G'day, May 40 here. I'm trying to stay alive in the middle of this civil war. Well, might you ask, could it happen here? It is happening here. It's happening all around us right now. There's a civil war. Please keep me in your prayers. Please keep me in your devotions. Man, I don't know if I'm going to be able to survive. I attribute my survival to this point in this civil war to the blessing of having instincts that are just perfectly aligned with God's instincts. I just realized that my instincts are the Torah's instincts. God wrote the Torah, therefore my instincts are God's instincts, and I think that's the only reason that I'm still alive in the middle of this civil war. So could it happen here? It is happening here, right? Returning into Nazi Germany, returning into Stalin's Soviet Union. And well, might you ask, what is the evidence for these kind of seemingly wild assertions? Well, let me tell you the evidence.  And there were government agencies that weren't perfectly prepared for the unprecedented threat of COVID. And some forms of government overreacted to COVID, and other forms of government underreacted to COVID.  And there's a journalist who said something dumb, and the media has gotten some stories wrong. They haven't had the correct emphasis, and they overhyped the Trump-Russia collusion story, and they underhyped the stories that I think are important. And so because they're just not in alignment with my instincts, which are God's instincts, which are Torah's instincts, it's another Holocaust. It's really awful. Could it happen here? It is happening here. And I mean, the evidence is just all around.  Wow, you're on Rodea Drive, you've got tourists piling in here from all over the world, blogs in Outback Australia heard of Rodea Drive. But that just goes to show how superficial your understanding of reality is. And that just goes to show where you need to like and subscribe to this channel because I see the things that you don't see such as we're in a civil war. And could it happen here? It is happening here. And you don't even see that. You don't see how we're turning into Nazi Germany and Stalin's Soviet Union, but I'm able to see that. I see things more clearly than you.  And you're just not going to get this from mainstream sources like the New York Times won't tell you that you're in a civil war or that we're turning into Nazi Germany. You have to get that special information from me, which is why it's so important that you like and subscribe. And did I tell you about the oil field that's in the placenta? It's just this one little pill that just will unlock the oil field in the placenta. So keep coming back. We're going to have more videos here putting the con in conservative. Thanks.


Paratroopers or sky soldiers from the 173rd Infantry Brigade Combat Team Airborne are training on core proficiencies, the ability to rapidly project combat power anywhere in the world through airborne operations. Specifically today we're practicing an airfield seizure, so we'll be jumping onto an airfield which has its own obstacles and difficulties when it comes to planning and execution. In scenario, the objective is to jump in and seize the enemy airfield for follow-on aircraft. Well, this is why we do what we do. This is why we jump out of aircraft in the first place so that we can actually seize an airfield sometime in the future and conduct an airborne operation such as this. Operations like this allow US Army Europe to rapidly project combat power anywhere anytime. For more information visit www.er.army.mil


We have been talking about fundamentals of language these days and I will continue the same discussion further. What we have looked at so far is what is language, what is linguistics, how we study language and what is it that we study and we have been looking at language from its external perspective. We talked about differences between language and a language or languages and then we talked about a language and a language. These days what we are discussing is certain way to fundamental aspects of language for us to be aware of the whole idea of language. What we speak, what other people speak, how many languages we speak in India, how many languages are spoken around the world and so on. So let me introduce you to one more aspect in such direction which are related to what we were discussing last time was, what was that we were discussing last time? We were talking about language policy, state policy on language. So we will get there but let us look at this. We have also looked at or we have mentioned that linguists or the whole domain of study of language makes underlying rules, systematic rules explicit to the community to the to whoever wants to understand about language and such rules are part of system. In that direction I found something very interesting. One of the one of very famous anthropologist writes about research in the area of language. This was published in annual review of anthropology as I have told you language is also studied by anthropologists. Have you heard this word anthropologist before? What do they study? Humans, humans they study society, culture, behavior and many other things from the perspective of humans. We are also studying something about humans but we are looking at just one aspect of that which is language and there is an interaction between the two or intersection between the two which is so natural that is called anthropological linguistics or linguistic anthropology. Those things are separate. All I want you to understand is anthropologists are aware of these things and what she writes is language increasingly will be a natural part of research domain in the fields ranging from computer science to industrial sociology. As a matter of interesting thing, she wrote this thing in 1984. This is not a recent publication. Around 1984 it was very difficult to imagine this breadth of language research. In fact just a few years ago or in the decade before people had even started looking at interactions or intersections between language and computers. So she was familiar with that and then she talks about the domains of research that it is going to be relevant for all kinds of people that is all she means by beginning from computer science to industrial sociology. And then in the days ahead the foundational knowledge about language that has come from linguistics will be like certain principles of mathematics, physics and biology. Do you understand this part? It simply means that lot of things that has come from study of language or probably will come from a study of language are going to be like general knowledge. If we know about Newton's law that is not anymore knowledge of physics. Of course that is part of physics but that is not any more knowledge of physics. It is general knowledge, you get my point? Similarly if we know how to calculate, how to add or how to subtract or multiply, can someone claim that I know mathematics? That is not mathematics, that is general knowledge. That is the sign she is talking about that it is going to be very fascinating in the days to come and these things are going to be very significant for people studying variety of things in different domains. These are the questions we were looking at. I have modified some of the questions for us to look at. So, we speak around 1,600 some languages in India that is a huge number of languages which is approximately 25 to 30 percent of total languages spoken all over the world that is a huge number. It is not very surprising for us because we have one sixth of world population too but still 25 to 30 percent of languages of the world spoken in this geography is a big thing. That is what makes this place hugely diverse and linguistically diverse geography. The next question that I want to address is keeping e-language in mind, where does one stop and the other begins? That is where does one language stop and the other begins? Let me clarify this question to you. Do we know, let me put it this way. We have two languages let us say Telugu and Tamil. Do you know any point in between these two states where these two languages are spoken? And when I say a state I am just mentioning the names of the state where one stops and the other begins. Is there any boundary line where on the other side of the boundary line people speak only Telugu and this side of the boundary line people speak only Tamil. There is nothing as such. If that is true then this is true for all the languages of the world. Get it? Then how do we count them? See this thing? Another aspect that I want to draw your attention to is the names that we give to languages are for the sake of convenience and when we go further then the two languages are more separable from one another. Now imagine a situation, I want to use this board. Imagine a situation where I want to give you separate examples of let us say this is Assamese and then this is Bengali, this is Aurya and this is Telugu. Are you familiar with the map of India, geography of India? Look at this carefully. As you say there is no point on the line where one stops and the other begins. But we still know that after Assam we find West Bengal where people speak Bengali. There must be an area on that line where people speak both of them. If we look at it more carefully, do people of this land speak one or the other or both or something else? Get this question? Similarly people here at the borders of West Bengal and Odisha. Do people speak Bengali, Odia, both or something else? Unlike wise here and then we can have the same continuum for many things where we have Tamil or we have let us say Malayalam, get this thing? Now the point is language happens to be a continuum. We can cut on the same continuum chunks and say these people speak Assamese, these people speak Bengali, these people speak Odia, Tamil, Telugu, Malayalam. If we are looking at some other continuum, we can say Marathi, Gujarati, Marathi, Canada, Malayalam. Get it? There is an interesting story on that continuum. The convergence area, these things, these parts are called convergence areas. One of the convergence area of Marathi and Canada has resulted into a new language. Does anyone know the name of that? Konkani. Right? This language is no more a mixture of the two, people do not look at it as mixture of the two. However, that is how it emerged. There was a chunk, there was an area and I do not mean it in a disrespectful way where people did not know what these guys are speaking. Are they speaking Marathi or Canada? And nobody would ask these questions and those people did not need to explain this to anyone and this gives birth to something new which is called Konkani. Now again this name has nothing to do with this, that area is called Konkani area. People speaking either one of the two or both of them or a combination of the two or something else, they started calling their language Konkani and that is one of the official languages of this country now. Whether it becomes official or not, whether it becomes respectable or not, but this is the story of all the languages, is this point clear to everybody? And as a smart engineers I want you to know one more thing. Actually this continuum does not look like this as it looks on the board. I am calling it a continuum but it is not as neat looking as it may be. It could also look like and let us say because we do not cut languages, I do not know how to draw but this drawing is still perfect as long as we are talking about languages. We do not know the names of these languages or for that matter let us say we know but all of them have different areas of such areas and they could still be continuum where all I am trying to say is no matter how neat you want this continuum to look, how ugly you want it to look but the story does not change, get my point? This has to do, this has something to do with 1652 languages where we are comfortable with the names of 1650 or 1700 whatever the numbers may be but in that number we are not taking care of these things and I want you to be aware that whether we count them or not they exist therefore to some extent it is almost impossible to even count total number of languages. If you start looking at people and then you ask people upon some kind of force they will tell you I speak either Telugu or Tamil but they may be speaking something else and this kind of situation for that matter exists within languages too. Right now we are talking about areas of convergence across two languages but this exists within language too where if you are familiar with this thing you will understand what I mean. If we talk about Malayalam we have Northern Malayalam, Central Malayalam and Stravancore Malayalam. Anyone here familiar with these terms? Anyone here familiar