All right. Good afternoon, everybody. It's great to be here. My name is Ruto. Today I'm very excited to be sharing with you about a whole different type of data, namely indigenous oral histories about their lands and how we are working with this data in a super remote context in the middle of the Amazon. So what I'm going to be doing today is to basically have two parts of the presentation. The first part is going to focus on the kind of local community context where this project was born. And then secondly, I'll talk a little bit about an open source application called Terra Stories that we are developing how it works and why we are building it the way that we are building it. So just a little bit about me. So I'm a geographer with an organization called the Amazon Conservation Team. It's an NGO that partners with indigenous people in South America to protect their forests and strengthen their culture. I'm originally from Curacao. I live in DC and my heart beats for South America. It's my first time attending CSVConf. I'm really loving it. I've been seeing a lot of synergies between the work that we've been doing. I've been in the open source space for about two years now working on Terra Stories. And I'm just like really learning a lot from the conversations about communities of practice, about data, about GIT. So lots of content and I really look forward to sharing with you and hoping to also learn from you a lot about how we can improve our workflow based off of your experiences and knowledges. So let's see. We're active in Colombia, Suriname in Brazil and you can follow me on Twitter. So I'd like to begin with this really kind of awesome, beautiful hand drawn map that was made in the 90s by the guy who's holding it. His name is Muta Wajimu. This was made before any kind of GIS or modern GPS software became available. And so the map is of Southwest Suriname, which is in the northeast of South America there. And it's representing a watershed region where his people, the Tareno Liv, it's about 3 million hectares in size. And Muta weighed the map because his chieftain at the time requested it because there were a lot more outsiders coming into his territory. And so they needed tools to kind of express what their territory looks like from their worldview, as well as the extent of their territory. So the way Muta did this was basically by sitting down with the elders in his community and asking him where are the sacred sites, where are the places they go hunting, medicinal plants, historical sites, battle sites. And then through his own memory, navigating the rivers throughout his lifetime, he drew this map, which is just kind of amazing. I can stare at this map for hours, just imagining Muta sort of navigating the rivers in his mind. So basically the government started to come in and Suriname at the time still doesn't have land rights. And so this was a tool that the communities were using to hopefully petition for land rights. And that was the reason for the creation of this map. Decades later, Muta would also say that the reason he made this map was to capture and safeguard the knowledge of the elders, so that he could be able to pass it along to his children. So one of the first things that ACT did as an organization was to geo-reference these maps and kind of overlay them with the national topography maps, so as to better provide them with a powerful tool that they could use for that petitioning of rights. This started in Suriname and eventually we also helped the Terreno who live across the border in Brazil make maps of their land so that the entire community, regardless of which side of the border they live on, which is of course a colonial fiction, the Terreno had been living there for centuries before the borders were drawn, would be able to have maps of their land for similar purposes. The maps are really fascinating. I actually spend a lot of my time in lockdown at night sort of staring at the details and I've blurted here because it's community data, and there might be some sensitive cultural information that the community would not want to share. But they're really fascinating maps with a ton of detail and sort of richness of cultural information that appears on them, but the way that these maps were produced at the time, and this is a map from 2001, you wouldn't be able to really get much of that information just looking at it. And so just right here on this screen, there is the depiction of a granite mountain, which you can see here with the Google Earth kind of satellite imagery view there in 3D, and this granite mountain is called Samuaka, and for the Terreno it's one of the most important sacred sites. They have a ton of oral histories going back hundreds of years about how their community came together here as a people decided to basically form the community that they are now and sort of started to settle the region, stop fighting, and a lot of other sort of sacred oral histories about this place. On the map it's just a point, but there's so much more richness of sort of oral history information about this place, which is not depicted on a paper map. So you know this is 2001, I think at the time the Terreno mappers who worked on this and ACT the team kind of realized this, and so they published a book about this place because that would be a way of depicting that oral history knowledge, and in the preface they have this to say why the emphasis on history and land use mapping, history is a part of the people's identity and among indigenous peoples, it is strongly linked to life in a certain territory. That's why this publication focuses so strongly on tracing the ancient history of the trio or Terreno. So there was already an awareness of the importance of history as it pertains to indigenous mapping. And so we weren't the only ones or ACT wasn't and the people that we were working with weren't the only ones to come across this need. There's this really beautiful video that I recommend to everybody called counter mapping, which is about the Zuni community in the southwest of the United States, New Mexico, Arizona area there, and sort of their mapping of their lands process where there's these really beautiful reflections about how much so much story would come out of this map making process. You know, initially thinking that they were making maps just to sort of challenge the notion of maps, maybe north doesn't have to be all the way at the top, but then the storytelling came out of it. What are more important are the stories that history described in these vignettes of experience when people have a map that is part of affirming their identity. It tells them there of this place, very, very similar to what we discovered in South America. And so I'd like to tell you a little bit about my own work with the Mataway Maroons in Suriname. This is a community of descendants of formerly enslaved Africans who over 300 years ago essentially fled from the plantations into the rainforest, fought for their right to exist there and still reside there today. So this is a picture that was taken in the 70s there. It's their communities that have a very strong traditional culture. They have their own language and an extremely rich oral history storytelling tradition that goes back to the first times that