next to each other, or possibly a tandem model with seats opposite the other.
Some parents prefer their children to face them while strolling outside, whilst a few want their infants to look at the front side so that the infant can observe everything as they go by. There are the best baby pushchairs developed for these purposes and you will find also some travel systems which have reversible car seats just in case you would need both of those functions. Read through a few pushchair reviews UK and you should find your ideal pushchair.
Consider additionally the wheels of the child prams you view. A few prams are three-wheeled while other ones have four. However when you are a parent who always likes to take the little one to the playground, look at the push chairs with tougher and bigger wheels for effortless transporting through curbs and bumps. Check the wheels for locking purposes and the rotating capability of each wheel for simple handling. Good prams must be simple to operate.
One more point to think about when looking for a baby pushchair is the sturdiness of the pushchair. Because the weather is quite unpredictable, you would not wish to get something that will not last for a couple of years worth of seasons. So be sure that you decide on the model that can endure the high temperature of the sun, the rain and also the wind, with adequate protection for all.
The last point to consider is the weight of the child push chairs you're thinking of. Some are really very heavy, whilst other ones are super light and also simple to transport, while missing many of the wanted attributes of the heavier versions. If you need to take your child out anyplace just like the nearby stores regularly, then you will wish to select a child pushchair that you could quickly fold up for fast putting into a car, or onto a bus. You would not would like to be messing about using a heavy pushchair design when lots of people are queuing to get on the bus behind you, therefore bare this in your mind in case you travel by bus regularly.
As we've considered in brief, selecting from the finest travel systems for your infant just isn't very difficult if you have your every day requirements in mind. Just concentrate on removing choices to begin with and your choice will turn out to be much clearer to you.


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Back to What Is Aquatic Science?
Let's start by thinking about where Earth's water is located.
Saltwater – 97%
The majority of water on Earth is salty! Chloride and sodium are the most abundant ions found in salt water. Other ions or elements, particularly in the oceans, include magnesium, sulfur, calcium, potassium, and much more. These ions form salts, giving oceans, seas, and some lakes their salty or saline characteristic. Organisms that in these habitats have adaptations that allow them to live in the water and salt that constantly surrounds them. Humans cannot use saltwater directly – which you probably know if you've ever swallowed ocean water and felt sick afterward. Before humans can use saltwater for drinking or farmland irrigation, it must be treated to remove the salts, through a process called desalinization. Desalinization is costly and requires a lot of energy, but for places that are extremely dry this process can provide people with much-needed freshwater.
Ice – 2.06%
Most of the freshwater on the Earth is frozen! So much of our water is frozen, that if all of it melted at once, the sea would rise about 6 meters (20 feet)! Ice is made of freshwater, even ice floating in oceans and seas. This is because saltwater freezes at much lower temperatures than freshwater and very cold saltwater is so dense it sinks away from the surface where freezing takes place. Ice is found at the north and south poles as ice caps, as glaciers on high mountains and at high latitudes, and in regions with permanent snow and permafrost (frozen soils). Approximately 90% the Earth's ice is in Antarctica. Ice seems motionless but many ice features move and flow, just very slowly. Ice caps and glaciers form in layers, as snow and frozen water is deposited over long periods of time. As each layer forms, gasses, dust, and other molecules get trapped, forming a record of the climate conditions that year. Climate scientists can drill deep into ice caps and glaciers to analyze how the Earth's climate has changed over millions of years.
Groundwater seepage through sandstone. Image by Wayne Wurtsbaugh.
Groundwater – 0.9%
Nearly anywhere you can stand on the Earth's surface, there is water in the ground underneath your feet. Water from rain trickles downward through the soil until it reaches material that is already saturated with water. Depending on depth of this area and the how fast the water has filtered through the soil, groundwater can be days to thousands of years old. Places where groundwater collects in water wells are called aquifers. Aquifers can be quite large – the Great Artesian Basin in Australia is one of the deepest and largest in the world, covering 1.7 million square kilometers (660,000 square miles) or 23% of the Australian Continent. In the United States, the Ogallala Aquifer covers 450,000 square kilometers (174,000 square miles) of the Great Plains, occurring in parts of Wyoming, South Dakota, Nebraska, Colorado, Kansas, New Mexico, Oklahoma, and Texas! Humans rely heavily on groundwater for drinking, farming, and other uses but over-use, pollution, and sea level rise threaten this precious resource.
Faselfad Lakes in Austria. The bright color in the lake on the left is due to inputs of glacial sediments, while the lake on the right has a high turbidity.
Lakes – 0.008%
Lakes are just one type of surface-water – water that is easily accessible and visible on the surface of the Earth. Lakes form where water runoff from rain and snow accumulates. In some places, lakes form in areas where groundwater seeps up to the surface. Lakes come in a variety of shapes and sizes, and can contain salty or fresh water. The Earth's oldest and largest lake, Lake Baikal in Siberia, has a depth of over 1,500 m or 1 mile! Freshwater lakes are highly valued by people, as places of recreation and water supply. If your city or town has a reservoir, this is a natural or man-made lake used for its water – the source of water coming out of your faucets.
Wetlands – 0.001%
Wetlands occur in areas where water covers the soil for varying periods of time. This phenomenon can occur along coastlines where tides move water back and forth over the land, and in areas that are prone to flooding such as low lying areas around lakes and rivers. You might also know them as deltas, estuaries, marshes, swamps, and bayous. Wetlands contain a large diversity of organisms as they are areas where both land-dwelling and aquatic organisms live. This diversity of organisms, from microbes to mammals, interact with the environment and each other to create some of the most active aquatic habitats on Earth. Wetlands also fill important roles such as nursery habitats for fish, resting places for migrating birds, and buffer zones from storm damage. Unfortunately, many wetlands are also located in areas that are considered prime real estate for humans which has resulted in more than 50% loss of this important habitat.
Perdenales River, Texas cuts through sandstone.
Rivers – 0.0002%
Rivers form where water flows downhill, due to gravity, making a journey from the tops of mountains to the sea. Many different plant and animal species can be found along rivers. Although, rivers make up a small proportion of Earth's water resources they have and continue to be an important resource for humans, serving as transit systems for exploration and transport of goods, power generation, recreation, and a source of freshwater.
Water moves between these reservoirs through processes that transfer energy across the globe.
Earth's Water Resources are Connected through the Global Water Cycle
As you read above, water on Earth comes in many different forms and is found in many different places, from the oceans to deep below the soil surface. The globalwater cycle, or hydrologic cycle, constantly transforms and moves water around the Earth.
Warm air temperatures cause evaporation, the loss of water from the oceans, lakes, rivers, soil, and even plants into the atmosphere. Water in the atmosphere exists as vapor and as it rises and is pushed around by wind it encounters cooler temperatures. The cooler temperatures cause condensation, the transformation of water vapor into larger droplets – you see large accumulations of droplets as clouds and fog. Eventually water accumulations grow and collide forcing droplets to fall as precipitation; rain, ice, and snow. This precipitation is crucial to adding water back into the oceans, lakes, rivers, and groundwater reserves.
The global water cycle is powered by the sun; solar energy (heating) drives the processes described above. The global water cycle is an important driver of climate too. Human activity such as deforestation, water consumption, the channeling and diverting of waterways, and climate change influence the global water cycle.


