Welcome back to this session on Clip Classrooms and this is the last session in this three days of synchronous remote classroom period. And what we have seen so far are the ideas of learning objectives, how to use visualization as a technology, then concept maps, then and today morning we had sessions on how to write assessment questions which are aligned with learning objectives. And this Clip Classroom is another technology that we will be now looking at. So many of you may have heard the term Clip Classroom and it's been popular for the past few years and you might have even read in newspapers and articles about it. So before we get into defining what this Clip Classroom is, let us do one small activity. So here is a scenario, consider two teachers A and B who are teaching the same topic and both these teachers have different styles of teaching. So teacher A gives a lecture on the topic in the class followed by problem solving exercises and assignments which the students have to do at home. Teacher B on the other hand ask students to watch a video of the lecture at home before coming to the class. So teacher B might create the video or teacher B might post a link to a video on the topic from some other repository. But asks the students that you have to watch this video before you come to class and then does the problem solving activities in the class itself. Our role right now is to try to figure out the pros and cons of both of these styles through an activity of a debate. So I request the coordinators at the various remote centers to make two groups A and B and if that's not working out maybe you can even make smaller groups of multiple groups of A and multiple groups of B and so on. And what the participants need to do at this point is those who are in group A should list points for why teacher A's strategy is better than teacher B. So teacher A's strategy let's recall is the strategy of giving a lecture on the topic followed by problem solving exercises which the students have to do at home. Then the participants who are in group B should list points for why teacher B's strategy is better than teacher A. So once again let's look at what teacher B's strategy is. Teacher B's strategy is teacher B asks the students to watch a video of the lecture at home before coming to the class and does the problem solving activities in the class itself. So what you have to do is list points for why the strategy of your group teacher is better than that of the other group's teacher. We can take about 10 minutes to complete this activity and as and when the activity is completed at your center coordinators can send two main points in favor of teacher A and two main points in favor of teacher B through the chat. So in some centers where there are only two people one of them can play the role of A and the other can play the role of B. Right now what you are supposed to do is the activity at your end and some of you have to play the role of teacher A and come up with points where teacher A's strategy is better and others have to play the role of teacher B and come up with points where teacher B's strategy is better. Going back most of you have had a chance to debate and many of you have sent in good answers and we have also just now conducted the poll which shows that more than it is almost 50-50 a little bit 60-40 in favor of teacher B is the opinion and let me read out some of the points that came from the various centers in one case somebody is saying that teacher B can give emphasis on higher cognitive levels we can ensure student involvement in learning. In another case teacher A somebody is saying that it is possible to do direct interaction and immediate clarification of doubts. So somebody else again for A is saying that it is better to give the lecture by teacher for concept clearing before going on to problem analysis. Again for teacher B somebody is saying that student can take their own time to listen to lectures and doubts can be clarified in the class later. Somebody else is saying that for slow learners can keep repeating the recorded video in the case of teacher B. So these are some of the responses that you have sent and all of them are valid points we can stop sending responses on the chat and move on to the basic idea here. So let me just try to summarize I mean most of your points actually fall largely within this idea of for teacher A there are two perspectives that we want to look at it from. So one perspective is that the teacher's perspective itself wherein what we want to say is that the teachers can adapt the lecture dynamically to the student's response. So that what we are saying as immediate clarification all of those things are possible and then from the student's perspective again the advantage seems to be that the student can ask questions to the teacher the student can see the teacher in the classroom all of those seem to be the advantages of the teacher A model. However the key drawback here is that the student does not have access to the teacher while working on the problems at home. So here there is an important point to keep in mind that is we become experts only when we do things right we do not become experts by hearing things. So in order to develop expertise or mastery in a subject it is necessary for the students to practice and it is necessary for the students to actually do something with the material that the teacher is saying. So and that activity happens in the at home and at this point the student does not have access to the teacher. So also the teacher does not know what difficulties the students face while doing the problem solving. On the other hand now let us look at teacher B. So from the teacher B's perspective you are having the video at home and exercises are being done in class. Now what happens is from the teacher's perspective the teacher can address students problem solving difficulties in the class itself. So it is not difficulties with respect to understanding of the topic it is not at the recall or the understand level but it is at the apply and the higher levels difficulties that arise at that level can be addressed by teacher B in the class. The advantage for the students again is that the students can watch the lecture video at their own pace. So if they want to repeat if they did not understand something they can go back and get that or and the second thing is when they are in class they can get immediate help from peers and the teacher during the problem solving process. So this is the advantage from the student's perspective. Also this there are some points which are common in both the cases for example there is a point which one of the centers is saying that there is I to I contact between the student and the teacher that is important and what you can see is that it is possible in both the modes it is possible for teacher A also to have this I to I contact as well as for teacher B to have the I to I contact. So essentially what is happening is that the total amount of time of the study is remaining the same and the difference is in what students do in class versus what students do at home. So having said that as the background the learning objectives for this session are fairly straightforward in the first case you will be able to describe what is the flip classroom and what are its advantages and in the second instance you will be able to identify some active learning strategies to effectively integrate flip classroom into your teaching. So this session will immediately flow into the lab wherein you will be actually creating videos you will be able to state guidelines to create videos and you will be able to create videos as well as you will be able to design active learning strategies for your course. So that will happen in the lab which follows immediately after the session. So let us try to reflect about what happens in a typical traditional classroom. So in such a classroom what happens during class is most mostly information transmission means the instructor is giving a lecture and students are taking notes. Sometimes the instructor may ask questions to which students respond. Sometimes the students ask questions to which the instructor responds. What is happening outside the classroom is the activity of assimilation or the students becoming getting some mastery over the content. This is done by the instructor giving problem sets and assignments which students have to solve and submit and now students may work individually or work in groups. So I will pause here for a minute for you to reflect upon what are the limitations what might be the limitations of such a classroom. So having given you one minute to reflect so let us look at some limitations there are some centers which are still sending in the limitations is very encouraging that many of the limitations that you are sending in are actually matching with the limitations that I have listed on the slide. So let us just quickly look at these limitations. So during class when there is the information transmission that happens the instructor is lecturing. So often as instructors we think that we want to we are the ones who are most excited about our content right even right now I am speaking and I am excited about saying this I do not know how many of you are actually listening to me right. So that is one reason that students do not pay at most attention to the instructor's lecture however good it may be and students the second thing is students assume that they can understand because they can follow the lecture. So this is a big drawback with the lecturing model and even if we improve on lecturing by having some interactivity such as instructor asking questions often what happens is that these questions are answered only by a few students typically who are the high achievers or the toppers of the class and others are left behind. On the other hand when students ask questions often these questions are also asked only by a few students and sometimes the instructor makes the assumption that because a few students have understood and have asked some advanced questions the entire class is able to follow at that level and so the instructor sometimes unwittingly goes ahead with the material when the large part of the class has not been able to keep up has not been able to apply the learning that has been transmitted in that particular session. So that is one limitation of the traditional classroom from the during class perspective if you look at the limitation of the traditional classroom from the outside the class perspective during the assimilation phase so now the instructor feels that okay I have given problem sets and I have given assignments to the students and if they do these problems and assignments then they will attain mastery over the content. So now what may happen is that these problem sets and assignments may be too challenging for some students on the other hand they may be too simple or boring for other students in both cases students may not may lose interest in solving these problems and the instructor often does not come to know which student is having what type of difficulty. So instructor does not know which are the students who have found it challenging instructor does not know which are the students who have found it boring. So it can possibly lead to copying of the answers so the second reason is that students study individually or in groups and this typically happens just before the assignment submission deadline or the exam which may cause students to focus on the assessment and not on the concept mastery itself. So again most of us are familiar you know most of us often say that you know students study only at the last minute so considering that perspective what is likely to happen in a traditional classroom is that even though the instructor has given lot of problem sets and assignments for the students to practice all of this practice often for a majority of the students gets postponed to a few days before the exam right that is a very common phenomenon that we observe in our classes. So there will be those students who do it very diligently early and there will be some students who will never do it both extremes are there but for the large part the students will do it only when there is some forcing function such as a submission deadline or an exam. So the drawback of doing that is that the students focus at that point because of the deadline is on the assessment and it is not on the concept attainment. So these are the two major limitations of the traditional classroom. So what is this flipping the classroom? Flipping the classroom is simply about going from information transmission in the class and assimilation outside the class which is the traditional model to saying that let us move this information transmission to outside the class and let us move this assimilation to inside the class. So the reason for doing this moving the information transmission to outside the class is that with the help of technology it is