with these terms? Anybody speaks Malayalam here? You speak Malayalam. Great. Are you familiar with these terms? There is something called Northern Malayalam spoken in Northern parts, Central Malayalam and then Stravancore Malayalam. Now the fact that this distinction exists within the language they must exist on the basis of something and right now we are not discussing that something. That something could be on the basis of social structure, on the basis of regional structure or some differences within the language and the levels of sounds or structure or something may be all of them but this distinction exists and if you study more of these things as part of e-language and bring in lots of socio-psychological, socio-politicals into this thing then you come to know that Stravancore Malayalam is more prestigious than the rest of the two and again the same thing happens to everything else. If we are talking about Marathi then there could be lots of different varieties of Marathi but broadly speaking there are Pune Marathi and Nagpur Marathi. Pune Marathi is more prestigious than Nagpur Marathi and the reason why I am mentioning these things to you is people who speak Nagpur Marathi, they do not feel good about it when you tell them Pune Marathi is more prestigious. Likewise, people who speak Northern Malayalam or Central Malayalam would not feel great if you tell them Stravancore Malayalam is more prestigious and for that matter it is not what I am saying that this is more prestigious than the other. They decide these things among themselves and again there are variety of reasons. I repeat this thing again to you, I am talking about these things only for us to be familiar and sensitive about these things when we get into the details of i-language. We have these things in our mind as well. So do you see the story or the picture is same within the language also? So how do we count them? It is just not even possible. Still the 1652 number comes which is an output of a project on Linguistic Survey of India done by George Griesen which was completed in 1930 and that book, that survey, that project report is published in 18 volumes, this thick volumes and that is still one of the most authentic sources on different types of languages and we refer back and forth to these things because they talk about people, their lifestyle, structures, sounds of all those languages. So it is basically type of an encyclopedia or dictionary for all these languages and that is how we know 1652. Another part of that is all these languages are from five different language families of India and the names of these families are, I will come back to this slide again. So I want you to see, yeah, these are the names of language families of India. Indo-Aryan family of languages, Dravidian family of languages, Austro-Asiatic or Munda, Tibetoburman and Andamanese. The family of languages within this group of Andamanese is spoken in Andaman and Nicobar islands. Are we familiar with this Andaman and Nicobar islands? That is part of us, right? Similarly, there are other group of islands that are part of us, can you tell me the name? Lakshadev. Lakshadev, great. Do you know the name of languages spoken in Lakshadev? Sorry? Malayalam. Malayalam is one of them, there are many others but Malayalam is one of them and now when we say many others or many languages, I want you to keep this picture in mind, okay. This is the real picture of language, spoken either in India or you replace these names, that becomes true for anywhere in the world. And this picture that you see about Central, Northern Malayalam, Central Malayalam and Travancore Malayalam or Pune Marathi or Nagpur Marathi or let's say Punjabi Hindi, Delhi Hindi, Lucknow Hindi, Vanaras Hindi, Patna Hindi, Kolkata Hindi and go all the way to Agartalam. This story of Hindi or Marathi or Bengali or Tamil or Malayalam that we see is true for English too, is true for all the languages, French, German, Greek. So this is what I mean when I say this is the actual picture of language that is beyond languages within language and this is what I mean when I say it's almost difficult to count them. However, for our convenience we still broadly divide them into Telugu, Tamil, Kannada, Malayalam and all. Coming back to family of languages, so there is a set of languages spoken in Andaman and Nikovar islands until very recently, this family was not known to many people. So people will either think these languages belong to Indo-Aryan family of languages or Dravidian family of languages which in other words meant who cares, right. But very recently a group of scholars from one of the famous universities of India they went there to study these things and found substantial evidence to point out that these languages belong neither to Indo-Aryan family of languages nor to Dravidian family of languages and they have their own distinct classification system. They have their own system and then they also found that there are a lot of languages spoken in that area. It's not just one or two, it's more than 50 to 60 varieties or 60 different languages spoken there. Since I began with Andamanese now let me go to Tibetoburman. This term Tibetoburman has very little to do with either Tibet or Burma. It's just the name of language, languages spoken in particular area and these languages under this category are spoken in northeastern states of our country and hills or foothills of Himalayas, okay. These are Tibetoburman languages and again any idea how many languages could be, do you know how many states are there in northeastern parts? So I am sure you know the names as well, right. So if we talk about languages then what would be the languages from that part that you can predict or you know. So give me one name of one state, Assam, another Manipuri. So what is the language of Manipuri? Manipuri. Let me say Manipuri. There are other names but Manipuri. Another state? Meghalaya. Meghalaya. Language? I don't know. That's okay. Other states? Arunachal Pradesh. Arunachal Pradesh. Languages? Or language? I don't know. That's fine. Another? Tripura. Languages? Tripuri. No, there is nothing called Tripuri. Sikkim. Sikkim is not in that 7. Sikkim is on the other side. Mizoram. Mizoram. Language? Mizo. Mizo. You see that? So there are some languages that we know the names of, some we don't. But total number of languages to your surprise, the total number is more than 500. More than 500. And most of those names are also representative of, not the state names, but representative of their tribes, okay. And therefore they are also called tribal languages. But I want you to know that calling a group of languages, tribal languages, is not insensitive or apolitical, as long as you don't associate specific meanings to them. As long as they are just names, they are okay, alright. Now Austro-Asiatic languages. This group of languages is spoken in what we know as modern Chhattisgarh. And little bit outer circles of Chhattisgarh, which is Jharkhand, western part of West Bengal, northern parts of Orissa, even modern Orissa. Some parts of Madhya Pradesh and UP. That will be the pocket where Austro-Asiatic languages or languages of Munda group are spoken. Isolated. For example, the rest of the regions may be an Indo-Aryan language. Right. So why is that region alone isolated? It's not about that reason. It's about these languages, languages from this group are spoken in that region. They have an ancestry attached to it. There is definitely, see, this classification is called genealogical classification. Which means some aspects of associations within these languages are similar. This classification is not based on formal properties of languages. By formal properties, I mean structure of sentences or structure of language. According to formal properties of languages, there are only three types. Languages could be either verb final, verb medial, like English, or verb initial. There are only three types of languages according to that classification. Now why that area is specific to that? So one of the answers could be, and I would fairly accept it if it is not very convincing, that these languages are spoken in that area. That's it. Why are the Viridian languages spoken towards south? No. Australia and... No, no, no, no. You don't have to read the names that way. It may be because of the geography, because earlier all were the tectonic plates for example. No, no. And even if they were that way, I don't know. Like I said, about Tibeto-Burman, it has nothing to do with either Tibet or Burma. Similarly, Austro-Asiatic has nothing to do with Australia or Asia. This is a name. And if you don't like that name, I have given you another one. So you can just choose that one. India languages. We have Viridian languages which you know Tamil, Telugu, Kannada, Malayalam and these are not just four of them. There are lots of other languages spoken in this area. Couple of Viridian languages are spoken in Austro-Asiatic region also. And foreign languages of the Viridian family are spoken in Hindu-Kush range of mountains. Do you know where Hindu-Kush range of mountains are? In according to modern geography, where is Hindu-Kush located? Pakistan, north-western Pakistan and Afghanistan border, very nice. So some of the languages of that region are also called Tibeto-Burman languages. Now, rest of the languages that you see, beginning from Kashmiri, Doghari to Hindi, Punjabi, Haryanvi, Odia, Bangla, all of them are Indo-Aryan languages. And they are approximately 7 to 800 of them. And to wind that part up, a couple of interesting facts. Do you know the major languages of Sri Lanka, Tamil and Singhalese? Tamil is Viridian and Singhalese is Indo-Aryan. Singhalese is spoken in Sri Lanka is not Viridian. And I am telling you this interesting fact just so that you do not associate these things to geography. And also we see patches of Viridian languages in Hindu-Kush and in the central Austro-Aesthetic parts. There could be reasons behind this. Some speakers congregated in one area, some speakers migrated from one place to the other. These could be the reasons for that. But we do not have substantial evidence to document or show those things. Proof for that is not available. Biggest state of northeast, Assam, language, Assamese. Assamese is Indo-Aryan language. Assamese is not Viridian, I am sorry, is not Tibetan. Assamese, okay, now one more thing, somebody was talking about Meghalaya. There are two languages spoken in Meghalaya, I mean, there are many, but two prominent languages, one is out of the two, one is Khasi. Anyone has heard this name before? Khasi? No. You have heard this name, okay. The language Khasi is interesting because you remember formal classification that I just told you, verb initial, verb medial, verb final, English is verb medial. And Tamil is verb final. In fact, all the 1652 languages that you found are verb final languages. All of them are verb final, except Khasi. So all the languages spoken in India are verb final languages except that one, Khasi, which happens to be verb medial language, alright. So these are some of the things we should know about our languages. These are spoken around the world and languages that we speak. There is one language which is missing from our discussion and I want to conclude this discussion with that, which is Sanskrit. Have you heard this name? Who speaks Sanskrit? Do you know anybody who speaks Sanskrit? But do they not speak Kashmiri? There is a village in Karnataka where they speak only Sanskrit. There is one village in Karnataka where they speak Sanskrit. Let me refine my question and I have nothing to reject or deny these things.  