their that their ancestors first arrived in this territory. So really fascinating kinds of stories. History begins their entire worldview actually really revolves around that initial moment that their ancestors successfully fled for the front of plantations and fought for their right to exist there. So in 2015, ACT was invited by the Mataway to do some mapping because essentially there was a lot of land use changes taking place in their territory and they wanted to know what the territory looked like and have tools for that. So ACT came in to do trainings to train the community to make maps of their own territory because it's always done in a participatory way. And so essentially the very same process that we did working with the tarano 20 years ago just with newer technologies GPS handhelds, but also sketch mapping. And I still remember one of the very first workshops that we did, where we started to do this participatory mapping. The first thing that the Mataway wanted to do was to sit down with the elders, just like the tarano and sort of ask them about where are the place names the sacred sites the historical places the former villages, because that's important to their worldview of their land. And so that was the first thing that we did. Later on, we also went on expeditions with elders so at the top left there. That's me sitting on a boat with an elder Mataway named William and Ipa. And so we did, I was fortunate to be part of two different expeditions where basically crossing hundreds of kilometers of land and Mataway territory, where with younger Mataway as well, where the elders are pointing out the different places. And then the younger Mataway are recording those on GPS. And it's just this amazing experience where you see just like walls of forests to you anyway, or to me, which to them is this incredible storied landscape right. And so we mapped over 700 different places in that during those expeditions. And you really immerse yourself in the history as you're doing this, and you realize that it's such a big part of their perception of their lands as well. Kind of similarly, in the bottom right there, this is a woman named Dora Flink. We had the experience once where some of us with some young Mataway sat down with her to ask her about some places in the lands. And there was one place that we mentioned that just really brought her back into this really long, beautiful story where she picked up objects around her to illustrate, for example, a boat on the river in terms of what was happening in the story and started to break into song. You know, just really a beautiful experience where you realize that this oral tradition is such a big part of the way that these communities view their land and such a big part of their identity as well. So what we started to do in 2017 was to work with the younger Mataway in the community, like you see in the pictures here to interview the elders and to record them talking about the stories because we realized, you know, that many of the elders are of an older age, of course, and they are the ones that know the knowledge the best, that know the stories the best, and so we wanted to preserve that. And the community really had a desire for this so that the younger Mataway who are now in a more modern age, right, would still have the ability to know who they are and where they come from. So for about two years, we spent time interviewing the elders with the younger community members in partnership with a local community-based organization. And in a nutshell, this is what the result of that project where we interviewed 35 elders. This is a community of only a thousand people producing 17 hours of footage over 300 oral histories recorded for 150 places. And then we made some maps, of course, initially just paper maps, but we ran into very similar limitations as what I told you earlier, that you can only put so much content on a physical map. Here we try to kind of Nat Geo style, put stories along different places in order to give a sense of the meaning and the significance and the value of the place names. But not only do you have a limitation of space, but also you're losing the storyteller, right, and you're losing the way that the stories are conveyed in a sort of in a dialogical fashion. And so this, we knew that this was not enough in order to really depict what we had captured. So we started to think about what else is out there, right, in terms of technologies that are more digital, interactive. And so some of you might be familiar with the Esri story map format, which is what you're looking at here. And this is actually a story that we put together about one of the first Tarano cartographers who worked on those first maps that I showed you earlier, sort of telling stories about his life. He has this really incredible story about how he was born in Guyana, moved to Brazil. And so he's traveled all across the Amazon. But this format is more for using maps to tell stories, not really to map stories, if you know if you can see what I mean. And the other big sort of limitation here is it's online is dependent on an ArcGIS online template. So Kang who lives in a village called Kwamala Samutu where the internet access, it actually is there is internet but it's expensive would not be able to show this to his family, which is a huge limitation of this format for us because we did this work for the community so that they would have access to their oral histories and would be able to review those in the village itself. So we started to kind of think a little bit and brainstorm about what kind of tool we could we need to basically connect the maps with the stories and this is sort of what we came up with. So there's a need for customized base maps, because if you go on Google Earth or if you go on even open street map, you don't really see the life world of the communities right and in some cases the communities don't want to share that because it's their knowledge and it's protected in that regard, and they want to restrict it. So there's a need for customized base maps and easy elegant user interface not a GIS software, you know not something that's very complicated for community members to use. I'll talk about this a little bit more later as well but restricted content, the ability to set limitations on who gets to see what story because we're talking about restricted knowledge and data here. Ability to stream audio visual content that speaks for itself, you know we've got videos and audio of course so needs to do that free and open source really important for us because we didn't want to there be a software licensing limitation which is another issue that comes up with and then offline and online compatible it needs to work entirely offline and entirely online. And so we surveyed the landscape and there wasn't really anything out there that accomplishes all of that. So we decided to build a our own tool which is called terror stories which I'm going to tell you a little bit more about now. So first from a conceptual and I guess kind of technical point of view. Why did we decide to build in what went into thinking about that. So we're going to move to the right and then to the left here. First is the this notion of offline first design and we're we were really inspired