easy to capture this information transmission and we can let students work on the lower cognitive levels such as what is the definition of something explain how something else work explain the process of some other system all those level of concepts can be worked on by looking at the information transmission and the higher order concepts or higher order cognitive levels they can be dealt with in class which is where the students have the difficulty. So the key idea of a flip classroom is so this is the flip that is happening information transmission instead of happening in class that is moved to outside class and assimilation instead of happening outside class is moved to the in class so this is the main crux of the flip classroom idea. So what is flip classroom just to recap flip classroom is one way to ensure that class time is spent in assimilation rather than information transmission. So the instructor typically finds or creates videos on the topic and students watch these videos before coming to the class and then the class time is spent in activities and discussion. So this is the important part of the flip classroom model where the class time is spent in activities and discussions see often even when we say that look I want my students to understand this topic deeply what essentially we mean as instructors is that we want the student to acquire some level of mastery beyond recall and comprehend levels. So what we would also as teachers be happy with is to help students assimilate the information and to get them to attain that level of mastery. So that is what the class time in a flip classroom is spent on rather than simply in information transmission. So that is the key difference between the traditional model and the flip classroom model. So before we go much further into what exactly is a flip classroom let us just get an idea of what these videos look like. So what sort of videos do instructors create typically videos are 10 to 20 minute lectures on one concept. So videos may include slides, they may include audio, they may include some annotation, they may include writing on a tablet or screen capture of an application. There are many such videos that can be seen on the web. So here are some sites and what I will do now is just to quickly show you a glimpse of one of these videos. So this is a video from Khan Academy and it is on Pythagoras theorem. So we have bypassed this question of is it in my discipline or is it in your discipline by simply taking a topic which is from high school level. Think about it is if this side goes straight left to right this side goes straight up and down. These sides are perpendicular or the angle between them is 90 degrees or it is a right angle. And the Pythagorean theorem tells us that if we are dealing with a right triangle let me write that down. If we are dealing with a right triangle, not a wrong triangle, if we are dealing with a right triangle which is a triangle that has a right angle or a 90 degree angle in it then the relationship between their sides is this. So this side is A, this side is B, and this side is C and remember the C that we are dealing with right here is the side opposite the 90 degree angle it is important to keep track of which side is which. The Pythagorean theorem tells us that if and only if this is a right triangle then A squared plus B squared is going to be equal to C squared and we can use this information we know two of these we can then use this theorem this formula to solve for the third. I will give you one more piece of. So that was a glimpse of what happens in one of these videos I mean I am sure you all all have seen such videos on the net and the key idea about a flip classroom video is such a video is created very specifically for a short duration. So about 10 to 20 minutes or maybe sometimes even a 5 minute video or rarely beyond 20 minute videos. So that is a flip classroom video and in that one concept is explain the basic idea like what we just now saw was the basic idea of the Pythagoras theorem of A squared plus B squared is equal to C squared where A and B are on the two sides that is what happens in the video and then what happens in the classroom itself is again an interesting point. Now the content that the students have watched is given some context so often in the classroom the instructor will pick up some real world scenario. So for example if you are the instructor you might pick up an actual building whose height you want to estimate or some such mechanism some such real world scenario wherein you want to apply the Pythagoras theorem in order to solve a problem so as a result of which students are now actively engaged in problem solving and critical thinking beyond the traditional course. So the students are not coming to your classroom to here you say that A squared plus B squared is equal to C squared on the other hand students are coming to the classroom to work out problems which depends their understanding of the Pythagoras theorem. So what do we mean by depends understanding is that they are able to apply it in various scenarios they are able to analyze a problem and see whether it is a problem for Pythagoras theorem and so on. So the other advantages of flip classroom activities are that students are now encouraged to ask exploratory questions and delve beyond the core curriculum and they can be transformed from passive listeners to active learners. So this is the big advantage and why is this a big advantage because we already know we have seen in the previous sessions that active learning has great deal of benefits. So just to recall what is active learning in active learning the instructor creates carefully designed activities that require students to talk, write, reflect and express their thinking and students go beyond listening, copying of notes and execution of prescribed procedures. So students actually take ownership of their learning and we know that the benefits of active learning are that students are actively engaged with the content and learn from each other, it builds a friendly yet academic atmosphere in the classroom and most importantly it includes all the students in the teaching learning process and not just those students who are highly self motivated or who are high achievers in that particular classroom. So the key idea of flip classrooms and active learning is that a classroom with instructor and peers present is more useful for students to apply their learning rather than listening to information transmission and asking clarifications. So the point here that is being made is that it is not that information transmission is not important, information transmission is also important but the time that the student spends with the instructor and the peers is better spent in students learning to apply the knowledge that they have gained in the information transmission than rather than simply listening to the information transmission. So the important thing is in a flip classroom the in class time can be devoted to tasks that promote active learning since this information transmission part of the class happens before the students come to the class. So let us ask the question the next obvious question that we would have in our minds is that it is all fine does it really work. So the key idea here again is that there are many studies that establish the benefits of active learning strategies. Now what is a flip classroom? Flip classroom is nothing but a student doing some activity outside of class, student doing some preparatory activities such as watching a video or reading some material and doing a lot of active learning on that material in the class. So as a result of which the flip classrooms that incorporate active learning automatically get the benefits of these active learning strategies. So there are many papers on these strategies one of them is as far back as 2001 the idea of flip classroom with peer instruction showed that students who worked in that model had significant learning gains compared to traditional instruction. And then there were other research work controlled group studies which showed that flipping the classroom with small group discussions can also produce significant learning gains. So there are gains not only in terms of student learning that students learn better and they are able to perform better in the exams but also there are gains in terms of students are more interested in the topic students come to class and all those other advantages are also been documented. So to summarize what we have seen so far why is flip classroom a good idea? Because the class time is spent in assimilation rather than information transmission. Secondly because the class time is spent in the higher cognitive levels of apply, analyze and create on that topic rather than lower levels of recall and understand. And third the support of peers and the instructor is available to the student while they are working on these higher cognitive levels. So if there is a doubt or if there is some clarification or if there is some quick conception that needs to be corrected all of that can happen while the student is working on these problems or on these activities which are targeting the higher cognitive levels. So now having spoken so much let us do an activity. So this activity is a hypothetical situation that you have to imagine. So the situation is like this suppose your institute made it compulsory for you to use the flip classroom mode. So what is the flip classroom mode to repeat? So you would have a video which the students watch outside of class and then you design some activities for the students to work on during the class. So suppose you are using the flip classroom mode the institute made it compulsory for you to use the flip classroom mode. It turns out that you found an excellent video on your topic and you have asked your students to watch it before the class. So now the question is what are you going to do in the class? So that is the think face activity. What is it that you will do in the class? So do write down your answer and just imagine that you are in such a situation where students have already watched the video and now they have come to the class. You can take about 2 minutes to think and write down your answers. So moving on so assuming that all of you have written down individual answers ok even though I could see that in some centers people were very relaxed and post lunch had set in. So nevertheless let us assume that all of you have written individual answers. So what you want to do in this spare phase is to examine your neighbor's answer and see whether that person's idea will help students to work on higher cognitive level. So this is the key because that is what we want students to do in class in the assimilation phase ok. So now some of you have already sent me answers like saying that I will do a group discussion or I will conduct a quiz or I will discuss a summary of the video followed by clarifications ok. Make answers more specific so that your strategy can develop the higher cognitive levels of the students. And then I will ask the coordinators to summarize so you can just hold off on sending me responses through the chat ok I will move on to the next phase since many of you have already started sending me the answers. So the idea here now in the share phase is to share your answer with your colleagues in your center itself. So rather than say in generic terms that I will do a group discussion if you can give examples to your colleagues of what topic they would have watched the video on and what is it that you will actually do in the group discussion what will you do and what will the students do during the group discussion that will be more useful ok. So let us come back and let me talk about some of the answers that I have got from the various centers ok. So some of the answers that are here are that discuss the summary of the video followed by problem solving in the classroom then somebody else is saying that assign problem to groups of students at different levels somebody else is saying that I will ask a question based on the video and invoke discussion and then coordinate the discussion ok there are others who are saying that I will ask the students to write the overall view of the concept there is one other idea here where which says that I will ask the students to generate a question based on the concept and then there are many of your answers are of the type that I will simplify the video content for the student as well as I will explain or clarify questions for the students. So the point that you want to reflect on is does simplification help the student to achieve the higher cognitive level or would it have been easier for you to create a simpler video which the student has to watch ok. There are other suggestions also which are coming in which says that discuss solutions and make corrections make a group to do a presentation. So many such good ideas have also emerged through this discussion