Like you grew up speaking which language? Malayalam. You? Tamil. You? It sounds little bit difficult to believe. Do you speak any language other than Hindi? That's it? Where are you from? Madhya Pradesh. Okay. I'll talk to you about that. It sounds difficult. The reason why I am saying, there is nothing sarcastic about this. Please don't take it otherwise. Hindi is spoken. Do you know where Hindi is spoken in India? If we talk about Malayalam, we know where it is spoken. If we talk about Tamil, we know where it is spoken. If we talk about Hindi, where is it spoken? Northern plains. Give me the names. Let's be specific. Beginning from Madhya Pradesh. Is it spoken in Rajasthan? Delhi. UP. Bihar. Haryana. Punjab. Now let me rephrase the question. Is it not spoken in Maharashtra? Hindi is spoken. Is Punjabi not spoken in Delhi? If we say Hindi is spoken in Haryana, is Haryanvi not spoken in Haryana? You can raise a question. What are you talking about? I am talking about this. And I am also talking about Hindi that it is spoken particularly nowhere and specifically everywhere. The only difference is Hindi spoken in Delhi is very different from Hindi spoken in Mumbai or for that matter in Kolkata. The reason why I stopped there and asked him if there are other languages is in that situation it is difficult to say am I speaking really Hindi or if I am speaking Hindi which Hindi? Among Hindi speakers if I can categorically figure out that you are speaking Kolkata Hindi or you are speaking Bombay Hindi or you are speaking Hindi from Delhi. Then with all seriousness that this question deserves we need to see that there are striking differences within the language as well more striking than probably this one. So are we really talking about Hindi? Where is this spoken? Trust me I told you right yesterday that I am not attaching either any kind of sarcasm or emotional affiliations with these things. I am only talking purely in terms of scientific aspects of these languages and on the basis of evidence. And I hope you agree with these things that I am telling you. We do not need a microscope to see these things. We do not need a laboratory to figure out these distinctions. This is why if I can tell you at this point it is said about study of language that the laboratory for study of language begins where other laboratories end which is rest of the society. We are talking about Sanskrit. So do you know anybody, so you know yourself and you know other people who grew up speaking Malayalam, Tamil, Hindi also. But do you know anyone who grew up speaking Sanskrit? No. Some people may be speaking Kashmiri Pandit or Pandit from anywhere else. They may think they are speaking Sanskrit but do they really speak Sanskrit? No. Now again this is not a matter of fun. This is the reason why it is said the Sanskrit is dead language which that does not mean there is no document available in Sanskrit. That simply means no one speaks Sanskrit. And this is the story of not Sanskrit alone. This is also the story of Latin. No one speaks Latin anymore. Both of them used to be very prestigious and famous languages at one point in time. What do you think is common between the death of both? The lightism. Exactly. And many things associated with that. I do not want to go into that direction. The speakers of those languages Sanskrit at one point they would not allow others to learn that language. Are you familiar with this? People who taught Sanskrit through whatever they taught they would not allow everyone to go to school. If you stop or if you do things like that to languages the languages do not like that. And on the other side of the same story languages that you see with wider spread or with maximum number of speakers are the languages that are flexible, that are welcoming in incorporating everything else. So if you look at the book one of the reasons why English is so famous and spoken all over the world is not just because English was the language of British Empire and British Empire was spread all over the world of course that was one of the reasons. But the other reason which is more convincing and scientific is if you examine the vocabulary list of English it has borrowed and neutralized and internalized vocabulary from all parts of the world. So much so that sometimes even we talk that several words that you may be familiar with as words of Hindi like jungle, dharma, dhoti, rasgulla are good words of English. They are part of Oxford English Dictionary. And this happens only as part of its acceptability. That is what helps spread of it. And that is the reason of the other side of the story is the reason for death of Sanskrit. With this anecdote what I wanted to say Sanskrit is not part of any one of these families. Sanskrit is neither Indo-Aryan nor Dravidian, definitely not Munda, Tibetoburman or Andamanese. Sanskrit was spoken by Aryans. Again the word Aryan does refer to Aryans that we know but Sanskrit not was is part of Indo-European family of languages. And with these names if we go up in the tree structure in the structure of families then we go all the way to Indo-European. And Sanskrit is part of Indo-European like Latin. Therefore Sanskrit is closer to English than to any one of our languages. And rest of the story is part of history and historical discussions whether it was language of Aryans, whether Aryans came from somewhere else and then they settled in India. Therefore they brought Sanskrit. All these things are part of historical discussions or historical examination. I am not familiar with those things. I will talk to you about what I feel but then that is not authentic for a discussion related to our knowledge of languages or knowledge about languages. Important is Sanskrit is not part of this. Sanskrit is Indo-European and then I just wanted you to be familiar with the idea why these languages are, why these two languages are almost dormant or what we call dead in colloquial terms. Let us look at one more thing. So we talked about different names of language families and now in the remaining time quickly we want to talk about language and dialect. So far we have been using the term language or languages with clear distinction between what they mean, what we mean by language, what we mean by languages. And I discussed this thing to you. Whether this means simplifying the picture of language or complicating the story of language, in fact both mean the same thing. Now with this thing in mind, with total number of languages of the world in mind, with languages that we speak in mind, what do you think we mean when we say dialect? I am sure you have heard this word before and you have some idea about that. So would you like to share your ideas with me? Please do not be worried about being wrong or not being accurate. I am only asking you. I do have some of them, I will show them to you but I am asking you to see whether you have heard these terms and where you have heard these terms and what you mean by these terms or what you have been thinking about these terms so far. That is the term is dialect. Language forms with some variations from the major language. Okay, fine. Let me take couple of them and then we talk about them. Do you have something else? I have same script. So it has something to do with the script. Alright, let us take that also. Two people speaking different dialects can still have a conversation and talk but people who speak different languages to you people, they will not be able to converse or have longer complex conversations. So according to that what you are saying is these are dialects. That is Northern Malayalam, Central Malayalam and Travenkor Malayalam are dialects of Malayalam but not Telugu or Tamil is dialect of Assamese. That is it? Alright. We will talk about that also. Anything else? Anyone else? No? Nobody wants to say anything? Do you agree with these things that these people are saying? Yes? Largely yes? Largely yes. Yes? Alright. And what they are saying is absolutely fine. And I do not think they are completely wrong either. We just need to refine them little bit. See, I also have similar things. I found it from different sources. Some people believe a particular form of a language which is peculiar to a specific reason or a social group is a dialect. A variety of languages that is a characteristics of particular group of languages, language speakers is dialect. A regional speech pattern is a dialect. A dialect may also be defined by other factors such as social class, regional status and all other things. Slang. Are you asking me this question? What is a slang? Are you saying? Completely different. What? They are not completely different languages. They just have a different slang like accent. Wait a minute. These are different terms. Accent, slangs mean completely different things. Slang is probably the term which is used for a language or for a type of language in more of a derogatory terms. Derogatory way. Not derogatory derogatory but in a derogatory sense. And also that could be a common term between only few speakers or a group of some speakers. For example, if there are certain terms that are used only on the campus of IIT Madras, you can say this is IITM slang. Now I want you to understand what I said. Is that true or not? Yes, that is true. But that is not really derogatory as derogatory like some bad words. So what I mean is they are not bad words but they are specific to a group. That group could be smaller and bigger. Technically there are other names for that but this is what we know as slang and then there could be more elaboration of that. The other term that you said, accent. This term accent is also used in some derogatory sense. For example, if I say he speaks English with an accent, what is that supposed to mean? Does it mean that he speaks very good English? No, definitely not. You may not know what it means but you know for sure that this doesn't mean something nice. Am I right? So accent is also one of the terms but accent is used to determine sound quality or sound system to decide whether a particular person's speech or speech of a particular group is close to a standard variety or way too far away from a standard variety and that is only related to sound system. That is called accent. Again, both are used in some sort of derogatory sense. Now what you are referring to to these three varieties of one language is precisely not different slangs. These are three different varieties of the same language. Then again, you can ask this question so what's the difference between a dialect and a variety? So let's first take a look at dialect and give me three, four more minutes and I will be done. And if we need, we can discuss these things more later but since I started this thing, I will be done with this thing. See, like I told you in the beginning keep this picture in mind. It's even difficult and I am repeating this again. With the help of this picture, it helps us understand that it's even difficult to count languages. Can we write any language in any script? I am only asking about possibility. Not that we have to do a possibility. We use English with Roman script. We write Hindi with Devanagari script. Trust me, Roman script was not designed for English. Likewise, Devanagari script was not designed for Hindi. Devanagari script was a script of Sanskrit where language died and a script was retained because it was adapted by other languages. Therefore, a language keeping or maintaining its writing system is no standard of language. Remember, I have been telling you the object of inquiry is a spoken language. You must be familiar with people who can speak but they don't know how to write. Do you know such people? Can we say that they don't know language? We don't. We can't say such things. Ability to write is an additional thing. That does not come with learning language. Remember the Darwinian quote I have told you, you have seen that we see instinctive tendency when we see someone, a child speak but the ability to read, write and breathe is not instinctive tendency. See that, therefore the capacity to write something is an additional learning thing and we can learn to write anything. As long as the discussion of a script is concerned, we can write any language in any script. Then what's the big deal about it? So, script is not a parameter for language, for distinction between language and dialect. At the same time, you haven't mentioned that availability of literature, that is novels, dramas, poetry, if a language has these things then that's language and some other things that do not have these things may be dialects. Again, that's no parameter. It's just a matter of coincidence that Shakespeare wrote in English. Kali Das wrote with Sanskrit and Tulasi Das wrote with Awadi. Sant Gyanesh was wrote in Marathi and Tiruvallur wrote in Tamil. It's just a matter of coincidence. Therefore, availability of literature in any language is no parameter for distinction between language and dialect. In a strict technical sense, in a strict scientific examination, there is absolutely no distinction between what we call a language and what we call a dialect. If we want to call these three as three different varieties, that is okay because these three varieties of a language may have more similarities among one another than dialects. And I am reiterating this thing again that there is no distinction, no scientific distinction, no technical distinction between a language and a dialect. Not even number of speakers. Some languages have huge number of speakers. Some languages have very few number of speakers. Just now I gave you examples of Indo-Aryan languages and Andamanese languages. Get it? So that's not even a parameter for distinction between language and society. Language and dialect. That's simply the two concepts, two ideas are sociopolitically motivated ideas. I stop here.