by digital democracy, of course Emily's giving a keynote later of my friend Emily which I definitely recommend you to check out. The software should at the very first interface be designed to be able to work offline, and only then can you start thinking about online. That's a really important design principle for us data sovereignty is really important for indigenous people. It's really important for us in terms of just many experiences that indigenous people have had where researchers come in or NGOs and they collect data, and then they leave and then the communities don't have access to that data, or it's in a format that's, they can't use. It's not a CSV. It's a shape file or something else right where it's complicated to work with. So without this is for example when you think about the cloud and data being existing in the cloud for some indigenous communities that's a very uncomfortable notion, because that means that it's physically left the territory and it's existing somewhere else. And for some communities they prefer their data and their knowledge to be physically in the territory. So with offline you kind of get at that. So this is primarily a product for the communities for their own usage. So they can choose to share stories with the outside world they want to, but it's primarily for their own usage to transfer the knowledge to the younger generations. And then there's a few points here suffered created directly for indigenous communities not adapting something like we've had experiences with open data kits where it can kind of work for data collection but it's not built for the communities and so there's still that kind of user interface So I mentioned decolonizing maps already are referred to it really important to have the communities own maps and not have colonial place names where their territory is. And the reason again why it's open source is because it's not only an Amazonian issue we kept hearing about similar needs elsewhere in Canada New Zealand and so on and so forth. And this principle of when an elder dies a library is burned down which is attributed to a Molly and ethnologist. The, the, the guy that I was on the boat with William and Nipah passed away last year. And so it's something that we take very seriously that time is of the essence and software is needed to help communities retain their oral histories and their ancestral knowledge. So telling you a little bit more about the app now. There's basically three ingredients that you need in order for it to work. You need a map, or actually you don't need a map if you want to use just open street map and work it online but if you're working offline you do need to create your own map which can be designed a map box studio, which has a pretty user friendly interface. As far as that goes you don't need to do any coding or anything like that. You need audio visual content. So obviously the recordings and then you need to download terror stories. And then with that you can spin up your own instance of the application and feed in your own graphics for example logos and background. And I'm going to give you a quick tour of it and if anybody's interested I can give a more detailed tour later the screen share. So the application is entirely translatable into the native language. It's just a doc file that you edit basically add to the app. That's really important because many apps that we've encountered you can translate part of it, but the main user interface will still be in whatever your system languages right Spanish Portuguese English Dutch whatever. So we wanted to translate the entire app so that you can see here that is a very bottom there. It's now set to Mata why but you can switch it to English. The way that the application works is essentially it's a map right and here you're seeing that same map that I showed earlier of the Mata why where it's it's their data entirely and this works entirely offline. What's nice about map box to as you can set it to 3D, which is really nice with indigenous communities because what's frequently maps are kind of this abstract idea, you know this God's eye point of view that doesn't make a lot of sense. And so to at least have some 3D in there is nice to get a sense of the landscape. And then of course you have the stories on the left hand side so the way that this works is you can either click on points on the map. It filters the stories that are associated with that place, or on the top left there, you can use the filters to filter by type of place like type of sacred site and this is all taxonomies that you can that the communities can input themselves. Or by speaker, for example, so that you only see the stories that are associated with that speaker or place, and then it also filters the map so you only see those places that are associated with those stories. Just time check we have about one more minute. Oh, okay, sweet. Yes, so just to show you a little bit more about it. I mentioned restricted knowledge. So there's the ability to set stories so that you can limit who gets to view them. It works entirely offline and we have adopted the portable open street map format of a computer that generates a wifi beam through which other devices can kind of get in touch with that box to load the application on the phone. It's designed to be user friendly for kids. The kids are and educators really love it because it's a tool that teaches geography history language all in the same. So we have a methodology that we developed around how to do this kind of work. It's on terror stories.io for anybody that's interested. And I just want to give a shout out to the people who really made this possible and have developed this which is a volunteer group of coders called Ruby for good. And there's this wonderful quote that I really love by one of the team members Betsy Habel. Any coding project is a living system composed of both the code and the people working on the code, which I think it's just really expressive of how this is a living ecosystem. Right so we developed this in three different buildathons as well as at Hacktoberfest. I want to give a shout out to everybody that's worked on this. We are on GitHub so if anybody's interested in taking a look. It's there and these are some things that we're still working on. Just peer to peer, thinking ease of installation, building and compatibility with other applications, building a curriculum builder and guaranteeing indefinite access for community members into perpetuity. Which I would love to talk more about that but I think we're a little bit out of time, but that has to do with working with Indigenous archives across the world to get that going. Place matters we all know this because we're stuck inside, but just I put this up here it's this beautiful quote from the Museum of African American History in Smithsonian, because this is not something that's true for Indigenous people this is true for all of us right. So just to leave on that note just about place based data and why it's important. Thanks everybody. Yeah, thank you I'm sorry we have to move on but it's like we could talk about this for hours so the conversation will continue over on Slack, and we'll have to go ahead and get started on the next presentation so thank you very much. Thank you.