some others are simply saying debate think-pair share activities and quiz. So let me go on to talk about what are the key steps that one has to keep in mind for a flip classroom. So before that let us look at two examples. So this is an example from two courses that I have taught. So in a course on computer programming where the topic was arrays the pre-class activity that the students had to do was to watch a video that defines an array what is an array. So the video basically says that an array is nothing but a collection of elements and this is the way to define an array in C++ and then it shows C++ examples on using arrays. So simple examples of how arrays can be declared in a program and how they can be used in a program. So that is the pre-class activity which does this video very similar in idea to the Khan academy video that we saw and then the in-class activity were of two types ok. One type was to give a worksheet which has problems or programs using arrays. Now for some of these programs the program was given and the students had to predict the output ok. So in some cases there are three typical ways in which computer programming can be encouraged. So one is by asking students to predict the output of some program. In another case is to asking students to debug a given program and in the third case is by asking them to write programs. So what we did was to have students predict the output of some of these programs then debug other programs and also insert missing code into the programs. So what this worksheet actually did for the student was that instead of simply knowing the topic of arrays in theory and having seen some examples of arrays they now actually worked with programs in the class and wherever they got stuck they could simply raise their hand and either a TA or the instructor or one of their peers would be available in order to clarify the point at which they were stuck. So that was actually a good session for the students because they were actually working with the content and not simply listening to the content. The second in-class activity that we did was getting them to write think-pair-share activity to write a program to sort the array. So for example in the think phase all that the students had to do was to come up with some pseudo code idea of how will I sort 10 numbers. Suppose 10 numbers are given what is the mechanism that I will use in order to sort those 10 numbers. So those 10 numbers are the array then in the pair phase the students can go on to work with the partner to write the C++ code for sorting their numbers and in the share phase they can go on to looking at comparing their program with the instructor's program to sort the array. So that was the think-pair-share activity for this flip-class. Here is another example this is an example from another course called communication networks and the topic was IP addressing. So the topic of IP addressing once again is a topic which I used to find a little lot of information transmission in it. So the pre-class activity here was that they simply watch the video that described the basic mechanism for assigning IP addresses in a network. So the pre-class activity was simply watching the video and all that the video contained was that there are different classes of IP address there is a class A, there is a class B and there is a class C and so on. Now subsequently when they came to class they did not need to be described what these various types of IP addresses are and so they could simply directly go on to peer instruction questions on the IP address classes. So you could give an IP address and ask them to identify whether it is a class A or a class B or a class C or you could ask them to write the how does a class A address look. So questions of that sort could be dealt with in the classroom. The second such activity that they could do was a debate on the pros and cons of hierarchical addressing. So the way the internet addresses are set up is that a good way is there a better way to do the addressing of computers was another debate that they could do. And the third activity that they did in the classroom was to design solutions to reduce the inefficient use of address space. So sometimes the IP address space gets wasted because of one organization being allotted more IP addresses than it actually requires and so the students themselves had to think of ways in which these inefficient use of this address space can be reduced and then all that I had to do as the instructor was to point out that each of these solutions that the students came up with were nothing but the names of some of the efficiency increasing mechanisms that were already there in the internet and the details of those mechanisms then made the content for the next flip classroom session. So here again we will take a pause to alert ourselves about one point. So often a flip classroom is mistaken for the video aspect only. So that's why it's important for us to keep in mind that a flip classroom is not an instructor simply creating lecture videos and making them available. It's not an instructor simply finding lecture videos and asking students to watch them. It's not a student simply watching these lecture videos or attempting to learn the subject on their own and it is not the instructor simply giving clarifications to these videos or the content of these videos in the classroom. So what is important is all of this is required but it is incomplete without the later part which is that the instructor needs to create structured learning activities to be carried out in the class for the students to apply what they learned from the video. So this last part of applying what they learned from the videos is crucial aspect of the flip classroom model. So the key elements of a flip classroom are there are four ideas here. So the first idea is to give students an opportunity to gain first exposure to the topic before coming to the class. So this can be by the means of a video or in some cases in some subjects you could simply assign reading material saying that okay read this section from that book and before you come to the class or read a paper you know if you are taking an advanced class you could have students to read a paper before they come to the class. The second item is that we provide incentives for students to prepare for the class. So this is again an important thing because often we may have a doubt saying what do I do if students don't watch the video before they come to the class. So some sort of incentive is required for students to prepare for this class. We will look at what these incentives could be in a minute. The third thing is to facilitate higher level cognitive activities in the classroom. Some examples of this we saw in the previous two examples like you could have a think pair share, you could have a debate, you could have a peer instruction, okay peer instruction is nothing but what we have been doing as the poll in a view. And finally what you want is you want to provide mechanisms for students to get feedback from peers and the instructor on the work that they are doing. So this feedback goes by the term of formative assessment where the student immediately comes to know what they are doing right, what they are not doing right. And it also helps the instructor to get a feel of how much the various groups of students are able to deal with the material in their class. So those are the key elements of a flip classroom, okay. So now what we will do is, we will do another activity, this is the last activity before we summarize. So what is required now is form groups of three. So it appears to me that many of you are being a little relaxed about forming these think pair share and groups. So I would recommend that you do this activity sincerely. So form groups of three and we will again watch that same video of Pythagoras theorem from Khan Academy. So we will watch only up to four minutes. Then we will assume that students have watched this video before coming to class, okay. So what is required will be for you to create activities for the flip classroom, okay. So I will come back to this slide after we watch that video. So we had paused the video somewhere here at a square plus b square is equal to c square. I will just go on for another two, three minutes so that you get an idea of what is the content that students have watched. Terminology here, this long side, the side that is the longest side of our right triangle, the side that is opposite of our right angle, this right here, it's c in this example, this is called a hypotenuse, hypotenuse, very fancy word for very simple idea. The longest side of a right triangle, the side that is opposite the ninergy angle is called the hypotenuse. Now that we know the Pythagorean theorem, let's actually use it, it's one thing to know something but it's a lot more fun to use it. So let's say I have the following right triangle, the following right triangle, this side over here has length nine, this side over here has length seven, and my question is what is this side over here, maybe we can call that, we'll call that c. Well, c in this case once again is the hypotenuse, it is the longest side, so we know that the sum of the squares of the other side is going to be equal to c squared. So by the Pythagorean theorem, nine squared, nine squared plus seven squared is going to be equal to c squared. Nine squared is 81 plus seven squared is 49, 80 plus 40 is 120, then we're going to have the one plus the nine, that's another tenth, so it's going to be equal to 130, so this is going to be right this way. So the left hand side is going to be equal to 130, and that is equal to c squared. So what's c going to be equal to? c squared is equal to 130, or we could say that c is equal to the square root of 130. And notice, I'm only taking the principal root here because c has to be positive, we're dealing with a distance, so we can't take the negative square root, so we'll only take the principal square root right here, and if you want to simplify this a little bit, we can simplify our radicals, 130 is 2 times 2 times 65, which is 5 times 13, these are all prime numbers, so that's about as simple as I can get, c is equal to the square root of 100, let's do another one of these. Okay, so essentially what we saw is that in the video, the first part of the video summarized the formula of the Weiter-Griss theorem, drew a right-hand triangle and said okay, a squared plus b squared is equal to c squared, and then the second part of the video worked out one example of values of a and b, and found out what is the value of c. So now assuming that you are teaching this class to whatever level of student that you feel it is appropriate for, maybe you can assume that this is 7th standard or some such level, now what your job is that, think of yourself as a teacher in that classroom, and your students have already watched this much part of the video before coming to the classroom. So now there are two learning objectives that we are giving you, so one learning objective is apply Pythagoras theorem to solve a real-life problem involving distances, the other learning objective is device a geometrical proof of Pythagorean theorem. So what you have to do is to create an activity that you will do in the classroom in order to meet these two learning objectives.  