I am Deepak Phatak, the principal investigator of MOOCs related projects in IIT Bombay. I have my colleague here, Professor Uday Gayatonde, who will actually be the coordinator for this short workshop. So, let me request Uday to come here and join us. Professor Uday Gayatonde is a professor of mechanical engineering. He was earlier head and dean and other things. Both of us are PIC sign, whatever, whatever you call it, they are same position. More importantly, he has been associated with offering MOOCs courses globally. So, two of us and our colleagues have actually offered courses on the EDX platform to global learners. And both of us will be offering courses on the Swayam platform as it will be launched. So, in India, we can definitely claim to have some real life experience in this. Before reaching out to all of you, let me first welcome two special guests. One is Professor Pradeep Verma. Pradeep, some of you may have known him. Till recently, he was senior advisor, senior consultant to MHRD in NMEI CT. He left that position to pursue his academic inclination. He is now an adjunct professor at IIT Kanpur and started teaching a course. But noticing that he is free part-time, IIT Bombay has engaged him as our advisor on all national mission projects. So, he has been kind enough to come here. The second important person, I mean all of you are important, but from my perspective of initiating all these activities is Dr. Rajaram Sharma, many of whom you would know. He has been the initiator of many important activities incorporating technology in school education. He is part of NCR. You are what? Joint director or something. I am sorry, as a teacher, for me there are only two categories of people, teachers and students. So, I can't remember the exact title sometimes. So, welcome Dr. Rajam Sharma. He has agreed to be with us, although there is an important SARC conference that is going on in Delhi tomorrow and day after. I have been asked to participate there, but on my behalf, Professor Uday Gaitonde, who is the course coordinator, will conduct this workshop. I am with you throughout the day today and Professor Pradeep and Dr. Rajaram have agreed to be with us throughout them. Let me also introduce briefly my team here. We begin with the audio-video team. You see these people here. They are the front-end. The team is led by Dr. Mr. Sajjan Dixit. He is the head of our video team. Sometime during this workshop, you will visit this small studio that we have established in order to capture the video recording lectures and editing and so on. His second-in-command, Sushant, showed a small team. This team was actually created and nurtured for our large-scale teacher-straining program. We trained 10,000 teachers at a time who are spread across 300 remote centers. So, live lectures are run every day during that workshop from here. All 10,000 participants can interact, ask questions. And in the afternoon, the 30 or 40 teachers who are assembled at each remote center do their laboratories, discussions, sessions, tutorials, etc., in the local remote center under supervision of a local expert. I expect the massive open online courses to actually move ahead in two different ways in India. One is, of course, the direct learners who will learn online. The second would be a large number of students who are actually enrolled in some regular educational programs, but who would benefit from these courses and they would benefit more if the local teachers take cognizance of the fact that there is a MOOC course running on a particular subject and therefore their teaching could actually be used with the MOOCs offering to complement each other and make the learning experience better. And that is the reason why we have proposed in the large-scale adoption of MOOCs that we will also not only will train teachers like you who will actually design MOOCs courses and will operate MOOCs courses, but will also try and run at least awareness programs and some hands-on programs for all the teachers who are likely to use these MOOCs for benefiting their students to a larger extent. That is the long-term perspective. I would like to begin with a brief introduction. I forgot, I just introduced the video team. I have a workshop team which handles logistics of all such workshops including teachers training workshops. This team is led by Dr. Mukta Atre. Mukta is here. And your team, are there any people from your team? If you can just raise your hands. Mahendra and Kanan are two people with whom many of you would have been corresponding. So they are the handlers of all kinds of logistics and registration knowledge. And they are of course led by other people. Dr. Jaya Gayathunde is our finance minister. So she handles all finances. If she would be responsible to ensure that before you leave this place, your traveling allowance checks, etc., are handed over to you. Please remember that she is very strict on paperwork as per JFR, whatever, whatever. So please cooperate and she would handle that. I suppose you are. I have signed some blank checks yesterday. I believe they are for them. So she does work in advance because she knows I am going to disappear suddenly. We have a content team primarily concentrating on MOOCs content, but earlier they were generally in charge of contents. This is led by Kalpana. Kalpana is here. She is assisted by various people. We had a special cell in our project because we were doing an Akash pilot for school children. The reason we picked up nine standard science and maths is that we tried to do our pilot in some select schools in villages using Akash tablets, but using nine standard science and maths courses. So this activity for the content creation, etc., was earlier spearheaded by Dr. Mahduri Savant. It is now led by Dr. Kiran Khosla and her team. Kiran is here and she is in fact contributing to translation and dubbing of some of our engineering courses which can be taken by students at all levels. For example, a programming course, unlike his course which is thermodynamics which requires some engineering background or some engineering initiation, a computer programming course is, as you know, even eight standard, nine standard student study programming and so do M. Tech and Ph.D. students. So this is a course encompassing a large population and its translation in Hindi is being spearheaded by Dr. Kiran Khosla's team and another person Gautam He is not here anyway. So these are for all technology related activities of our MOOCs projects. We have a project management office which is headed by Parag Tiwari, Parag and his team. He also led the entire Akash software development along with Dr. Mr. Rajesh Kushakar is the other guy. When you are here you may interact with them and find out more about what they do. I will mention some of the relevant things here. Ordinarily such workshop is planned six months in advance and Dr. Mukta Atre and her team was chagrin when I suddenly announced after discussing this Dr. Rajaram Sharma that we are holding this workshop. A three day workshop is neither here nor there because if you want to be properly trained you should spend at least 15 days followed by a lot of activity. But events are overtaking us. The nation wants to move very fast and therefore we are requested to kick start the activity. That is why when both of us met in Delhi we said let us conduct a three day initiation workshop on the lines of similar workshop that we create conducted for our university teachers sometime. So thanks to Mukta and her team that we are here. Let us begin with a quick introduction because I do not know most of you. Although like all of us I have been a beneficiary of teachers like you in my school days. I have a special privilege. I studied in 14 different schools of Madhya Pradesh and as you know each school always will have one or two teachers who make a difference to you individual. So normally there will be one or two or three teachers in everybody's life. I have 28. So that is an extraordinary privilege. All of them have made a great difference to me in my life and I hope that you and your colleagues will continue to do so. So could we begin with some introductions please. I studied in Gwalior for 2 years that is why. Myself Dev Karan Singh, Physics lecturer, Government Senior Secondary School Jhunjhunur Rajasthan. Myself Achenjha from Kendri Vidyalay Janyukampas New Delhi. I am PGT Mathematics there. A very good morning to one and all present here. I am M. Gopal Riddhi. I am working as a faculty in Physics in ZIT, General Institute of Education and Training Mumbai. I joined in Kendri Vidyalay Sangat in 1995 as a PGT Physics. So you are a local friend from Mumbai. Where is this Zonal Institute located? Kanjur Margarh. Oh I see. So you are very near IIT campus. Good morning everybody. I am M. Stiney Vasan, PGT Mathematics, Faculty at Zonal Institute of Education Training Mumbai. Oh same thing. So you are commuting every day rather than staying in that. Yes we are commuting every day sir from our office. I do not know you are all staying in the MTNL guest house. The accommodation is okay but the food is terrible. And we unfortunately have no accommodation on the campus otherwise we would have loved to accommodate you in the guest house. I mean Dr. Rajaram Sharma has offered that subsequent workshops like this could be conducted in Delhi because NCRT has much better facilities apparently to support these things. I have very good food. Well we will take you up on your offer Dr. Sharma after this. Good morning myself DC Bhatt from Kendri Vidyalaya Vigyan we are Delhi. Which subject do you teach? I am teaching Physics since 1990. Wow. Good morning everybody. Myself Harjinder Kumar Khajuria from State Institute of Education Jammu. My subject is Chemistry and also dealing with the IIT training. Oh I see. State Institute of Education Jammu. Jammu. Welcome from a long place. So you are located in Jammu itself. Good morning to all. Myself I am Pesing, PGT Chemistry from Jain Vibhid. Hello sir Myself Gopal Chopra from Kolhapur PGT Biology. Biology. Good morning sir. Pramod Kumar Sahu PGT Mathematics from Gondya. From? Gondya. I said ha because I also studied in Raipur for a year. So very near. Namaste. Myself Dr. Amit Mali and I am from Allen K College of Education. It's a city pattern and I am an assistant professor of science and technology pedagogy and I translated Moodal in Gujarati way back. Oh. And I am happy to be here with you all people and currently I am a state core team member for the development of NROER. I see. And which place you are located? In Patan, Gujarat. Patan Gujarat. Good morning sir. Myself Burud EID from Navadai Vidyalaya Nashik. He did primary school in Patan he remembers. Good memories yeah. Good morning sir. Myself Burud EID from Navadai Vidyalaya Nashik. I am teaching there physics. Physics. Yes. Hello. Good morning sir. Myself M.S. Goel PGT Mathematics JNV Voludra Gujarat. Sabeeko Pranam. I am Ramesh Badoni from Uttarakhand. I am a physics teacher. Thank you. Very good morning to all of you. Myself Sanjay Dukar Headmaster. Government School Nadora Bhardesh Goa. I am a mathematics teacher. Which place in Goa you said? Nadora. Nadora. That is after Mapsa. I see. But after Mapsa there is only a river. After Mapsa. Half of Goa is after Mapsa. Very good morning to all of you. I am Jamshedur Hemal working as a junior associate mathematics at Central Institute of Education and Technology NCRT New Delhi. Okay. Very good morning. Myself Yogesh Puneer. I am a research scholar at the University of Delhi. University of? Delhi. Delhi. Yes sir. Oh.  