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Heinrich Max Georg Bieg (geboren 1. April 1912 in Villingen; gestorben 30. August 1987 in Freiburg im Breisgau) war ein deutscher Funktionär der Hitlerjugend im Deutschen Reich und in der Schweiz.

Leben
Heiner Bieg war ein Sohn des Georg Bieg und der Bertha Schneider. Die Familie zog 1924 nach Freiburg im Breisgau, wo er nach dem Besuch der Höheren Handelsschule von 1927 bis 1930 eine kaufmännische Lehre in der Freiburger Bücherstube absolvierte. Er war in dieser Zeit in der Bündischen Jugend aktiv. Bieg trat zum 1. August 1930 in die NSDAP ein (Mitgliedsnummer 287.964). Er zog 1930 mit den Eltern nach Bad Krozingen, wo er die örtliche Hitlerjugend gründete und selbst zum HJ-Scharführer ernannt wurde. Bieg war die Jahre der Weltwirtschaftskrise arbeitslos. Bei der Machtübergabe an die Nationalsozialisten 1933 hatte er den Rang eines HJ-Gefolgschaftsführers. 1936 wurde er in Karlsruhe als stellvertretender Personalamtsleiter der HJ, Gebietsführung Baden, hauptberuflich in den Parteidienst eingestellt. 1937 baute er den HJ-Streifendienst in Freiburg auf und wurde zum Bannführer des Banns 113 in Freiburg ernannt.

Nach einer Wehrübung bei der Wehrmacht entwickelte er ein Großgeländespiel, bei dem im Juli 1938 über 1200 Freiburger HJ-Mitglieder gegen 300 Baden-Badener HJ-Mitglieder Krieg spielten, Bieg sicherte sich dafür Spenden bei der örtlichen Wirtschaft. Von der Stadtregierung verlangte er eine drastische Erhöhung der Zuschüsse für das HJ-Zeltlager, die vollständige Finanzierung der vormilitärischen Ausbildung bei der HJ und eine Erhöhung des Zuschusses für das HJ-Stadtspiel.