Okay, so the question is what will you do in the classroom so that your students can do this? Yeah, you can do two separate activities, they do not have to be the same activity, you can say that okay first I will do this so that the first learning objective is met, then I will do a different activity for meeting the learning objective of the second part. Okay, so you could work in now groups of let us say 3 or 4, and coordinators can share one or two such activity ideas on a view chat as in when they come up. Okay, so some of you are already sending me suggestions that I will find the height of a ladder and so on which is kept inclined. So it will be useful if you separate out what you will do in the classroom and what the students will do in the classroom. See because if you are simply going to do one more example of showing a ladder which is kept inclined and work out the example yourself, you can now make out on your own that this is back in the information transmission model. Okay, so please try to distinguish between what you will do in the classroom and what the students will do in the classroom for these activities. So there have been many good suggestions. Some centers are still submitting suggestions. I am still reading some of them as they are coming in. Okay, so let me highlight some of the ones which actually do involve the students in doing the activity and can lead to active learning and mastery of the topic. So here is one which says that in a graph sheet draw a triangle and measure the sides. So that is one activity which clearly it is not something that the instructor is going to be doing. The instructor is only posing the problem and the students are doing the work. So they are measuring the sides of the triangle in a graph sheet and thereby they are discovering that the Pythagoras formula is true. Then there is another one which talks about how to track, giving a problem on tracking and approaching aircraft, finding the height of a tree. There is another one which talks about finding the distance between three houses. Third one, similar one which talks about finding, giving the students distance between two places in the city which is from A to B and B to C which are at right angles and then asking them to find the aerial distance between A and C. Other similar applications which are talking about showing the image of a real-time application such as the shadow of a building and asking them to do measurements. So the important thing here is that what we want to keep in mind, there are still many of them are coming, suggestions are coming in. Somebody is saying solving vector-based problems. Now if you are going to assume that this is to six standard or seven standard children, here it is really going to be hard for you to do solving vector-based problems here. There are others which are talking about measure the shortest distance to go from the opposite corners of a rectangular plot. That is again a good one because instead of simply saying that find out what is the length of the diagonal of a rectangle, this is actually giving it a very practical and real-life context. So another interesting thing that is noticeable from the responses is that all of these, most of these are addressing the first objective of applying Pythagoras theorem to solve a real-life problem. So the second objective of devising a geometrical proof of Pythagoras theorem, we will actually not go into detail right now and we will move on. But that is again something as typical traditional classroom instructor. Let me say that the second learning objective is left as a homework to the students. Okay, so there is one more which is worth highlighting. So which is saying that okay, check whether the walls are at right angle or not. So which is actually a use of Pythagoras theorem in order to confirm. So the idea here is a good one because it does not ask the student to simply calculate the hypotenuse but it asks the student to use the Pythagoras theorem in order to confirm that the angle is indeed 90 degrees. So that is a good one and yeah, there are other equally good ones which are there in the list. So in the interest of time, I will not wait for you to put up the ideas regarding the geometrical proof of the Pythagoras theorem. But I will now move on to talking about how to create a flip classroom for your class. Okay, so you can stop sending the chat window responses and it is all very nice to know that yes, this flip classroom can be done and I can look at Khan Academy videos and somebody else has done it for arrays and somebody else has done it for let's say networking and all of those things are fine. But finally what we are interested is in executing this flip classroom in our own class. Assuming that we have now got a strong buy-in into the idea that I don't want to spend my class time simply telling something to the students especially nowadays when what I am telling can be easily found in various video sources, various animations all of those resources being available. So I don't want to spend my class time in simply telling students something. I want to spend the class time in helping students to assimilate that knowledge helping students to apply that knowledge and make sure that that content is fixed deeply in their minds. And if that is my goal how do I do this flip classroom for my class? Okay, so here are some guidelines very simple and high level guidelines. First thing to do is from your next topic choose a concept that will take about 10 minutes of lecturing. Concept which imagine that you are a traditional lecturer who is just simply going to go into the classroom and talk about something and choose a topic which will take 10 minutes to explain. And then choose a format of pre-class activity for this concept. For example you may find or create a video of the lecture or you may assign some reading material. So for finding a video there are lots of these videos available. You could look at repositories such as NPTEL, OCW and various YouTube educational channels. So if you feel that I cannot work with any existing video or if you feel that my style of explaining is very different I need to create my own video then that also is possible and that we will learn in the next lab activity of how you can use your own slides and your own voice and your own visualizations to create your own video. So having done that the next thing that you want to do is decide what you will do to ensure that students do the pre-class work. So you have assigned students to watch the video or read and you need to figure out the mechanism to say what will you do to ensure that this actually happens. So the important point here is if the students do not come prepared to the class then it is possible that the entire class time can be wasted by retransmission. Not just information transmission but now in this case it will be a retransmission that you will simply repeat whatever was already said in the video simply because the students did not watch the video before they came to class. This is a very common initial problem for the flip classroom model. So there are two things that have to be done here. One is that it is important to get the students to understand why we are adopting this model. So that once they get the idea that they are going to get help for problem solving in the classroom then they get a lot of buy-in. The second thing that is to be convinced to the students is that this is not more work for them. This is simply the same amount of work but in a flip manner. So instead of them listening to the lecture in the classroom and then solving the problem at home before the exam now they are listening to the lecture at home and solving the problem in the classroom. So in terms of number of hours spent in study there is nothing increasing for the student. And the third thing that is required is that even in spite of this there may be some incentive that is required which very easily can be set up in the form of a quiz. So what you can do is you can give a simple quiz which has fairly low weightage at the start of the class may be the first 5 to 10 minutes of the class which checks some simple concept which was there in the video. So for example in the case of the Pythagoras theorem you may simply ask them to state the Pythagoras theorem formula which will at least ensure that they have seen the first 2 minutes of the video because it takes 2 minutes before that part of the formula is displayed. And then we create in-class activities that will help students to work on the topic. So how to create these in-class activities we saw a few examples. And finally the important thing is to ensure that students get feedback on their work either from peers or from you. So that is why the activities like think-pair, share, group learning they are more preferred to just activities like individual problem solving. So in the case of individual problem solving will then be required is that there will have to be a large number of TAs in the classroom who go around and make sure that students are working and determining where a particular student is stuck and assisting students at a fine level. So some of the effective in-class activities that we have already seen are peer instruction this is just to summarize. Peer instruction questions can be used for ensuring conceptual understanding and for addressing common misconceptions that students may have. Think-pair, share activities can be used for ensuring that students are able to apply the concepts and they can tackle design problems. So tackling problems of the type, write a sorting algorithm or tackling problems of the type that design a software system for doing something. So these type of open problems they can tackle. And the third one is group problem solving where you can have students work in groups for extending a given concept or tackling open-ended problems. So there are also other techniques such as you know which are called team-pair, solo which also are similar to group problem solving and think-pair share which are also fall in this broad category of active learning strategy. So many of these can be used and what you could do is simply find one which suits the current topic and your current learning goals. Okay, so now what we will do is we will move to the lab activities. So create your own video is a lab activity. What we will do immediately is to walk through the lab activity slides and instructions that you want to do in the later part. And then you will also create your own flip class which we will not be able to finish in the lab. So we will do this as part of the online activity which will happen on Moodle after this particular session is over. So over next week you will create your own flip classroom. And here are some references of sources from where you can learn more about flip classrooms. So now we will move on to a quick preview of the lab activities.


Hey guys, what is up? Welcome to my channel. For today's video, I am selfishly really only doing it for myself. Not a sole ask for this video, but I just had to know. For today's video, I picked up some products from the Kylie Cosmetics rebrand and I just want to compare it to the already existing products that I had in my collection. I call myself a product knowledge enthusiast for a reason. I just, I'm nosy. I need to know. So if you want to see all of that, then just keep watching. If you didn't know, Kylie Cosmetics did a huge rebrand. All of her formulations are new. Her packaging is new. Her website is new. And there are reasons behind that. I don't want to say anything incorrect. So I'm going to encourage you to do your own research. If you are curious, all I know is that we got some new formulations and I want to see if they're different than before. Now I didn't buy a lot of color dupes. If you look on her website, she launched colors that already existed previously. There's just new formulations and new packaging. I didn't want to purchase what I already had. I have a blush that I bought in the same color and a liquid lipstick just to see. But for the most part, I did buy new colors. And I did actually recently just declutter a lot of my old Kylie Cosmetics stuff. But when Kylie Cosmetics came out, I fell for the trap. I was really, really into it. I was in college. My peers were also into her liquid lipsticks and her cosmetic line. Over time, I lost interest as I think most people did. But I have a lot of the core products. I bought the products and formulations that I already had to see how they compared. What I didn't pick up from her website were the eyeliner and the brow products. But I have the blush. I have the highlighter. I have the bronzer. I bought a lip kit and a lip gloss. So that's the majority of what's on the site right now. So she didn't launch everything that she had already come out with, especially the collections and there's no eyeshadow palettes either. But I mean, there still is a good number of stuff that she launched. So we're gonna start off with complexion and we're gonna do the bronzer. If you are curious, this is what the box looks like that it came in as pink bubble wrap. And here is the new bronzer. So I got mine in the shade khaki. Now I have the old bronzer. I have it in tequila tan. Here's what the packaging looks like. So these are $18 and I looked at the prices. The prices do seem to be the same that they were before she rebranded. So that is great. So I actually have a bronzer from the previous launch. I do have it in a different color though. So these colors are different. There was no reason I felt like for me to get a repeat. But let's take a look at the packaging here. So here's the packaging of the new rebranded product. It's very similar to like an OFRA packaging, just a little bit smaller. And here is the old product. You can see the color is pretty much the same. Packaging is quite different. Now, what was important according to the videos that I watched were that these products were vegan. And I'm imagining they're also cruelty free. I'm not an expert on cruelty free, but if it's vegan, shouldn't it be cruelty free? Anyway, somebody answer that in the comments down below because I know some of you guys know a lot better than me. And what's interesting, as you know, Seed Beauty, which is ColourPop's labs and company basically made Kylie Cosmetics products. So all of the products from before the rebrand were made in the USA. This new bronzer is made in Italy and it has a twice as long shelf life. So the old product is 12 months shelf life made in USA. The new bronzer is a 24 month shelf life made in Italy. Now, I know a lot of you guys hated this bronzer. You let me know. I personally never had an issue with it. I really liked it, as you can see. Now, what's different when you open up this now is the drips are no longer on the pan.  