Sort of sir. Because I am in the final year of IMSC. So I will be moving forward for PhD. Namaskar. Myself Dr. Yashbhai Sharma. Assistant Professor in Central Institute of Education Technology NCRT in Biological Sciences. Good morning sir. I am Poonam Gupta. PGT Chemistry. Faculty in Zonal Institute of Education Training Mumbai. You are also from Mumbai. Yeah. I joined Sangatan in 1994 as PGT Chemistry. Good morning everyone. I am Preeti Kiran. PGT Chemistry KVAGCR Delhi. I have joined KVS in 1994. And I have recorded video lectures with CIET and NCRT in chemistry for class 11th and 12th. Thank you. Good morning everyone. I am Myself Dhanraj S.B. I am coming from Regional Institute of Education Mysore. I am presently a student studying there. Which institute you said? Regional Institute of Education. Regional Institute. Yeah. Yeah. Yeah. Yeah. Good morning to one and all. I am A. Rohit from Regional Institute of Education Mysore. So both of them are prospective teachers. Okay. Good morning sir and all. Myself Khaunish Guho. I am from Jalpayagudi, West Bengal. I am a PGT in Physics. So you have probably come from the farthest place in this. I hope so. And the first one to reach check in. Yes. And I am a member of the NRO at TM in the West Bengal. And I am going translation job for Bengali. For Bengali. You know I got confused because you are sitting plumbly with my team. And I was wondering when did we engage with you for the such work. Sorry for this. What are the people sitting around you actually do this translation. Oh my God. And was there any attempt in Bengali translation? No. It's Hindi and Gujarati. No, no. Because we have that in Hindi. Right. Right. So in NRO here, sir is there. We are doing in the schedule language. So Bengali is in the schedule. So as per that. Yeah there are 29 languages. Correct. We mentioned that. Except that as an added attraction something which I did not know which you mentioned. That there are N number of dialects in every state. And Odisha itself has some four tribal dialects in which it has to publish textbooks locally and so on. Sir my intention sitting over is clicking some photos. Oh. You are most welcome. Thank you. I forgot one very important component of our team. And that is the team which has been helping us create courses for the global MOOCs as well as for this. And we are currently using their expertise to run all of our labs in such training workshops. There is a large team but out of that team three people who are participating is Vrinda Ujwala. Where is Ujwala? Ujwala has come. She comes from all the way from Girga or someplace. So thank you for coming in time. And Murkute who is actually a PMO's part but he is participating in this. I would also like to mention few things. I am glad that there are people who are working on pedagogy. All of you are familiar with how pedagogy studies have revealed that the conventional teaching is not very effective. In fact in IIT Bombay itself we have a group working on educational technology for last about eight years, seven to eight years. And some of them have actually conducted experiments in pedagogy using technology. A flip classroom that we talk of where students listen to the lectures online and come to solve problems and discursions in the class has been consistently run for last five years by Professor Kannan Maudgaly in his classroom. We use Aakash tablets to conduct online quizzes every day in the classroom. We still do that. Professor Sridhar Ayer and Raksana Murthy have done some very good work, measured manner and a controlled measured manner for finding out the effectiveness of the flipped classroom in terms of engaging students. And the moral of the story is that, however good your teaching may be, however best quality or content may be, the learning finally depends upon the quality, time and attention spent by the student. So, in spite of the, it does not mean that the best quality time spent by the student will result in learning if the teaching is bad, but both are equally important and that is the emphasis that we are taking. We also realize that no matter what we do with technology, with the given psychology of the learners, it is impossible to remove the conventional family or model of a group of students and a teacher interacting for the most effective learning because that is the way the students perceive things. We ourselves believe that at least in the near future or next five to ten years MOOCs will be used as a great compliment to the conventional education and therefore it is important to get on board all the teachers who are actually teaching in the conventional fashion and modify their thinking. The second thing I would like to mention is that we are actually trying to bridge a gap between the conventional education using conventional means that has been imparted so far and preparing students for the conventional science maths and other thing, but we are preparing them for the digital era which is doting on humanity at much faster rate. So, you will notice in 1990 there was only internet, the worldwide web started and you see the revolution it has made. Secondly, you will see a large amount of content in various ways causing an information overdose to students. Thirdly, you will see that young students are getting adapt at using internet much faster than all of us. Now, given these circumstances and given the fact that almost all activities are increasingly becoming digital, perhaps it is time to reexamine whether our conventional education is adequate to handle that requirement. Towards this end, the digitization of information and creation of content is only one aspect, but particularly for science as you know heart of science is experiments and most of our experiments are conventional experiments. So, my friend Professor Prakash Vaidya is not here, but I am requesting a half an hour slot to be for him he is gone to Pune, but we are discussing this and he explained to me how we used to he reminded me of how we used to do the experiment on a balance if you recall you have a balance with a knife edge and it is actually resting down and then you lift it up with some thing to be measured whose weight is measured. Then with those small forceps you will actually put those weights there and how long does it take to balance it quite some time. Now, that is the only way that is the only way we explain the balancing and weight measurement, but is that the way that is going to be there in the digital era certainly not ok. What will actually happen in future when internet of things take place not just internet of information is that you would have digital monitoring and control of gadgets hundreds of miles away. We did that showcase experiment by using an Aakash tablet in New York controlling a robo in IIT Bombay lab and the robo camera captured video stream was being seen by people in New York that might appear to be an esoteric experiment today, but that would become the way of life. So, the argument went like this that when the humanity was evolving training programs in the early days he said recall the days when fire would have been discovered. Now, as all of you know in India the training on use of fire has been very extensive in all our literature. In fact fire could not be extinguished at a home because it could not be real lit again easily. So, there were methods of how chula jala ne ke baad how you will keep something around there and there were protocols defied and those were taught do we teach them today no we do not even teach them how to use a match box it is considered common knowledge. Similarly, more and more digital things will happen there, but are we changing our experiments are we at least initiating students into using digital technology in everything that they do. Towards this end I have requested professor Prakash Vaidya to give a half an hour session he has actually purchased ordinary gadgets like a digital weight balance stopwatch and such thing and he has worked closely with the school teachers in Mumbai and has worked out some experiments for demonstration. So, he might do that on. Similarly, there has been a movement in IIT under the ages of our projects run by a colleague of ours professor Avinash out who is like Pradeep Parma and Prakash Vaidya is a consultant to the project. He was he is a very senior software person from TCS work for decades there and after taking voluntary retirement he was he wanted to do social service. So, I convinced him to do social service by joining IIT bomb as part of our economy project. He runs an Ek Shiksha portal is the concept is that no matter where the student comes from city background rural background every student deserves to get the same best quality education independent of language. So, there will be a half an hour originally he was to speak in the morning, but I think he will be speaking with you in the afternoon today at 4.30. Other than that our main emphasis is of course to introduce you to the Swayam platform for those of you who do not know the MOOCs are currently run in globally by several organizations the three most prominent ones with maximum number of global learners engaged with them are Udacity Coursera and EDX. Out of these three EDX is a not for profit organization set up by two universities jointly. The regions of Harvard and MIT gave 30 million dollar seeds to set up this not for profit company and they are spearheading a groups of a group of universities across the world to give courses globally. Additionally they had announced that they will open source their entire software platform that software platform is almost two million lines of code out of which 250,000 lines of code has been developed a fresh by the EDX team. In fact we joined in the consortium hoping that they will open source it and we can use it for Indian that is what has happened. So, the adoption of the open EDX for Indian needs is now called Swayam. The Swayam system is going to be launched anytime now 22 courses from universities are already getting designed and we suggested to ministry that along with the convention higher education courses there should at least be some courses in vocational training and some courses in school education. This was accepted thankfully and therefore we have some courses in vocational training such as educational animations such as maintenance of electric motors etcetera etcetera and they have agreed that two subjects in nine standard science and maths would be included at the launch time. Now very clearly the launch which is likely to happen in November 10th or 11th is the an important day how many of you know 11th November as education day in memory of the first education minister of the country. So, it might get launched there and it is impossible to start a course and prepare it within the next day. But my suggestion which was accepted by the ministry is that when the site is launched all the courses which are on offer will be listed there, but along with that list there will be start date and duration for each course that start date could be December could be January could be February. Now what should be the start date has to be decided by the team of teachers who will be building that course and to decide that they will have to estimate how long it will take for them to create that entire course. This three day workshop is to permit you as a group and also as individuals to come to such conclusion that if similar facilities exist then how long will it take for you to complete the design of a course and make it ready to walk. So, that is the limited objective of this. Now as I said the EDX platform has two major components. One is the course management system and the other is the learning management system. The course management system is where