All right, thanks. I will just close the chat because it always stays on top. I can't see anything else. So, okay, we have biostatistics, IT support, quantum computing, a lot of computational fields, of course, since this is a course about Julia and mathematics and systems analysis control. Okay, yeah, and of course, you know, what the packages you need is part of what you want to know. So maybe a better way of formulating the question would have been what things you need to be able to do or want to be able to do what should the libraries do. But yeah, let's move on. Of course, you can continue typing there. My terminal open Julia and now I already have iJulie installed. So just start the notebook or well start run the notebook function to start the Jupiter notebook system. Okay, yesterday we went through most of sections one through four. You can, if you're interested, look through some tips in section four. But the most important part there is the mapping and the dot syntax. And we'll finish implementing the simulation from section four before we go on. And then we'll have we will go through packages and plotting, which is mainly how to use packages. I mean, we've been doing that a lot already, so it will be relatively fast. And then we'll introduce one or a set of packages specifically, which is for plotting, because that is something people have to do a lot. And it's quite convenient. So yeah, we'll spend some time on that. We'll basically skip strings and IO, unless we have time for it at the end and people request it. But you can look through it on your own. So this we already showed you how to do later in strings and how to do well, at least how to do raw strings. So if you want the refresher on that, if you want to remind yourself how to do that, you can check this strings and IO section. It also has a section on how you actually an exercise on how you can write the configuration of the simulation state to a file and then reread it. And that should work with any any structs you have defined any array of structs you have you have created. That's called JLD or actually libraries JLD2. That's very useful here. But then I guess the main part of today will be creating packages. And that section has how we how you can write your own package. And what is the general structure of a package in Julia and how you can create how you can write tests for your package while you're working on it. Okay. And then probably we'll have time for something at the end. So there is the option between both strings and IO is one option performance. We hope to have time to do anyway. But it might be one of the optional sections. So we'll have a poll at the end. This ecosystem is only a list of packages where you can look for things. I'll point that out again later. There's meta programming. So essentially how to program how to write something that writes the code. How to write macros. So that is very useful when you're getting to more complicated expressions or symptom vectorization, which is of course tied to performance, but also kind of separate topic. There is is it in performance, there's MPI exercise, I think in performance. So if you're interested in MPI, we can also cover that. Okay. But let's get started. So I'll move this. Actually, I'll first go and start my demonstration notebook. And so where we'll be continuing from yesterday is in this control flow section, where we have some, we continue the simulation a little bit.  So the first thing I will do is essentially go to the end of my notebook and copy everything we have for the simulation so far. And you can find this in, I'll just show you, made it full screen. And now there's some cool powers on the way. Okay. So in the control flow notebook, after the dot syntax, exercises, there is back to the simulation. This is slide number, is it numbered? Well, it's right after the dot syntax part. So you can copy stuff from here or you can just execute this cell and continue from there. So I will just run it and that will define everything we wrote yesterday for the simulation. So we now have such a thing as plant again, it can be in the state, uninfected. You have to give it the number zero. You could make this, you could, you could define a function, of course, that builds a plan without you having to specify this number zero every time. So yeah, you can create those sort of convenience constructors, which are often quite useful. But yeah, that works now. And since we defined this thing we did at the end, we replaced how you show, how Julia shows the plant type, replaced it with printing these boxes. It now immediately prints an uninfected box here. Okay. So now to really run the simulation, we'll need a grid of these plants. So that all the, I mean, all the plants have neighbors and plants tend to grow on two dimensional surface, although not always on a strict grid. But in this simulation they do. But yeah, we'll just create one here. So let's make a 16 times 16 matrix of plants. We'll call it plants. So first, this is the most convenient way I have figured out how to do this. So we will create a matrix of plants. And you need to give it an initial state, but that can be undefined. So undefined is undefined. Unfortunately, if you give it just one plant variable, it doesn't, it can't figure out what to do. So, and then the width and height. So 16 times 16. So this creates a matrix of plants, but they're all in this undefined state. And then we can run a follow before I in, then we'll just go from 0 to 1 to 16. Or we could do size of the plants in the first direction. So the number of rows, number of rows in a plant, in the plants matrix, which is 16. So this is exactly the same thing. But if we happen to change this number here, it is more convenient to then refer to it this way. Another follow before J in 1, 2, and again, it would be 16. But we'll just refer to it as the second dimension of the matrix. So the size of plants gives you, maybe I should actually run this size of plants gives you 16 times 16, or it is a tuple of two numbers, 16 and 16. And this will just take the first one of those, which is 16. This will take the second one of those, which is also 16. Okay. So both of these follow-ups go from 1 to 16. Let's type the ends in. I just like to do that to make it kind of formatted properly. And then inside here, we want to do something with the plants. So we don't want them to be in the undefined state. By the way, this is how you refer to a location in a matrix. It's i, first index, comma second index. Okay. So we're going to place a plant that is uninfected. And the number is just zero. Okay. Plants not defined. Oh, the type, yeah, with capital P plants is not defined. Because it is just plant. Okay. Oh, this didn't print anything. Because the last statement is an end just there. So now it prints it properly. And maybe this makes it clearer why we wanted to implement this