It also has a mirror. And again, these are two different colors. This is tequila tan and then the new one that I got is khaki. Tequila tan looks a little bit warmer, but they kind of look really similar. Let me swatch the new one. This feels very, very creamy. It has a little bit of pinkiness to it. It's probably not as deep by swatch as I thought. It's definitely creamier and more wet feeling than the old formulation. Those are the differences in colors. So this is khaki, the reformulation and this is the old tequila tan. The reformulation definitely feels like it has a lot more moisture to it. Since we're gonna start applying hair is back and we are zoomed in for the rest of the video. So I'm actually going to apply the old formulation first on this side of my face. I'm using a refer number five brush. The brush looks dirty. I did spot clean it before this video. So there is no product on it. It's not a clean brush, but it's not a dirty brush either. And you see, I never had a problem with the old Kylie bronze or formula. In fact, I actually quite liked it. So that's tequila tan. Let's see how it's different from the new formulation. Obviously the color is gonna be different, but that's my bad. So I'm wiping off my brush. So this has more powder kick up immediately with the old formulation. You could do this in the product. However, it does get hard pan. If you look closely in my old formulation, there's hard pan in it. This does not look like it's prone to hard pan. It's just creamier. It's more powdery. I think this is going on a little bit easier. And yes, tequila tan is a different color. Kaki has a little bit more neutralness to it. I do think that this is a step up in formula. I think if you did not like the old formulation, you will like this new formulation. It's creamier. It blends out easier and it's not gonna get hard pan. I think you're able to get more pickup because it's not so pressed hard. It's definitely pressed a lot softer. So the new formulation is an improvement. By the way, inside the box, I'm just noticing. There's food lips. So the bronzer, I'm giving it a thumbs up. I still liked the old formulation but I am really into this new formulation. It's definitely better. So awesome. Blushes, I picked up two of the blushes. They are in the same box packaging. These are also vegan, made in Italy and have a 24 month shelf life. Now I loved the old formulation of blushes. I loved her colors. I have like six of them here. These are all the exact same packaging as the bronzers. Everything from the old formulation to the new formulation. These guys, like I said, are made in USA and also have a 12 month shelf life. So twice as long as a shelf life now, made in Italy. So I picked up two shades. Let me show you. I did wanna pick up one shade that I already had. So here we have pink power. Again, it has the drip overlay. This feels just like the bronzer. So this is pink power. It's a light baby pink. I did pick up a new shade that I didn't have because I was curious. So this is winter kist. So you know what I just realized?  That's okay. It is what it is. But winter kist has a little bit more blue to it. Winter kist and pink power. Makes pink power look a lot more peachy actually. Here's the swatches. Pink power, winter kist. They are very, very close. I do actually have the old pink power and they look different. Here is the old pink power, you guys. And then the new pink power looks so much more peach. If anything, pink power looks more like winter kist. Again, I didn't buy too many of the same color that I already own. They might be a little bit different. It does look like they tweet to the colors. Now the blushes definitely feel more creamy than the original bronzers. But just so you can see the swatches. This is the old pink power. This is the new pink power. New blush formulation does feel like it has a little bit more, not moistness, but it feels thicker. It feels creamier. Whereas this feels like a bit of a lighter weight powder. So the new one definitely feels a little bit more heavy formulation-wise. The old one feels a little bit more lightweight. And like I said, I really love the old formulation. I'm using a blinged brush F14. You see? What is not to like about the old blush formulation? I think she had a really beautiful one. As you can see, there's no sheen to it. It's a matte blush. Really beautiful. Does not go with my eye look, but really beautiful. I'm gonna use pink power, even though it's more peachy. Wiped off my brush. Again, you get more kickback with this new formulation. So. And I definitely got more pigment from the old formulation. Very interesting. Like I'm going back in more. They definitely look a lot more similar on the cheeks now. But I think this one might be blending a bit better. For these two formulations, I will say it's harder to tell the difference, especially with application. I actually think the old formulation is a little bit quicker to apply. I got more pigmentation right away. I think it blended out quickly. However, that's me literally looking for a difference. These are definitely a lot closer in formulation than the bronzers. And it's just interesting that I got the same color, but they were different. So it's something to keep in mind, food for thought. Now that I've worn that blush for a day, something that I also did notice is that the new formulation, it is a bit more blurring. So the way that they sit on the skin, it's basically imperceptible, but I was like up to a mirror like this. But the way that they sit on the skin, it does look like the new formulation was a tad, a tad more blurring. Let's keep it moving now. In reality, I would say they're pretty much the same. So same good quality. I really liked the blushes before. I still like the blushes now. I did buy a highlighter. Now here's the thing. I did have a highlighter before, but I actually just recently decluttered it because I hated it. It was a terrible formulation. It was in the shade Queen Drip. And I don't know if it was just that color, but that left a sour taste in my mouth for the rest of the highlighters. And I don't even have it anymore and I'm not mad about it, honestly. So I did buy a new one to see if I like it better. This has an 18 month shelf life made in Italy. I got the shade Salted Caramel. I don't know what I was thinking. I think this is gonna be too deep for me, but it has the Kylie embossment. It's a very, very gold shade.  But I think if you have a medium to deep skin tone, you'll like this a lot better. That being said though, this for me is gonna be very, very easy to beat the old formulation. I don't think I should have much trouble with it. Let me do a swatch for you. Let's see. It has kind of like a baked gelay kind of formula. Nothing crazy. Unimpressive based on swatch, but let's see. This is a Kaleidos H1 brush. So this one's not giving me really any fallout. It's like a baked gelay formula. It's pretty. It's soft. Some reason I thought it was gonna be more blinding. Again, I've had a bad experience with her highlighter in the past. This is way better. It looks good, but I don't think it's the end all be all highlighter. By the way, these are kind of expensive for highlighters. The bronzer only being $18. These are $24. I see more expensive. I don't think they're all that. Definitely nicer than the old formulation comparing to what I've had though. And this shade's a little bit more soft. It's not too deep on me, by the way. It's cute. She's nice. I think you can get nicer highlights for $24 though, but it's definitely an improvement in formulation. That's for sure. I like it. I'm not mad about this. I don't feel the need to declutter this. I get to clutter the other one. I picked up some new lip products. The OG of Kylie Cosmetics. I of course had to pick up some lip kits. This was the very first product Kylie came out with. Each lip kit is going to cost $29. I don't think that's that bad for a lip liner and a liquid lipstick. Taking a look online, it looks like there's a few shades sold out, but not too many. One thing I have to say that I was excited about for this rebrand is I really did like Kylie's liquid lipstick colors. The formulation I always thought was extremely drying and it would be good on that first application, but to touch up or add a second layer, that's when it went all downhill.  So I thought her liquid lipstick formula was very drying. It did not do well at all with a second application or for a touch up, but I loved, loved, loved her colors. I feel like the colors that she chooses for her line, stunning. So there's a lot of staple colors that I still have, even though I don't like the formulation because I love the colors. And it is a lot of nostalgia for me. I just remember going crazy for these in college and my roommates and I would be like, what color are you wearing? Oh, I'm wearing exposed. So I got one of my favorite colors, Candy K. I'm gonna compare it to my Candy K old formulation. And I also got a new color to play with. This is Kylie. I thought it looked interesting, but I actually did recently declutter a lot of my Kylie liquid lipsticks.  So this is what the box looks like. These guys, it looks like they have an 18 month shelf life. The liquid lipstick made in the USA, just like the old liquid lipstick. And the lip liner is made in Italy. So the packaging is really, really cute. Pink, I guess everything is now pink. As you can see with the old one, it was black as with the lip liner. But we still have the drip going down the side. It looks like it's a little bit less drippy though. If we're getting really specific here with the Kylie on the cap. Now one thing that I really hated that I'm looking out for with the new formulation was a packaging of the old lip liners. Good formula, very creamy, but I found that they broke all the time. The lip liner part would fall out or fall into the actual component. I don't think this one is broken, but you can see this one is not in its place. And just weird things would happen with these lip liners. So I'm curious to see if the new lip liners don't have that. Now I actually do not have a Kandy K. lip liner, which is crazy. I thought I did. I might use Dulce A.K. So let me put on the old one. You see, this is what I'm talking about. This old one. And the colors are gonna be different and mismatched. This is what it is. This is the old Dulce A.K. formula though. Very smooth K. Let's try out Kandy K. So here's what the Kandy K lip liner looks like. It's very, very smooth. Okay, so these actually apply thinner and more slick onto the lips. It's a little bit less drag as you line the lips, which actually makes the application a lot more simple. Not that these weren't creamy. These are creamy to begin with, but they just got a little bit creamier. And it feels like the lip liner is really in there. It feels more stable, but that's really something only time it can tell. Okay, we're gonna do the liquid lipstick now. The new formulation does have a very slight vanilla scent, but it's very, very slight. Here is what the swatch of that Kandy K. liquid lipstick looks like, but let's do the true test. This is what I'm excited for. Let's see if the old formulation of Kandy K is the same color. Okay, so these are a lot closer than the blushes. You can see the old one maybe has a touch more pink, but for the most part, I think they would look close on the lips, but there is that slight, like there seems to be a little bit of a pigment change. Like the inti bintis little bit of a different pigment or more of a certain pigment was added. So let's do the old formulation. I left my lips kind of dry just to really test out the formula. Here's the old drying formula right here. But like I said, the first layer normally isn't too bad. It's when you add that second layer that it's not cute and it's flaky. So the new formulation feels a little bit more souffle-like. It's still a liquid lipstick, but there's something about it that's a bit softer. And look, you can see we got more butthole on the old formulation whereas it looks softer and a little bit more blurring with the new formulation. Yeah, the new formulation definitely has a little bit more of that souffle feel to it. I'm gonna apply a second layer on this side to see if it gets really dry, like the old formulation would. Okay, so second layer of the old formula is on because this is when I really didn't like the old formulation. By the way, let's take a look at the doe foot while we're here. The new formulation has a bigger doe foot. I actually like how small the old formulations doe foot was though, but these are all very, very minor, minor differences. Ew, you see this with the old side? You see how it's picking up out here? Definitely an improvement with the new formulation. What I'm actually going to