courses are created. I must mention that there is always some confusion in the terminology that the Americans use and we use in India. For us in higher education a course is actually what they call a program BSc, BA, BE is a course and the subjects that we teach physics, chemistry, mathematics, engineering, whatever are called subjects. Americans call the subjects as courses and the degree is as programs. So, massive open online courses is actually massive open online subjects, but subjects as are taught. So, the term course is to be interpreted as a subject which is being taught online where and that is the major difference between a MOOC and any other digital content which is created. You know for example NPTEL has created thousands of hours of recorded lectures in engineering subjects. Similarly any or a lot of digital assets many of you are participating in that. The main difference between all those assets individually and collectively and a course is a course is as if I am a student and you are teaching me, except thousands like me are accessing that course online, but accessing that course means they are actually doing that course. So, if there is a 8 week course for example, then each of the weeks has a specific activity exactly like as if you are giving me lectures during that week, as if you are giving some demonstration, as if you are giving me some practice problem, as if you are doing an assessment every week, something which you cannot do ordinarily on paper based thing, because you will have to spend a lot of time in evaluating. But objective questions can be evaluated automatically on this platform and it is possible to conduct one quiz formally every week use that assessment as part of the evaluation. In fact with Akash Tablet, Professor Kannan Mawgalyak conducts as many as 3 to 4 quizzes in every lecture. All of them are counted towards assessment. So, that is continuous evaluation and in the flip classroom active learning is encouraged. These are some of the advantage. I would like to conclude this part by saying that a MOOC is fundamentally different than any digital asset that we could create to help student with better quality knowledge. So, quality knowledge content is one thing, but a course is a complete prescriptive method by which we actually teach the students. And therefore, when you design the course your emphasis is not only on creating the best video recorded lectures, best examples, best quiz problems, etcetera, but also to sequence these things properly. Now, creation of this course is done by the course management part, the content management part of the SWAM platform. The other part is the learning management system where students actually enroll, students go through all the exercises, they see the lectures, they answer quizzes, etcetera, etcetera with one very, very major difference. Conventionally also if I teach 50 students they would be doing exactly similar activities. They will be attending the lectures going home, they will be studying something, they will be solving some problems, but there is no way I can monitor how much time each student has spent on any activity. However, the SWAM platform captures every keystroke by every student as an event. If a student is let us say listening to a video, the moment that student clicks on that video that event is captured. The moment student says pause that event is captured. The moment student goes to see a one page full of explanation, when he clicks on that page event is captured. When he clicks out of that page an event is captured. Of course, it is possible that I can click on a page and start seeing television instead of that, but such cases will be rare in general and these events create huge amount of data. Analyzing such data as teachers you would realize will be a gold mine for you to tell you how students behave while doing a course in detail and you can use that factor to understand the students approach to a course and modify either the course content or methodology, etcetera, etcetera. In fact, some of our researchers here at M. Tech and PhD level are working on modified form of intelligent tutoring system. You would have heard of intelligent tutoring system where you actually estimate the knowledge of a student based on the evaluation that you have done earlier and say that this student should read this additional material or this student should do these additional quizzes, etcetera. Now, in addition to basing such judgment on the knowledge of the student whom what you find out from the assessment, you can actually also intelligently find out how the student has been using the material through the event log. So, the student's behavior can also be factor in giving that student a better advice of law. Now, these are the things which the platform provides. We have if you have seen the timetable, we have lot of lab sessions there. One mistake we made is that we did not advise you to actually register on the EDX global site and look at the EDX demo course. The EDX demo course which has been designed to give the initiation to anybody. In fact, that course is meant for students, teachers, everybody. You can see the capabilities of what can be included in a course offering on MOOCs using that demo course. It is a short course. Now, what we have done is, Vrindha correct me if I am wrong, we have actually made copies of that course. So, we have made I think 6 copies of that course in addition to the original one. The original EDX course on SWAM platform is what you would see first in the lab session that you go. You will actually see that entire thing. Something which could have been done earlier, but that is okay. We will lose some time. Then there is a documentation that has been prepared on SWAM studio. As I said SWAM studio is the component which helps you build all the components that you will see in the EDX demo course. Ideally, you would be building in groups a particular subject or a particular course. Technically, we have only two subjects science and maths, but I believe that science has three components, physics, chemistry and biology. We did not know whether mathematics also has such components. We understand that science also has environment as one part. Is it a separate part? It is not a separate part. Anyway, what we have done is, we have tentatively created six courses. The idea is that we divide ourselves into six teams and each team takes charge of one particular topic or subject or whatever and you build a course. Now, you will not build a course from scratch because if there is blank canvas, you do not even know how to create this, how to do that. The SWAM platform, I mean the original EDX platform provides the following. If there is a course or somebody has designed in that platform somewhere else, I can export that course from that instance of that server, import it here on my server and modify it and edit it. You will agree that this is the best way of updating it. So, what our teams have done is, they have taken the EDX demo course, imported it from the EDX demo, exported it from EDX demo and imported it in six Aotars. The seventh Aotar is the raw EDX demo course. For that course, all of you have been registered or will be registered as students. So, in the first hour or so, you will actually go through that course and see for yourself what kind of facilities it offers. I understand a few of you are already familiar with that EDX platform. So, maybe you can also join my team to help others and understand. But once you are familiar, then you might as well start, we have said formally that we will make the groups in the evening, but these groups will actually work on individual subjects. For that what you will do is, you will take EDX demo A, EDX demo B, EDX demo C. I do not know what are the exact names A, B, C, D, E, F. These six names have been given. Each team will take one name A, B, C, R, D, R, E, R, F.  Or if there is an overlap, I would request all of you to discuss this during the lunch break as to how would you like to divide. If you need more courses, I am sure Brindha and Urmila will be able to create a new course, although it takes some time. If you require less, for example, you require three components for science and only one format or two formats, we can use only five of them. So, we will define this team clear. The components of studio are best seen by actually dabbling by hand. I can give you a lecture and that is what I think Professor Gayathunde expected me to do. You will notice that I have not spent any time in giving that talk. There are a few things which are best taught by experiment. So, for example, I can give a one hour lecture to my son on how to ride a bicycle, but much better would be to run with him when he is riding the bicycle, let him fall a couple of times. That way he will learn faster and better. So, there are a few things for which there is no replacement for hands-on activities. Therefore, I would suggest that in the lab today morning, you spend first at least half an hour, 45 minutes in familiarizing with the courses and the content and what are the components and so on. Then you will start experimenting with building the course itself. Please go through the Swayam Studio Documentation Guide. It is largely based on the EDX Studio Guide because there is no functionality change that we have made. There is another hidden agenda that I have in this workshop. The studio has been primarily designed to offer courses in a manner in which most American universities offer courses. That is where all it started. It is not necessary that that is the only way in which the courses could be built even in United States, but certainly not in India. Particularly, when it comes to school level courses or vocational courses, there could be serious new requirements of functionality which may not exist here. Now, you are all experienced teachers in the sense you know exactly how the subject is currently taught. You also understand that there will be some changes in the way the teaching will happen joint, but within this ambit, if you feel that some functionality of the studio is inadequate or some new functionality should be provided, please ensure that you write it down, discuss it among yourselves and I would be very happy if at the end of the three days the concluding session, if you can jointly give a single document as a feedback to a saying that we as school teachers believe that for school education, the following additional functionalities could be very useful. I think that would be a great contribution made by you to it. We have proposed two projects to the national mission. One project which has been approved, but some financial due diligence is being done is on the platform development. This platform development project is a three-year project in which we are going to start with the open EDX and we have already started. This platform will be studied for architecture, scalability and modified functional requirements for Indian needs and every year a new version will be released containing additional functionality that is required which the requirement emerges. Simultaneously, we will maintain a compatibility with the growing open EDX community in the world because the next version that comes out from EDX open community should be usable by us. So, whatever we do will be done in coordination with them. Since it was primarily meant for higher education, we wanted a self-sustaining model for these MOOCs in India. So, we have suggested that like EDX, a not-for-profit company, we set up. We should run these courses. We should get these courses designed by teachers. We should operationalize these courses. Now, you need a revenue