whole show function. Because now if we had a huge matrix of these plants, it would print for each of them, it would print the word plant. And then in parentheses, uninfected comma zero. And that would be a huge, huge section of text that will be completely unreadable. So this is much nicer to look at. And it gives us information about what's going on. Now, in order to have a simulation where anything happens, we want to have one infected cell there. And I just plop it in the middle so that eight comma eight. And that one is let's just set the status actually. So we will make it infected. Okay. And what didn't work? Plant not defined. No, because it's plants. Okay. Yeah. The same mistake except the other way around. Okay. So now it's printing this. In fact, it's printing the status of this plant. That's what it's returning at the end. So let's just type the plants to return the matrix again. Okay. Great. I hope everybody's with me. And I hope you are typing along. That is kind of this kind of thing is the most useful if you are typing what I'm typing. And if you get ahead of me, play around with stuff, if you get behind, then look at the notebook and copy this into your own notebook. But yeah, it's kind of like me writing into a blackboard if this was a lecture about anything other than coding. That would be what I would be doing. And you would be taking notes. So it just goes through of course people are somewhat different than you do what works for you. But it is very useful for most people to type it yourself. Okay. But yeah, just mentioning both why I'm doing it this way. And because I didn't remind you what you should be doing, I need to remind you at some point. Okay. So now we have this matrix of these plant objects. And we want the disease to spread from this one to its neighbors with some probability. So to do that, did we write an interact function already? I don't think we did. Yes, we did. We did it. We did go through it yesterday, right? Yeah, because it's in the previous notebook. So we have this interact function. Oh, yeah, no, I remember we did go through it. That takes two plants, this plant and a another plant, a neighboring plant, and an infection rate. And it will, if the other plant is infected, it will make this plant infected with the probability given by the infection rate. So that function is already defined. And we can essentially, well, we can do the interaction between these two plants, for example, by running interact. Now, the one in the middle is 8,8. So let's do 8,9. It's either this one or this one. I never remember which way the indices go. The first one is the index of the row and the second is the index of the column. Okay. Well, then if I wanted this one, then it would be 8,9. Okay. And 8,8 is the infected one. And the infection rate is whatever we want, but let's say 0.05. Actually, let's make it 0.5. Okay. So the first time it returns zero. This function doesn't really return anything. So, well, it returned this infection time, maybe. But what I wanted really to do is to print this plant. Okay. Well, it is already infected. I ran it twice. The rate is 0.5. So it's almost certainly going to be infected after 2, but 75% probability it's going to be infected after running it twice. Okay. So this is basically what we want to do for every pair of plants in the simulation. And I'm just going to print the matrix again. So I'll type through the update function that does this. And then there is an exercise of doing this. I will do this vertically and there is an exercise for doing it horizontally basically. So this is essentially a reminder of everything that we did yesterday. So a function. Let me start from the beginning. Just define a function with the function keyword. We will call the function update and it ends with an exclamation point because it updates the plants. So it changes one of the inputs, one of the parameters. The first parameter is plants. That's the matrix of plants that we want to update. We could specify the type. So matrix of plants, matrix of type plant objects. Let me check type of, so this is very convenient. If you type type of plants, this is exactly what I should be writing there. So this is the type of plant. It's also array plant 2, array plant comma 2. But yeah, so matrix plant is the type I should be writing there. Then we'll need an infection rate. We'll also need the time it takes for the plant to recover. Recovery time, put that first. We'll need a death rate, how likely it is for, I wonder if I can make the rose wrap. The probability of a single plant dying when it's infected in a single time step in the simulation. And finally the infection rate. So this has three parameters, four parameters. The matrix of plants, the recovery time, death rate, and infection rate. Okay, type in the end keyword and start typing the function. So the first thing we'll want to do is to update all the plants as they are, I mean in place, so without interaction with the neighbors. That function we also called update. But the update function takes a single plant. So not a matrix of plants, but a single plant. It takes recovery time and death rate. So this is the function we wrote yesterday and it's here. Now, because it takes a single plant, what do we do too? So we could write a for loop that goes over all the plants, fine. A slightly more convenient option is to put plants here. This is a matrix now, so this will not work as such, but then just add a dot. And it will run this function for every element in the matrix plants. Because this is just a single number and this is just a single number, it knows that it wants a copy of these two numbers for every element. And it will go through every element of this first one. So it's running the broadcast function. That's what the dot syntax does. So it's broadcasting these two parameters to be the same size as this one. Okay, so that's convenient. And then we will need to loop over all of the neighbors in the horizontal direction and update. So have every cell of every plant, every plant in this matrix interact with it's all of its neighbors. So essentially we'll do what we just did with this pair. But with, well first this pair, and then this pair, and this pair, and so on. Ending up with this one. Okay. And the way to do that one way of thinking about that is that every, so you take the leftmost one in every pair and that will index the whole pair. So this is the only one that doesn't have a neighbor on the right. So we will just have the number of columns minus one of these pairs. Okay, to make things a bit easier, I'll take the, actually this is nx. I will just take the size of the matrix into two short variables. So just what we did before, size of plants. And I'll take the first one into nx. And the size of plants. Second one into ny. Okay, and now I can write a slightly shorter for loop. So the index j, let's say that is the row. And