do is I'm gonna take off my lip altogether. I want to start fresh with the new formulation just to see how it feels. I'll also try on the new color while I'm at it. So I think it might be easier to tell the real difference once I get this off and put it all over the lips. So I swatched the Kylie shade for you. It's a little bit more brown and then definitely pulls more mauve pink. Let's apply it. I just feel like I can get a better feel for the formulation if I put it all over my lips because I am just, I'm so familiar with the old formulation. I don't even need to do a side by side. And this feels stable, so that's good. I barely have to put any pressure at all to get this lip liner to line. That's crazy. So the lip liner in this set is a little bit more brown than the actual liquid lipstick, which I appreciate because I feel like I prefer something more contour-y like this. So what's very interesting with this specific kit is the lip liner is much more brown than the actual liquid lipstick, but I prefer that because that's kind of like a more realistic way to contour the lips. So I like that they're different, but they still do blend together very well. Right, y'all? I mean, a liquid lipstick is a liquid lipstick. It's always gonna feel drying on me. I'm just not the biggest fan of liquid lipsticks in general, but I definitely feel like the formula has improved overall. It just looks a lot less drying on the lips, but let's go ahead and add some moisture because I picked up a high gloss. Now I picked up the shade So Cute and Fun Fact. I bought the very first So Cute. It came in this packaging, it was a lip gloss. She changed her lip gloss formulation to the high gloss formulation. I do have the high gloss formulation. I no longer have the shade So Cute. Let's see if they're different at all. So the high glosses are going to be $16. And here's the comparison between the old packaging and the new packaging. So we have that added drip here. Both products are made in the USA, but the old one has a 12 month shelf life. The new one has 18. So these products last longer, which gives it a better value, honestly, in my opinion. So cute, look at that. Let me show you actually, sorry. So these do have a good amount of pigment. It's that very top swatch here. So Cute is the perfect nude gloss. How much pigment that has? I don't know if that's a good thing or a bad thing, but TPH though, feels a bit sticky. I don't know if I like that. Let me put on the other high gloss that I have. This is Diva. This is the old formulation. Oh, this kind of smells old. I should probably throw this one away. Oh, I much prefer the old formulation. This new formulation feels sticky to me. Now the stickiness is going to help with longevity, but I really like how much smoother the old one feels. I'm going to throw this one away though, because this is definitely expired. It tastes like crayons. Yeah, because this is another one that I have, it smells good. This one does not. Let me throw that away. But speaking on the formulations, I definitely prefer the older formula. The new high gloss formula feels a bit sticky, but now I have a gross taste on my mouth. I can't deal with that.  All right, so taking a step back, I did end up putting the new high gloss all over my lips. And I have to say, it feels a lot better all over the lips, but it is definitely more sticky than the old high gloss formula. What was great about the high gloss formula was it was not sticky at all, making it a little bit more hydrating. However, I really do believe that this is more sticky to help with longevity, so it's gonna last longer on the lips. But do keep in mind, it is stickier than the old formula, but it's not uncomfortably sticky. It's definitely tolerable, and if it helps with longevity, I'm not mad at it anymore. Overall, I feel like there was an improvement in most of the formulations, particularly the bronzer is what I think you guys are gonna see the most improvement on. The blushes for me were kind of the same to me. I really liked the blush formulation before. I still like the new blush formulation now. Highlighters are a big improvement in my opinion. The liquid lipsticks and the lip liners big improvement, particularly the lip kit, definitely a huge improvement. So far, I think I like the lip liners a lot more and the liquid lipsticks do seem to be more hydrating and less flaky than the old formulation. The only kind of disappointment to me was the high gloss formula. I don't think it's as good as the original, but I do think that for the most part, there is an improvement in the formulations. It's a bit odd, but if you are gonna purchase repeat colors, they are slightly different. So don't expect them to be exactly the same. Obviously, I can't speak on everything, but from the two products that I bought that I did already own, slight differences in the colors. Nothing I would say too noticeable, but it's not gonna be 100% on the dot. I'm very happy with this rebrand. I think there was a positive direction taken. And I mean, I don't know if I'm going to continue to purchase every collection that she comes out with. This video was purely for scientific purposes, but let me know if you're interested in me continuing to see what's up with the brand. I definitely am interested in picking up an eyeshadow palette when she comes out with those to see what I think. But yeah, I'm feeling pretty good about this. I think you guys will like the new formulas. So that's all I have for today's video. I hope you guys enjoyed it. If you aren't subscribed to my channel already, I would love it if you would consider taking the time to do so. And I will see you all in the next one. Bye guys, have a good one.


Saturday Social, brought to you by EA Sports FC with PlayStation 5. I'm delighted to say it's the first ever ball knowledge on the road. We are standing in the beautiful Bournemouth First Team dressing room. It is time to test Ryan Christie and Lewis Cook's knowledge of the beautiful game. Three football themed games, one point for each game you win. Person with the most points wins. Lewis, how much are you looking forward to this? Yeah, looking forward to it. Bit of a challenge against this mumbot. Studied on it for the... OK, Studied on it. I love it. First up, let's play game one. It is career paths. Round one, career paths. For this game, all you have to do is identify the footballer based on the club badges they have played for. Importantly, this is permanent clubs only, no loans. Are you ready? Yeah. OK. Who is that? Lewis Cook. It's Lewis Cook! Mate, I'll look at that. Lewis, you got your own one wrong. I mean, it's not a good start for you. You won that. I swear. You said that before it was even turned. It's not a good start if you don't know your own career path. I know, yeah. Who is that? Dom Slanky. It is Dom Slanky. Absolutely flying. Who is that? Oh, my God. Haaland. It is Haaland, as we can see there. Three-nil. Who's that? Just like that. Salah. No. Let's see, it is correct. Four-nil. Who's that? Ramsdale. See if he's right. Who's that? Sterling. It is Raheem Sterling. As you can see there, next up. Next up, I'll reveal it like that to give you a slight head start. Who's that? It is James Madison. Lewis Cook is off the board. It could be the comeback of all comebacks. Who is that? Oh, Ryan Christie. Do it, Lewis! They got each other's luck. Next up, who's that? Jarrod Bowen. It is Jarrod Bowen. What's the score here? It's 6-3 currently. Who is that? I like this one. Bwendir. It's not Bwendir. I don't know. Don't know. OK, I can reveal. It is Ollie Watkins. OK, final card. Who is that? De Bruyne. It is Kevin De Bruyne. Which means Ryan Christie takes it 7-3. Ryan, thoughts on that performance, mate? Felt good out there. Felt really good. I felt terrible. Lewis, what happened there, mate? Just got a bit flustered. I think I was in my own head before the start. OK, it's time for game two. Let's play tic-tac-toe. Round two, tic-tac-toe. Here we have three football teams represented vertically and three topics horizontally. Pick a combination and name a player relevant to both in order to place your counter. Lay three of the counters in a row in order to win the game. Can we do rock, paper, scissor to decide who goes first? Right, Bwendir first. Who wants? Really? Wow! Let's do rock, paper, scissor. Come on. He works with a lot of games. Which means Ryan does get to go first. Lewis, it's all going wrong for you so far, isn't it? It's not. OK. Let's see your faces, by the way. Lewis, are you happy with your face? OK, Ryan, hold it up to that camera. I've looked better. So, Ryan, you go first. Declare the square first, please, my friend. I'm going to take right in the middle. I'm going... Chelsea Premier League winner, who are you going with? Gary Cahill. Gary Cahill is correct. X Bournemouth player. I'll see what you're doing there. You're linking it. OK, next up, Lewis. You wanted him to go in the middle, did you? Yeah. I'll go here. A man United player past and present that scored over 100 Premier League goals. Nicole. Correct. Lewis is smiling if I need any assistance. I'm going to go... here. So, a Brazilian Chelsea player past or present, who are you going with? David Louise. David Louise is correct. So, importantly, you need to go there. It's a blocking from the win, which is a Chelsea player that scored more than 100 Premier League goals. Is that where you're going next? Yes, it's Lukaku. It's correct. Ryan, where are you going next, mate? I'm going here, which is a Liverpool player, peer-croached, it is correct. So, you need a Manchester United past or present, Brazilian, to stop him winning. I think it was in there. Pass or no? It's correct. You were nervous about that one. Yeah, I was. You're in a good position now, though, on the board. I'm going to go here. OK, Liverpool Premier League winner, Andy Robertson. Andy Robertson is correct. Although I don't know why you went there, because you've left him open for the win here, for three in a row. Why have you done that? All you need to name is any Manchester United player that's won the Premier League for the win, Lewis Cook. Where are you going with? Wayne Rooney is correct, completes the board, which means Lewis Cook wins. So, Ryan, thoughts on that? Basic errors cost me. Which means it is perfectly timed. One all going into the final game for the ultimate win. Let's play Fastest Finger First. Round three, Fastest Finger First. Fuzz in first and get the football trivia question correct to win the point. Whichever player has the most points after 90 seconds, we'll win the round. OK, all to play for on the final game and you couldn't be better poised, Ryan, how the nerves. Yeah, highest of ever been in a while. Really? Lewis, how are you feeling? For this one? Yeah, I probably agree with him. Can we hear your buzzers? Ryan! Can we hear your buzzer, Lewis? Lewis! What? Wow. Lewis! Lewis, there you go. Your one. Ryan! Do you prefer your one? I love it. OK, we'll start.  Get ready. This is for the ultimate pride. The winner of ball knowledge will start in three, two, one, go. What is AFC Bournemouth's nickname? Lewis! Lewis first. The Cherries. It is the Cherries. Who is the Premier League's all-time top goal scorer? Lewis! Lewis again, just. Alan Shearer. It is Alan Shearer. Who scored the fastest goal in Premier League history? Lewis! I'm sorry. I've got to take your answer. It isn't Phil Billing, which means you've got to go. I know it. I know it. Salah? Is it mine? No, it's Shane Long, 7.69 seconds. Next up, what year did the Premier League begin? Ryan. Ryan. I'm going to go in 1998. Incorrect. No, no, no. Incorrect. 1992. Who is AFC Bournemouth's mascot? Lewis! Cherry Bear. It is Cherry Bear. Oh, no. It's real. In what season did Leicester win the Premier League? You need this. Lewis! Er, 2016. Yes! It's an absolute roll. What shirt number is Philip Billing for Bournemouth? Lewis! 29. It's an absolute roll, 29. How many Premier League goals did Erling Haaland score last season? Premier League goals last season, Haaland. Lewis! 33. Incorrect. It means you go. You need this. Come on. 37. No, it's 36. What nationality is Jürgen Klopp? Ryan. German. How many Ballon d'Ors has Lionel Messi won? Lewis! 35. Incorrect. It is eight. Where did Wayne Rooney finish his playing career? Lewis! DC United. Incorrect. Darby. It is Darby. The time is out. The winner with a score of five to three is Lewis Kurt Lewis. What a comeback that was. You doubted yourself. No, I did, yeah. But you should never doubt yourself. What does it mean to beat your good friend? It means the world. Yeah. I've outdone myself. Ryan, you look gutted.  Such a positive start. Yeah, hard to look past the tic-tac-toe problems I had. Tic-tac-toe problems. I'm not going to sleep tonight. Come on, it's all right. Ryan, Lewis, congrats, mate. All the best for the rest of the season. Enjoyed that, boys. OK, mate. Well done. Deserved it. That was fun, though. Love that. What a winner. Lewis!