model. There is no replacement for money and government grant cannot perpetually run thing. So, there has to be a good business model which is affordable. This section 8 company will set up a revenue model. The model that we have suggested and setting up such a section 8 company is also part of our project. So, this company will be set up. The model that we have proposed is that first of all, all content that we create will be free. As per the policy of the government, any publicly funded knowledge creation should be released under Creative Commons CCBYSA license. And I am very happy that the same recommendation has been made for all the digital assets of the school level books. I do not know whether any further development has happened there or We have already initiated that project. So, by December the 9th to 12th English and Hindi on the web. Good. So, the content should be free. As far as MOOCs are concerned, there are three categories of students that we envisage. Students who simply want to audit the course. They just want to listen to it, participate in it, see the discussion forum questions and answers, but they do not want to interact. They just want to audit that course. Such students will always get excess free. There will be no charge ever. There are some students who would like to interact on discussion forums or on additional forums that we might create such as actual video interaction, live video interaction, etcetera in India. For interaction, there will be some cost. We have recommended a cost of anywhere between rupees 150 to 500 per course for such interaction. They will be eligible to receive an honor course certificate. That means, they will give their own exams online. They will certify that they have not cheated. And on that basis, some certificate will be automatically generated. The third category is students who would wish to give supervised online examinations, who might participate in some blended mode experiments, but who wish that the marks scored by them in the MOOCs course should be considered as marks scored in their regulars. So, universities will accept the credit for such courses. Schools will accept the marks obtained by such students provided all examinations are supervised. That is the third model and that model will cost a learner a fees. Just like a student pays a fees to the school, we have suggested for higher education a fees ranging between 750 rupees to 1500 rupees per course. Now, that is for higher education how it will be mapped in school, how the government will facilitate payment for such students who cannot even afford this fees, etcetera, etcetera or other matter. There are policy issues which are under discussion with the government and the various regulatory bodies on actually acknowledging and recognizing these marks and credit. So, that is the way the future is going. Coming back to the SWIM platform, as I said please use your time for getting familiar with the SWIM studio because that is where you will be creating the course. Please remember that any course that you create and once you make it public any content that you make it public is visible automatically on the learning management system. So, any and you can also pose as student. So, you can see what a student will see once you have designed the course. Please remember that the original EDX will have videos and content and quizzes, etcetera, etcetera which are just samples. You will have to create their equivalent in your own topic that you choose. We may or may not have time to capture your video lectures, but I would request last time I think we had organized such and this that each team could create one video recording or something. So, you will be visiting the studio tomorrow. Is it possible that tomorrow evening we can stay a bit longer and record some sample sessions from each team say a 10 minute session or something like that because if you can do that tomorrow, then day after tomorrow you can integrate it in the courses that you have done. It is a sample what you can say pilot training program. So, no earth shaking things are expected, but I will tell you my experience has been that when teams get into the group they actually try to do the best and while doing it as I said keep track of what you as a teacher feel should be available for creating such a course. Any new functionality, any additional requirements? Good morning to all of you. While the larger context of all of us engaging with the edX platform, edX platform simply being one convenient platform available to us, but considering more that we are looking at the entire school education. Here is this first batch of people who are looking at secondary school, ninth standard, tenth standard maths and science, but we are looking at class one to class 12, all subjects, all topics as that larger canvas on which we are working and that is where the structure that Professor Patak described just now would be slightly different. So, the way we look at any such pedagogical activity is that every teacher is articulating his or her personal view of how that lesson should be taught or how that particular course should be articulated and we use this as a model for everybody else to sort of also reflect upon and that is where the import of a course from somewhere else and you know modifying it also stands. So, we are looking at this as a teacher development activity that every teacher in this country given an opportunity to articulate a publicly a way in which I would like to teach this particular course in itself is a training program for that teacher to articulate how courses should be. So, which essentially has two components. One is engaging with the content unlike higher education where perhaps you would naturally refer to 10, 15 different references before you construct a course, in our case we have or we naturally start with a prescribed textbook. In a way this is limiting, in a way this is also convenient that there is somebody who has already packaged everything, but it does not give us all that flexibility that we need to think out of the box, think of different ways in which that lesson should flow. So, naturally most of us experienced teachers have regressed to saying that I am teaching chapter 4 of the textbook rather than saying I am teaching cell technology or whatever. So, first shackle that I believe teachers ought to break away from is this particular shackle and we believe that this is a good way of initiating them into how courses are developed, how one can think through, let us say 14 periods have been allotted to a particular chapter in the textbook. Now, what does that 14 periods mean? Is it that the first section should be done on the first day or is it necessary that we break away from that and think of 14 lessons together and so on. So, I see this as an opportunity. The second thing that we are also looking at is that each of these courses actually functions as a refresher course for all those teachers who have been deprived from primary access to resources, because there are thousands of teachers who would never perhaps look at another book simply because they do not exist. They may not exist physically, they may not exist in the language in which that person can handle it or it might simply be not relevant to the particular course that we are handling. So, access to resources is also one of the primary reasons why we would like to engage with this program. So, each of these model courses is a refresher course for every teacher to articulate what should be the content of it and what should be the possible methodologies. So, every course that you are developing also and that is our wish list that every course here actually resides as an object inside the national repository. And the teacher does not have to go to a university called SOEM to engage with that course, but that becomes available as a personal instance within the personal page of every teacher. So, the national repository is developing a social networking model where every teacher would be allowed their own personal page. And in that personal page, they have their own library, they have their own class, they have their own courses that they are attending, their own special interest groups that they are participating in. All those activities happen within that page. So, that, you know, the one of the development wish list in that would be that SOEM allows instance of this course being run within a small box within their page. Now, how that controls, I don't know, but then we will have to work. What you just mentioned is actually running today in IIT. In fact, in the last eight months, a team led by Avinash Haute has actually created what we call a blended MOOC workshop. So, for example, today, CS101 in IIT Bombay is being taught in a blended MOOC in the following way. Technically, I have created the main MOOC course, which is on one server. There is another server, which is IIT Bombay server, where that course content is available with full facility for the local teacher to add any content, okay, and to select any sequencing, which is offered to those students. Practically, both me and my colleague, Professor Supratik, are doing both the tasks. But this platform was so designed that there could be one version in IIT Bombay, another copy in Vijay Tia, third copy in COEP, a copy, in fact, in each engineering college. What is that, a whole copy of that course? A whole copy of that course, but with facility. So, each course has an avatar, which is individual institution-specific, where the local teacher can actually do all the innovations that one wishes. So, that is one of the requirements. It is not currently a functional feature of open edict, but we have actually created that. We are experimenting with replication and so on. There are many technical issues. For example, if 5000 colleges adopt this course, now out of those 5000 colleges, you will agree that at least 10 percent, 50 colleges and their teachers will make significant contributions, which will enhance the value of the basic course itself. There has to be a mechanism to get those, first select those 50 and get them here. And then the modified program should be replicated at all 5000 places. This is not easy problem to solve. At school level, the problem is compounded because individual schools may not have the infrastructure, but a larger infrastructure at the national level can be solved. I will also like to add one thing. Navodaya Vidyalaya are a great phenomena which many in the country are not even aware of, which is very sad. I was myself not aware of till five years ago when my friend Monish Babiray through his Daksana Foundation started training students for IITJ. And in fact, one of the topers of the first batch is a computer science student, comes from an extremely humble family, studied in Navodaya Vidyalaya, because Navodaya Vidyalaya offers the complete education without much cost to the parents. And he studied here. He is some 8.9 CPI in computer science final year, an extraordinary student. So I think while we reach with these efforts everywhere, we would like to reach to the smart people in every area and every nook and corner of the country. And I think what Rajaram said is correct in a much broader sense. What will happen in five years, ten years later, we can see that a huge expansion will happen. But you people who are participating in this workshop are actually creators of a history. This nobody can rob you of this particular thing. You are creating history in school education just as those 24 teachers are creating history in higher education. So with that I would request you to break for tea and more. Thank you so much. Thank you.