the pairs that I'm taking are in the horizontal direction. So I will just go through all the rows. So ny. But I will not go through all the columns. So I label the column, or I in fact labels the pair in the horizontal direction. So I will not go through all of them because the last one doesn't have a pair on the right side. Everyone else has a pair on the right side. So I'll just go through up to nx minus one. So nx minus one is the last one. nx is the last one. So nx minus one is the second to last one. So it's this one. Okay. And what do we do with this? Well, the two plants in the pair are, one is at i and j. And the other one is at i and no, sorry, i is the second index here. So i plus one and j. So they both have the same j, the both same row, but they have a different i. Okay. So I want to run the interact function with this pair of plants. But I also want to run the interact function with, because the interact function only updates the first one, not the second one. I want to run it in the other direction as well. And it also needs the infection rate. Okay. So fill in the interact function here, infection rate. Okay. Now there's one more important detail. So something that could happen here in a single time turn is that this one, because this starts from the left, goes through all the pairs and ends up with the one on the right. This one could infect this one. And then when you're running running this function, this function for the next index i, this one would already be infected. So it could already infect this one. And then this one could infect this one and so on. So you could get a cascade on infections in a single time step. And that's not okay. So that's not what the simulation should do. Each neighbor should only interact once with each of its neighbors. And it shouldn't know about the future state of the next state of the neighbor. It should only know about the state in the previous time step. So the way the plants are now determine what each plant is in the next time step. So to avoid the update changing the result for the next update, we'll record the state and make a copy of the state of the plants before any update, any changes. And for that we'll use the deep copy function. So the deep copy doesn't just assign the matrix plants to another variable called old plants. It actually makes a copy so that when you change old plants, or when you change the important thing is when you change plants, old plants doesn't change. So this is just a copy. And now we can use this old plants variable here so that when the pair is interacting, the thing that changes doesn't know about the new state of the neighbor. Okay. Hopefully that was a sensible explanation. Okay. Now that defines an update function. I'll just empty that so that the cells are in order. And now we can run the update function on the plants array. And we'll need to give it a number of time steps it takes for a cell of a plant to recover a death rate, let's say 0.2% and an infection rate up again, 0.5 which is a very high infection rate. So we'll see quickly that it works. Okay. So now this is actually, like I said, I got mixed up with the directions. So it's actually going down, it's spreading down. It should also spread up. Yeah, it is spreading also up. Okay. And now these cells in the middle, these plants in the middle are recovering. So they are no longer infected. Okay. Now there is a probably relatively quick exercise, which is to fill in the details. So there's some comments that I didn't write down, but otherwise this is exactly what I just did. So in exercise three in control flow, there is another loop that does that should do the same thing. But you know, in the instead of the up down direction, the left, right direction, instead of vertical, it should do it horizontally. Right. So and then we have an exercise extending base.show to a matrix of plants. So just to set that up, I will see what happens if you run print plants. So if you type plants, it will show up properly, like we did boxes. But if you type print plants, it kind of uses this sort of matrix printing representation. So spaces between, between elements and then for every new row, there is a semicolon. That doesn't look great. So if we are turning this, well, let's just keep that. If we are turning this into a package and we want to, well, we want to put this into a file or a bunch of files for people to download and run on their own to do the, to run the simulation, we will need to use print instead of just this thing that we can do in a, in a notebook. So we will want to implement this properly. And that is the second exercise. Now, I would say you don't have to finish the second exercise. But fine, if you do good, if you do, there is also some extra stuff that you can take a look at. But let's say we'll give you 10 minutes to do these exercises, and then we can take a break. So, well, yeah, I guess that's all I need to say. So like before, can you put up a green check mark when you are done? Let's say when you're done with the first. So when it would be worth, when would it be worth to write code in Julia? Instead of Python, for example, okay, yeah. If you're fluent in Python, it's, of course, probably faster to write things in Python. But Julia is actually a pretty good language in that it doesn't take a lot of time to, I mean, it's basically as fast to write as Python. And I mean, if you're comparing to something like C, or Fortran, or C++, where it's, it will take you a lot more time to write anything. Julia solves the two languages problem, because generally, if you have like, you need a language which is easy to write like Python, and the language which is fast like C. So you need two languages. Whereas Julia is said to solve this like problem, because it's fast and easy to write and easy to read. So it's, I think the motto was at some point, works like Python runs like C. So it's like as easy to write as Python and as fast as C. So it's like efficiency matters from your Python, and also Julia is very good at interoperating with other languages. So if you have a code base like the whole interface in Python, you don't need to like replace that. You can call that from Julia and have the more computation-expensive parts in Julia, for example. So basically, when you would want to use Julia rather than Python is when you want good performance, when you want your code to be fast. And when you're writing something yourself rather than using a library that's already been optimized. Well, now if there is a library in Julia that's much faster than in Python and you need to call it to run fast, then of course, you probably want to use Julia anyway. But if you're using TensorFlow, for example, then probably you might as well use it from Python. If you are developing machine learning libraries, you need them to be fast and you don't want to write them in C and then call from Python, then I would use Julia. For example, since I noticed there were a few people from physics or what a few people from computational fields, Julia has a very powerful and very good ecosystem for differential equations and like modeling.  