The Ministry of Tourism, Information and Broadcasting, Culture and Creative Industries signalled the commencement of the 2019 cruise season by hosting a high-level meeting with key stakeholders within the cruise sector, including private and public sector agencies. The primary focus of the meeting was to share the concerns of stakeholders on issues relating to the sector, as well as to generate mechanisms to address those issues. Director of Product Development in the Ministry of Tourism and Margaret Adams highlighted a number of issues on the agenda for discussion, including visitor harassment, training and demarcation, so as to ensure safety and security. Some of the issues that we have brought to the table range from issues of traffic management because we know that with the cruise ships in port, one of the major issues relates to the whole traffic. And I think it is something that for locals as well as for persons, the visitors as well, it is a matter of concern. So the issue of the traffic within the city of Casstrees has been identified as one of the major issues and we are working very closely with the police department on how we can improve the traffic flow, the issues of the service providers as well where they can drop off and pick up and how we can really enhance the flow of traffic. That's one of the areas that we have identified as a troubling issue for us. We look at the issue of pollution, but we have the environmental issues as it relates to garbage disposal by the cruise ships as well as the yachts. But we have been assured by our representatives that there is a very robust Port Health Service Programme, so we are very confident that some of those issues will be addressed and are being addressed. The cruise sector is a major component of the tourism industry and relies heavily on key products and services to ensure that the cruise passengers have a memorable quality experience during their stay. Some of these services include hiking, water-based tours and adventure, shopping and heritage experiences. In an effort to increase visitors' spend, improve the authenticity of visit experience and encourage their return to the island, the ministry is embarking on the creation of new products. We believe that there are opportunities for developing new products. The ministry is at present looking at a new initiative as it relates to introducing a new tour that would prompt or enhance stimulate visitor spending. We believe that providing additional products is one of the ways by which we can get better return on our investment by ensuring that visitors have additional options by which they can spend. The ministry is working very closely with its partners in developing a new attraction, a new tour that we hope to provide a new experience for visitors for the cruise ship as well as for land based tourists. The ministry of tourism is optimistic that following this discussion, agencies will agree on key actions which will chart the course for the sector and encourage inclusivity and growth.


Members of the 173rd Airborne Brigade spoke with local students at the Adage Secondary School in Adage, Latvia. The paratroopers were able to tell the students about what they do and what kind of training they have been doing with the Latvian forces. The soldiers talk about how important it was to visit the school. When it comes to an operation when we're working with our partner nations in NATO, it's really nice to get an understanding for a feel of their culture and where their soldiers are coming from. The students were given the opportunity to interact with the paratroopers and teach them about Latvian geography, history and the Latvian language. The students were excited to hear from the paratroopers and many asked questions and took pictures with them. It was incredible to be so well received. The students after we had an opportunity to hang out with them, play some games, try to learn a little bit about Latvian, do our best to learn Latvian, wanted to take pictures with us. They thanked us for coming and shook our hands. We were wildly well received after they had us in the classroom taking some time to learn with us. It's an incredible experience and everybody here is so hospitable to us. From the Michigan Army National Guard, I'm Captain Carissa Barton.


Thank you, Andy. So, I just advance this. As Andy said, I'm the director of the energy centre and I thought I'd just give you a sense of what we're about in the energy centre. The energy centre is very problem-focused. So, we like to approach so-called real-world problems. We like to inform our outputs with good research and importantly, it's cost-disciplinary. So, every research project that I've been involved in since being director of the energy centre has involved cross-discipline. So, they'll come from engineering, science, arts, and actually, Nikai some years ago too. So, it's very cross-disciplinary. That's what spins my wheels, gets me out of bed in the morning. And what we try to do, we try to inspire first of all and we do that through our publications obviously. And we run a summer school on energy economics that's open for a week, no charge to anybody that's interested in energy. Involve people, cross-disciplinary. Try to influence the community, public policy and so on. And impact, that's the hardest thing as most of us researchers know is actually describing the impact of your research. But that's basically what we try to do. I just want to mention, talk very briefly about renewables, the work that we're doing on renewables. The NZ Government set a target of 90% by 2025 here. Currently, it's sitting around 80%. And you can see that most of our electricity is generated by hydro resources. And we are very fortunate in New Zealand in having a hydro legacy. A lot of this development occurred in the 1960s, 1970s. Is the 90% feasible? Yes, it is. Our research has shown that it's quite feasible to hit the target of 90% renewables by 2025. And this will come primarily from geothermal wind and solar developments and, of course, hydro, which is already in place. We will not see much large-scale hydro development in New Zealand in the future here. Turning to wind and hydro, this was a problem that the NZ Wind Association asked us to have a look at. And basically, given that we have a high dependency on hydro, the interesting question is whether or not there is some kind of correlation between when the wind is blowing. New Zealand has one of the best wind resources in the world. Our load factors are around 45%. So they're generating electricity about 45% of the time. The problem that we have in New Zealand is that, typically, when the wind is blowing, the water is not flowing into our hydros. So it's not an ideal situation here. The other interesting... I'm sorry, I've made a bit of a mess of that slide there, but wind is a low-cost source of electricity. And so the interesting question then is, does wind-generated electricity have a depressing effect on the wholesale price of electricity? And if you look at these images here, you can see here, so you can't read that, that is the injection price, the wholesale price of electricity here, and the green one is the wind generation. So when the wind is blowing here, our injection, our price is at the nodes throughout New Zealand are low. And that's what we see throughout the country. So when these wind farms are pumping electricity into the system here, typically prices are relatively lower. And when the wind is not blowing, you can see the opposite effect here. You get spikes in electricity prices. And so the answer to that question is yes. By generation type, we see these are all statistical levels of significance here. Wind keeps a negative impact on price. Hydro and thermal plants, as you'd expect thermal, coal previously and gas here, that's going to put upward pressure on prices. Geothermal was not significant. Okay. And the other interesting question they had was whether or not these nodes are connected to one another, or they're obviously connected, but does wind entering at one particular node have a spillover effect on other nodes throughout the country? And we're able to address that question yet directly there using econometric techniques. And it raises the question of where are the best sites for locating our wind farms. A more recent study that we've just initiated is looking at the solar potential for Auckland City, and we collaborated with Auckland Council to get their lidar data there, which is so you've got impulses that come down from the plane in this case here, but they could be drones or whatever. And you can build 3D models of the surface here. And so we're able to capture that and look at the solar potential for different suburbs throughout Auckland here. So this is Mt Eden here versus Pukekoe here, and you can see the red here illustrating that Pukekoe houses have got a greater potential than the houses in the Mt Eden area. So that's a work that we initiated at the beginning of last year, and it's still ongoing here. And so it raises the question of investment in solar here. Currently solar potential has increased from about 5 megawatts to 35 megawatts in 2016, so we're going to see an increase in this here. The levelised cost, so this is a cost of actually recovering your investment and obviously maintenance costs and so on over the life of the system here. It's about 30 cents per kilowatt hour, which is slightly over the price that you pay for electricity. Next steps here, we're working with Māori River Power to develop an app to enable consumers or households to look at that based upon the images that we can produce and the potential that we can illustrate here whether or not it's worth their while investing in solar and and also one other future challenge here is that the invent of solar is going to create really big challenges for the local distributors such as Vector because when people are feeding electricity into the grid they're actually using their resource and so there's issues around market design. So, thank you very much.