data assimilation, DA, holds considerable potential for improving hydrologic predictions as demonstrated in numerous research studies. However, advances in hydrologic DA research have not been adequately or timely implemented in operational forecast systems to improve the skill of forecasts for better informed real-world decision-making. This is due in part to a lack of mechanisms to properly quantify the uncertainty in observations and forecast models, in real-time forecasting situations and to conduct the merging of data and models in a way that is adequately efficient and transparent, to operational forecasters. To address this issue, there is a need for effective DA of useful hydrologic data into the forecast process. This motivated a hydrologic DA workshop in Delft, the Netherlands in November 2010, which focused on advancing DA in operational hydrologic forecasting and water resources management. As an outcome of the workshop, this paper reviews, in relevant detail, the current status of DA applications in both hydrologic research and operational practices, and discusses the existing or potential hurdles and challenges in transitioning hydrologic. DA research into cost-effective operational forecasting tools, as well as the potential. This article was authored by YLU, A. H. Wirts, M. Clark, and others. We are article.tv, links in the description below.


This is stock number 10783. We are here at Summit Automotive in Fond du Lac, Wisconsin, your new and used sports car headquarters. Today we are checking out this extremely clean 2010 Chevy Camaro 2SS. This vehicle has the 6.2 liter V8 motor, which pumps out 426 horsepower when paired with the manual transmission, which this one has. This car has been fully safety and inspected by our service shop has a fresh oil and filter change. All the fluids have been checked and topped off and this car is 100% ready to go. Black clear coat is the color we shoot all of our videos in 1080p 60 frames per second. So if you have HD capabilities on your computer tablet or smartphone device turn them on right now because it is definitely your best way to check out the quality and condition of the vehicle before seen in person. And if you'd like to check out all the photos on this car in the upper right hand part of your screen is a link right to our website. Click that and check us out there. This one's going to come with the 20 inch polished aluminum rims that are in absolutely excellent condition. Pirelli P0 245 45 ZR20 tires and these tires have a very good amount of tread left. I'd say probably 70 80% of the tread left on those tires. It has Brembo brakes. Front fender is in excellent condition. No dents or dings on that. And it does have HID headlamps, LED running lights and the factory fog lights. Front bumper is in really nice condition. I didn't see any dents, dings or cracks on that. And the hood has some nice silver stripes on it. And those look really good and are in really nice condition. And I did not see any dents or dings on the hood. Passengers side front fender is in excellent condition as well. And the passenger side rim, no scuffs or scrapes on that very nice condition. As you go down this side of the car take note of how clean the body is, how reflective and mirror like that paint is. We take these HD videos so if you are far away or even if you're close by and just cannot make the trip down you can still see the car, hear the car and have confidence in the vehicle that you are looking at before you even get here. So that when you do get here there's absolutely no surprises. All you got to do, drive the car, love it and you'll be all set to go. And that's why we offer the Summit Auto Fast Pass option in the upper right hand part of your screen. A link where you can apply for financing, get pre-approved, see a payment quote, even appraise the trade all from the comfort of your own home. So you know exactly what's going on right before you get here. When you get here all you got to do is drive the car, love it and you'll be all set to go. Back tires have just as much tread as the front tires and no scuffs or scrapes on that back rim. Very, very nice condition. Really all the way around on this car. Rear bumper is in great condition as well. It does come with the dual rear exhaust. You get that silver stripe on the back deck lid here. Spoiler looks good as well. And we'll check out the trunk in just a little bit. Notice it does have the backup parking sensors. And as you go down the driver's side just as clean as that passenger side. One thing I really want to point out on this car is a lot of times these Camaros will get all rock chipped and everything on the sides here. These are really, really nice. I didn't see any chips on there and for a full disclosure this back rim is an excellent condition too. Brembo brakes on the back as well. Down the rest of this side of the car, no dents, no dings. That paint is just really, really mirror like. Very nice. Get heated power mirrors. We're going to take a quick look at the trunk before we check out the interior here. Back storage area. Very, very clean. And if you ever want to find out where your RPO codes are on these body style Camaros they're right back here. So feel free to pause that and check out all the codes you can see in the bottom left hand corner is the 2SS indicator on there. And then your inflator kit and stuff are underneath that board there which is locked down. Trunk shuts nice and solidly and as we look inside the car here the SS2 package gives you the black leather interior. Get the SS stitched into the backrest, no rips, no tears on the seats, no scuffs, power driver seat, factory floor mats. The back seats are in excellent condition as well. No rips or tears. Those seats do fold down for extra storage. You got the latch child safety system back here and just very, very clean inside this car. It does have the Boston sound system, power windows, power locks. And as we hop inside the car here I'm going to turn the fan down but you can see that this car only has 11,992 miles. You have your compass display there, instrument cluster is very nice and clean. You get the SS leather wrapped steering wheel, thumb pads on there, you got Bluetooth and audio controls on the right, got the SS logo on the bottom and you have cruise controls on the left. You get AM, FM, and Sirius XM radio capabilities on this radio. These seats are heated. There's your heated seat buttons. Your climate controls are right there. Right here you get your oil pressure, oil temp, trans temp, and volt gauges, stability track. Your six-speed manual transmission. I can tell you that the air conditioning works fantastic in this car. You got the silver metallic dash and door trim finish. And that passenger seat is in excellent shape as well. No rips or tears on that. And the headliner is in really nice condition. I don't think this car has ever been smoked in, smells very clean inside. You do get map lights and home link buttons for your garage door security systems and lighting systems. You also get on-star capabilities on this car. But very nice and clean inside. You get the tilt and telescopic steering wheel. So it will go in and out and up and down. And we'll take a quick look under the hood. I would personally like to thank you for checking out the video today. And hopefully from this HD video you will have been able to tell just how nice this car is all the way around inside and out. You can see the hood shock is working really good. 6.2 liter V8, 426 horsepower when paired up with that manual transmission. Enjabes very clean, runs very smooth. This car has been fully safetyed and inspected by our service shop. Has a fresh oil and filter change. All the fluids have been checked and topped off. The car has been gone through mechanically 100% and is 100% ready to go. I would highly recommend it from a quality and condition standpoint. And to see more cars or more pictures of this car or one of rather 450 new and used cars, trucks, SUVs, minivans, wranglers, sports cars, Camaros, challengers, chargers, mustangs, Corvettes. You name it we got it. Go to our website www.summitauto.com. Full pictures and descriptions of every single vehicle from two locations all at summitauto.com. And if you'd like to check out more HD videos you can go to youtube.com slash summit auto remember to like subscribe and share on this video and all the videos that you see there. In fact in a second you will see a link to subscribe to our YouTube channel on your left. A link to more Camaros like this one on your right. If you have not been to our website on the bottom link to this vehicle on our website click those check us out. And we really look forward to helping you with this extremely clean 2010 Chevy Camaro 2SS in black clear coat. Thanks again.