Bieg wurde 1939 zur Wehrmacht eingezogen und heiratete am 1. September 1939 in der ersten Freiburger Kriegstrauung Hildegard Aschenbrenner, eine BdM-Führerin. Sie war eine Nichte des Dom-Kapitulars Thomas Aschenbrenner (1885–1963). Bieg nahm 1940 als Unteroffizier am Frankreichfeldzug teil. Im April 1941 wurde er auf eigenen Antrag vom Wehrdienst beurlaubt, um seine Arbeit in der Freiburger HJ wieder aufzunehmen. Ende 1941 entsandte die Reichsjugendführung ihn mit einem Diplomatenpass versehen in die Schweiz. Er wurde zum Oberbannführer (vergleichbar einem SS-Standartenführer) der HJ befördert und wurde als Landesjugendführer der Reichsdeutschen Jugend (RDJ) in die Schweiz versetzt. Er arbeitete als Beamter der deutschen Botschaft.

In die Reichsdeutsche Jugend konnten Jugendliche aufgenommen werden, die mit ihren Eltern als Auslandsdeutsche in der Schweiz lebten. Die Zahl der deutschen Staatsangehörigen in Schweiz betrug 70.000. Biegs Ziel war es, möglichst viele junge Männer zum freiwilligen Eintritt in die Wehrmacht zu gewinnen. Die Mitgliederzahl der RDJ betrug 1939 584 Jungen und Mädchen, bei Kriegsende waren es rund 2000. 47 ehrenamtliche «Standortführer» waren Bieg unterstellt. Es wurden Heimabende, Ausflüge und besondere Schulungslager, öffentliche Auftritte, Sportveranstaltungen und Geländespiele organisiert.

Die Schweizer Polizeiorgane protokollierten Biegs Aktivitäten, duldeten die gelegentlichen Verletzungen des Uniform- und Fahnenverbots durch die RDJ, schritten aber aus außenpolitischen Gründen nicht ein. Bieg veranstaltete vom 19. bis 30. Juli 1942 in Freiburg im Breisgau ein «Wilhelm-Gustloff-Gedächtnislager», an dem 1275 reichsdeutsche Jugendliche aus der Schweiz teilnahmen. Im August 1944 waren es 400 Jungen im Sommerlager im Schwarzwald und 200 Mädchen in einem Lager im Elsass.

Nach Kriegsende lösten die Schweizer Behörden die NSDAP/AO-Landesgruppe und die ihr angeschlossenen Organisationen auf. Bieg wurde als Teil einer Fünften Kolonne aus der Schweiz ausgewiesen und mit einem lebenslangen Betretungsverbot der Schweiz belegt. Er wurde am 10. Juli 1945 an der Grenze Basel-Riehen den französischen Besatzungsbehörden übergeben und im Internierungslager in der Idingerstraße in Freiburg inhaftiert. Biegs Zellenkamerad war zeitweise Hanns-Martin Schleyer, mit dem er eine lebenslange Freundschaft schloss. Seine Frau und die beiden 1941 und 1943 geborenen Kinder waren zunächst noch in Weesen (SG) interniert.

Bieg kam gegen Ende 1948 aus der Internierung frei und arbeitete fortan als Teilhaber in der Holz- und Baustofffirma seines Schwiegervaters in Sasbach.

Literatur
 Bernd Hainmüller: Heinrich Bieg: Ein nationalsozialistischer Seelenfänger der Jugend, in Freiburg und in der Schweiz. In: Wolfgang Proske (Hrsg.): Täter Helfer Trittbrettfahrer. NS-Belastete aus Baden-Württemberg. Band 6: NS-Belastete aus Südbaden. Kugelberg, Gerstetten 2017, ISBN 978-3-945893-06-7, S. 47–63.
 Heiko Haumann: Heinrich Bieg – ein deutscher Nazi in der Schweiz. In: Schweizerische Zeitschrift für Geschichte. 59 (3), 2009, S. 298–328 (doi:10.5169/seals-99174#316).
 Martin J. Bucher: "Wir tragen die flatternden Fahnen der Zukunft!" Die Nationale Jugend der Schweiz – ein Schweizer Pendant zur deutschen Hitlerjugend. In: Schweizerische Zeitschrift für Geschichte. 61, 2011, Nr. 3, S. 315–340 PDF

Einzelnachweise

Person der Hitlerjugend
NSDAP-Mitglied
Person im Zweiten Weltkrieg (Deutsches Reich)
Person der deutschen Außenpolitik 1933–1945
Deutsch-schweizerische Beziehungen
Deutscher
Geboren 1912
Gestorben 1987
Mann