From wired campuses to smart classrooms to massive open online courses (MOOCs), digital technology is now firmly embedded in higher education. But the dizzying pace of innovation, combined with a dearth of evidence on the effectiveness of new tools and programs, challenges educators to articulate how technology can best fit into the learning experience. Minds Online is a concise, nontechnical guide for academic leaders and instructors who seek to advance learning in this changing environment, through a sound scientific understanding of how the human brain assimilates knowledge. Drawing on the latest findings from neuroscience and cognitive psychology, Michelle Miller explores how attention, memory, and higher thought processes such as critical thinking and analytical reasoning can be enhanced through technology-aided approaches. The techniques she describes promote retention of course material through frequent low-stakes testing and practice, and help prevent counterproductive cramming by encouraging better spacing of study. Online activities also help students become more adept with cognitive aids, such as analogies, that allow them to apply learning across situations and disciplines. Miller guides instructors through the process of creating a syllabus for a cognitively optimized, fully online course. She presents innovative ideas for how to use multimedia effectively, how to take advantage of learners' existing knowledge, and how to motivate students to do their best work and complete the course. For a generation born into the Internet age, educational technology designed with the brain in mind offers a natural pathway to the pleasures and rewards of deep learning.

What does memory mean for learning in an age of smartphones and search engines?Human minds are made of memories, and today those memories have competition. Biological memory capacities are being supplanted, or at least supplemented, by digital ones, as we rely on recording-phone cameras, digital video, speech-to-text-to capture information we'll need in the future and then rely on those stored recordings to know what happened in the past. Search engines have taken over not only traditional reference materials but also the knowledge base that used to be encoded in our own brains. Google remembers, so we don't have to. And when we don't have to, we no longer can. Or can we? Remembering and Forgetting in the Age of Technology offers concise, nontechnical explanations of major principles of memory and attention-concepts that all teachers should know and that can inform how technology is used in their classes. Teachers will come away with a new appreciation of the importance of memory for learning, useful ideas for handling and discussing technology with their students, and an understanding of how memory is changing in our technology-saturated world.

How did an Austrian-born misfit who had never risen higher in military service than the rank of lance-corporal attain mastery over Germany and most of Europe? Much of that dubious credit can be attributed to the actions of his earliest paramilitary army, the Sturmabteilungen (SA, Storm Troops), and the men chosen by the Fuhrer to lead it. This series analyses the lives and careers of those men, the first volume covering 49 officers, 35 of whom were, like their leader, veterans of the First World War who had found themselves stunned, bitterly disillusioned, and in many cases unemployed and destitute in the aftermath of that four-year struggle. They eagerly sought the opportunity to return to uniform, battled the enemies of the Nazi Party in the streets of interwar Germany, and saw their efforts rewarded by their own leader's betrayal, as he essentially decapitated his SA in favour of its own subordinate formation, Heinrich Himmler's SS, in the 'Night of the Long Knives' (30 June -1 July 1934). But the SA did not end with that devastating blow, and despite its loss of prestige and power it was to play an important role in military training and internal security within and outside the borders of the Reich. During World War II, many of its leaders were tasked with administering occupied territories and representing Germany as ambassadors to other Axis nations. Still others, men of all SA ranks, served individually as members of the German armed forces, tens of thousands of them losing their lives on all fronts and many of them receiving the highest awards for bravery and leadership. Relying primarily on contemporary documentation, including the official personnel files of these men, Michael Miller and Andreas Schulz have compiled the first in-depth study yet produced on the SA leadership corps, a series designed to provide as comprehensive a picture as possible of the hauptamtlicher (full-time, actively serving) and ehrenamtlicher (honorary) SA-Fuhrer.

The USDA Forest Service revises its Strategic Plan according to the 1993 Government Performance and Results Act (Public Law 103-62). The goals and objectives included in the Strategic Plan are developed from natural resource trend data (Forest and Rangeland Renewable Resources Planning Act) and public input such as the results from this survey. The purpose of this report is to present results from the second version of this survey (RMRS-GTR-95). A random sample of the American public was asked about their objectives for the management of public lands and beliefs about the role the USDA Forest Service should play in fulfilling those objectives. Major findings include, but are not limited to: (a) The public sees the protection of ecosystems and habitats as an important objective and role for the agency; (b) There is a lack of support for developing new paved roads; (c) Managing motorized recreation is a high priority objective; (d) There is support for allowing diverse uses; (e) On average, the public is neutral with respect to expanding energy and mineral production, timber production, and livestock grazing; (f) Reducing the spread of invasive species is supported; and (g) Using management tools to reduce wildfires is an important objective and an appropriate role for the agency.

This is the story of Private George C. Aird, a machine gun transporter, who entered the Great War in 1915 as a replacement troop in the 2nd Black Watch Battalion, which had been thinned from initial relief attempts in Mesopotamia. Starting from Davenport, England, Aird sailed through the Mediterranean and Suez Canal, around the Arabian Peninsula into the Persian Gulf. From the Basra port, he marched and fought up the Tigris River as far north as Baghdad and Tikrit for the next year-and-a-half as a member of the 21st Brigade, 7th Indian Division, Tigris Corp. This paper presents Private Aird's background prior to World War I, explains the chain of events that required his deployment into the Mesopotamian Theater and describes the battles his unit fought in to relieve the besieged division at Kut-al-Amara.