So like also a very like powerful like this is system very close to the topic of the next part. So let's finish up this exercise and the simulation before we go on. So here's the first exercise. So I've already added the actually what I did was just to add to my own notebook to add this part at the end. So it has the correct number of parameters and it specifies that it needs to plants needs to be a matrix of plants. But yeah, this is the essential part of the exercise. So just like we did here, there are one few pairs than there are plants in a row. So and in this case, so here we of course, we did columns, we did rows, here we want to do columns. So we do ny minus one instead of nx minus one. And this one just goes to nx. So yeah, this is, I mean, this essentially is already the reminder, but yeah, just quickly so that you can you remember how to type a follow that goes starts from a value and ends up at a not a value. And so, you know, this essentially was a follow doesn't see, for example, an infortune, or do look doesn't fortune. Okay. And then we again want a plant. So this needs to be in the plants variable, because it gets updated. So not the old plants. And let's take the ij again first. So where's the neighbor? Well, I mean, it's the same as above, but we put the plus one instead of i plus one, we put a plus one. So like this, j plus one, like this. And add the infection rate. Okay. And then the other pair is basically the same except we switched in this is around. So ij plus one old plants. So I kept writing, even though there was a parentheses closing there. So so now it looks correct. Okay. And then I and J. So just the same indices, but the other way around infection rate at the end. And that's it. Now we don't have any infected cells here. So let's go back and redo the cells. And now it's spreading very fast to all directions. Now much more realistically, this should be something like point one. I don't know realistic to what this is not a super realistic simulation of any kind of infection. Okay, it just died. Yeah, we'll play around with this a bit more. Okay, in the next section here, it's actually spreading. But it's not the infection is not doing great. So this was not an epidemic. Okay, let's move on. Okay, we'll do the other exercise as well. So this is what happens when you print plants. And here is the skeleton code for the exercise. So you want to extend base dot show to and it takes an IO object, and then it takes the, the plants object. Now here's an array plant to, it could also be matrix, equivalently matrix of plants. That's the same thing. So we need to go we need to go over all the rows and all the columns. So one, two, and why? And one, two, and X. And we need to do something. So of course, the reason for going over rows and columns is that we want to print a new line after each row. And then all we need to do actually here, because we already have implemented a show function for a single plant. So we could do this. We could have an if statement if the plant status is infected and bring this otherwise bring this. But actually, what we need to do is to call the print function function with this specific plant. So this will actually call the show function and send it to the whatever this IO stream here is. So this should work. Well, but it doesn't plant is not defined because it's plants. It's the matrix. Okay. So I don't know if this looks a lot better. Well, I mean, it looks a lot better than this one, but it doesn't look as good as this one. So we could have a bit more formatting here to make it look nicer. Should we try something like this? That's a bit better. That's much better. Okay, but in the next section, we'll do something much, much better than this. So that is packages and plotting. So I will


Hello and welcome to the session. The question says integrate the function second is root over x square plus 3 x. So firstly let us learn the formula to integrate the function of the type x square minus a square with respect to x. So its formula is x upon 2 into root over x square minus a square minus a square upon 2 into log mod x plus root over x square minus a square plus c where c is a constant. So this formula is the key idea to the question with the help of which we shall be solving the problem. Let us now start with the solution. The given function is root over x square plus 3 x. Let us now consider the polynomial x square plus 3 x. Now we shall try to write this polynomial as the sum of the squares of two polynomials with the help of this. But if we have a polynomial x square plus b x plus c then it can be written as a into x plus b upon 2 into a whole square plus c upon a minus b square upon 4 a square. So here a is 1, b is 3 and c is 0. So x square plus 3 x can be written as 1 into x plus 3 upon 2 into 1 whole square plus c is 0. So we have 0 upon 1 minus b square upon 4 a square. So b is 3 so we have b square as 9 minus 4 into 1 whole square. So this is further equal to x plus 3 upon 2 whole square plus into minus is minus 3 upon 2 whole square. Thus the given function which is root over x square plus 3 x can be written as root over x plus 3 upon 2 whole square minus 3 upon 2 whole square which is in the form of x square minus a square. So we have to integrate the function root over x plus 3 upon 2 whole square minus 3 upon 2 whole square with respect to x. Now let us take t is equal to x plus 3 upon 2. So this implies dt is equal to dx by differentiating both sides with respect to x. This function can further be written as root over t square minus 3 upon 2 whole square into dt. Now let us apply the formula to integrate of the function of the type x square minus a square here x is t and a is 3 upon 2. So it is formalize t upon 2 into root over t square minus 3 upon 2 whole square minus a square upon 2 so a is 3 upon 2 so 3 upon 2 whole square upon 2 log mod t plus root over t square minus 3 upon 2 whole square plus c where c is a constant. It can further be written as t upon 2 and t is x plus 3 upon 2 that is 2 x plus 3 upon 2 and we have 2 in the denominator into root over t square minus 3 upon 2 whole square is x plus 3 upon 2 whole square minus 3 upon 2 whole square and this is equal to x square plus 3 x. So here we have x square plus 3 x minus on simplifying this we get 9 upon 8 log into x plus 3 upon 2 plus the value of this root is x square plus 3 x root over right that is on integrating the given function we get plus 3 upon 4 into root over x square plus 3 x minus 9 upon 8 log mod x plus 3 upon 2 t can be written as 2 x plus 3 upon 2 whole square plus root over x square plus 3 x plus a constant c so this complete the session. Bye and take care.