Hi, my name is William Cheung. I am a calendar research chair in Ocean Sustainability and Global Change and then associate professor at the Changing Ocean Research Unit at the University of British Columbia. Today I'm going to present a study that is in collaboration and supported by the International Institute for Environment and Development, IED. The study is about the future for fisheries on the high seas under the changing climate. Before going to the presentations, I want to acknowledge my co-authors of this study, Ficky Lam and Collette Repness, who are part of the research team at the University of British Columbia for this study. The global oceans can be divided into the high seas or area beyond natural vegetation and the exclusive economic zone. If you look at the global fisheries, majority of the fisheries catches are from the EEZ. For those parts of catch that are from the high seas, only a tiny proportion of fish stocks only occurred in the high seas. Majority of those are actually what we call straddling fish stocks, meaning that they occurred both in the high seas and in the EEZ, such as tuners and billfish. This means that the status and health of fish stocks in the high seas would also affect those that are in the EEZ as well. If there are more fish in the high seas, it is likely that there will be spillover effects that would benefit those in the EEZ as well. And vice versa. In this study, we want to know and understand what the future of the high seas fish stocks and fisheries is like in the 21st century under the changing climate. We also want to know how changes in the high sea fish stocks and fisheries would affect those in the exclusive economic zone. In developing these futures of high seas, we account for three main factors. The first factor that we look at is the changes in the society in the future. We know that it is almost impossible to predict future societal changes. So we organize a workshop to bring in stakeholders and experts who are really knowledgeable about high seas and fisheries. We then solicit knowledge and information from these groups of people to develop three storylines of future changes in society. And how this would affect fisheries in the high seas through changes in fish price, fishing costs such as fuel costs, as well as things like the amount of subsidies that countries would provide to support high sea fisheries. The second factor that we look at is alternative futures with different levels of climate change. We look at the business as usual high emission scenarios as indicated by the red line, as well as a strong mitigation low emission scenario indicated by the black line here. In each of these alternative climate change futures, the oceans will have different levels of warming, ocean acidification, ocean deoxygenation and other changes in ocean conditions that will affect fish stocks and fisheries in the future. We also look at alternative options of marine protected areas for the high seas. Marine protected areas are important conservation measures. And so we have three different alternative options. Hypothetical options include no protected area, 30% of the area in the high seas to be protected and 50% of the area in the high seas to be protected. These scenarios are indicated by the killer area on the map. And these are the locations of these protected areas are hypothetically paced adjacent to the exclusive economic zones. We then use a computer simulation modelling approach to combine all these drivers together to make quantitative projections on the future of high seas and fish stocks and fisheries and how that would also affect the fish and fisheries in the exclusive economic zones. The analysis generates a lot of information and data, but here I want to highlight four key findings. First of all, we show that we find that on average, high sea fisheries are actually not economically viable across all three ocean futures. Secondly, we find that fishing effort is really important for the future of biodiversity, catchers and economic benefits in both the high seas as well as EEZ, no matter which ocean futures we consider. In being said, managing fishing effort in the high seas is a really important way to determine the status of high sea fisheries in the future. Third, finding that climate change would pay a increasingly important role, particularly towards the end of the 21st century. And lastly, what we find is that the changes in the pathway of the development of fisheries in the high seas would have strong effects on those in the EEZ. For example, under the sustainable scenario in the high sea fisheries, low income countries EEZ would have seven times more maximum catch potential than those of the business as usual, what we call the regional wide fisheries scenarios of high sea fisheries. To put these key findings into context, let's look at a case study of West Africa. Currently, most of the countries in the West African region are considered to be low income countries. They are strongly dependent on fish not only for the income likelihood but also for their nutritional health, because of their strong dependence on fish as a source of micronutrient. However, they are also strongly affected by climate change because climate change is going to have substantial impacts on their potential fisheries in the exclusive economic zones. Many of the countries are projected to have more than 50% decrease in catch potential by mid-century under the high emission scenario. Currently, the participation in the high sea fisheries is low, but the fish stocks from the high seas coming into the EEZ can benefit their fisheries. For this set of countries, a good management of the high sea fisheries really has a big positive effect and benefits on the EEZ fishery resources. It also means that even with climate change, if we can manage the fisheries in the high seas well, it can help compensate some of the impacts of climate change on the fishery resources within the EEZ. So it can then reduce the vulnerability and risk of the fisheries to climate change. So before I finish this presentation, I want to reiterate two take-home messages. Our study shows that for the straddling fish stocks, the status and futures in the high seas would have strong influence on those in the EEZ as well. Secondly, climate change effects is going to affect fish and fisheries both in the high seas and the EEZ, and that better management of the high sea fisheries can actually benefit to those countries that are strongly impacted by climate change in the future within the EEZ. Thank you very much.


Hi everyone, Joe for JaspysCaseBreaks.com coming at you with a Prism Salo Pack. This is 2021 edition of Prism Basketball Salo Edition, random team number 15, giving away six of those immaculate hit parade mixer spots that you see on the website. I think we got to do one more of these. I don't know, check the schedule and the filler information and you'll know exactly how many. Big thank you to everybody here for giving this a go. There's all the teams right there. As always, we're going to do the pack break itself first. Let's roll it, randomize it one and three, four times for names and teams. One, two, three, four. One and three, four times for the teams. One, two, three, and fourth and final time. And fourth and final time. There we go. There's four Celtics down to my Lakers. Here's the first chunk of the list right here and here's the second part of the list right here. Sort by column B and let's print and rip. And we'll take that list and we'll randomize it again. The top six will get into that immaculate hit parade mixer, which sounds like a lot of fun. Should be a lot of fun. There's the print out, hot off the presses. I'm going to link Monk with the Lakers now. It should be interesting. Got a deer and fox, Silver, Troy Brown, Junior, Green. Nothing too crazy there. What about in here? The bonus pack, red, white, and blue.  Patrick Williams. That's not bad. That goes to Louis and the Bulls. Nice. All right. Now let's flip back here. Let's get everyone's names and let's see who's going to win those spots. Let's gather everyone's names there. Put them into a new dice, new list. Let's roll it, randomize it. Five and a four, nine times. Top six after nine. Good luck. One, two, and ninth and final time. So after nine, it's the top six, right? So from seven on down, sad times. But I appreciate you giving it a go. Thank you. It's a much happier time for the top six. You're in that mixer. Louis, Louis, Jeremy, Eric, Brian, and Derek. Congrats to the top six again. I'm Joe. I'll see you next time for the next one. Bye-bye.


Hi everyone, this is Gabrielle with Oxmeronter Group. We're here at Oxmer Toyota. I'm here with Chuck Schumann. Now Chuck's going to go over a couple things on the 2018 Toyota Yaris IA. So Chuck, if you want to start us off, that'd be great. Yeah, I really like the IA. Came over from the Scion family. It's a Toyota now. This is going to be what the 19 Yaris looks like. So it's going to be a small compact four-door sedan. This one comes with a low-speed pre-collision. So like you're going through a park and lots of my pulls out, it can actually help you brake and stop, you know, in the case of a low-speed collision. But then the reason that you get the Yaris is it's very affordable and it's compact. You get great gas mileage. It's 32 in the city, 40 on the highway. And this one, you can still get it as a manual. So we don't have that many cars left in our fleet where you can get it as a manual. So some people just like driving the standard and this one still comes in that. It's got this great entertainment system there up there in the center screen that's kind of popped up from the dash. And you can control that with the buttons down there in the center console. So it's really easy when you're driving to change the radio station, adjust the volume. Really great.  And it's compact, but you got a lot of good room back here. You can fit, you know, two adults very comfortably. This is a 60-40 split. So when you have something in the trunk that's bigger than the trunk space, you can still have somebody in the back seat and have like some lumber or something, you know, odd shape down there. So good space. They maximize the, you know, space available in this compact sedan, but these actually don't stay on our lot very long. When we get them, they go quickly. They're a great price point, great entry level car. And they're fun to drive too. Yeah, they are. Well, thank you so much for going over that with us. I really appreciate that. All right, you guys, if you have any questions regarding this vehicle, if you'd like to stop by, take 148 Test Drive. You can always let us know. Now, the best phone number to reach us on is<PHONE_NUMBER>. You can also visit our website, oxmortwayoda.com, and I'll make sure to have a link to this vehicle in the comments below. Thanks to you guys for watching. We'll see you soon. Bye.