Hello everyone, so this is the last session on growth charts, okay, one of my favorite session after cross graded old and 45 points of counseling and what I am going to discuss today is basically WHO growth chart, both percentile and Z score, okay. So I am going to take you into the basics of growth chart, what are these growth charts, how do they come up, you know, and if it is when they have been in use. So all that I am going to discuss, we have created really good tutorials on WHO growth chart, percentile growth chart, we are also working on Z score, but you know, we would put it up as soon as it gets ready, okay. But let us start with, you know, WHO growth chart, it will be my session and then after that we will also kind of put up our tutorials that we have created for wait for age and length for age. But I want you to understand all the definitions of, you know, what is wasting, what is stunting, what is underweight, you know, so people who are working in different programs, working on malnutrition, they should know basically what are all these, you know, definitions, all right. So let us start with your WHO multi-center growth reference. This was a study which was done between 1997 and 2003, okay. And what they found is basically, they took about six different countries, okay. So they took data from children, say in six different countries, for example, they took USA, they took Norway, they took Ghana, they took Brazil, they took Oman and they took India. India was part of this multi-center study, which was done on children, okay. So that is important, six different countries which were involved, including US, including India, okay. And basically, this growth charts were created from the study and they wanted to show that how children should grow, okay.  It establishes breastfeeding as a biological norm, means that all the children were breastfed, okay. So they wanted to show children were breastfed how this children would grow in all over the world, not just in India or in US. And then they wanted to create the international standards for all the healthy children as human milk support not only a healthy growth, but also optimum cognitive development and long-term health, okay. So this was very, very critical for all over the world to have this kind of WTO growth chart, which would tell us how children would grow, okay.  And they basically took height and weight of the children starting from birth till two years of age. So they took longitudinal data, so same children they followed, you know, up to two years of age. And then at 18 months to 17 months old children, they took cross-sectional data. Cross-sectional data means they went in there, they took a, you know, number of children, they selected number of children and they took a cross-sectional data means they took data that at that particular point. Just one time, okay, that is your cross-sectional data. Longitudinal data means you would keep collecting data of the same child over and over and again over period of two years, okay. So that is the difference between longitudinal data and the cross-sectional data. So for this WTO growth chart, what they had done, they selected few children. So those children they took, you know, data of from birth to 24 months of age. And for cross-sectional what they did, basically they did one time data collection for children between 18 months to 71 months of age, okay. So that was one important aspect of the study. And then basically there were three things which was common for all the children. All these were breastfed infants, okay. So the optimal nutrition was given to the children, they had appropriate complementary feeding. Then they had an optimum environment. What was, what do you mean by optimal environment? Means sanitation was good, no microbiological contamination in the environment, okay. So they came from a very good background where there was not much problem with sanitation, okay. There was no exposure to smoke and also optimum health care for all these children had immunization, you know, as per recommendation and they all had pediatric routine care, okay. So all these things were, all these variables were kept common, okay. And then what was eligible criteria for individual? So no health environment, economic constraint on growth, okay. Because they all come, they came from a very good health background, they all had immunization vaccines, they all had good sanitation, there was no exposure to smoke. And then they had no economic constraint, of course, you know, looking at the sanitation, you know, they wanted to make sure the sanitation is good, how would children grow, okay. Then second aspect was mother was willing to follow feeding recommendation, okay. So exclusive predominant breastfeeding for first four months and introduction of complementary feeding by six months of age. This was, you know, basically from 1997 to 2003. And all the children were termed single birth, okay. So only single term baby were selected. And there was no, there was lack of significant perinatal morbidity. Perinatal morbidity means children were not sick, you know, when children were born. So there was lack of very significant morbidity means not, you know, no ICU admissions and all those were exclusive, you know, it was basically removed from the studies, okay. And another important aspect is no smoking mothers before and after delivery, okay. So they wanted to make sure that there is no exposure to smoke because smoking will also cause problems with growth, you know. And the study designed the sample that what they had done was basically, as I said, birth to 24 months of age was a longitudinal study. Mothers and newborns were screened and they were enrolled at birth, okay. Then weight and length and head circumference were taken 21 times over 24 months, okay. Arms circumference was taken 10 times between 3 to 12 months of age. And skin fold thickness was taken 6 times between 14 to 24 months of age, okay. Then of course, in cross sectional study, of course, in longitudinal study they had also taken weight and length of children, but in a cross sectional study, they also took basically weight, length, head circumference, arms circumference and skin fold thickness. How many total number of children were taken for this study is 8,440 children were taken from 6 different countries, okay. 300 newborn per site, so 1,743 total followed up to 24 months of age from the longitudinal study and 1,400 children per site, so total about 6,647 children aged between 18 to 70 months through the cross sectional survey, okay. So this was the study, this was the designing of the study. So here this is what they found, okay. Now this is the weight for age chart, okay. Now I have explained this chart in detail in the coming tutorial, okay. So you will learn in detail about what this chart is and what is there on, you know, horizontal line over here, what is there on vertical line over here. So of course, I have gone very much detail, but I will quickly press through it because I want you to understand this charts very clearly so that, you know, when you are in the field and when you are plotting this children on the growth chart, you need to know how children grow, okay. Unfortunately in India, our children are not growing well and this is the reason that I want to kind of personally, you know, take this session and explain to you how children grow as per WHO growth chart, okay. So this is your weight for age. So weight, this is your, this on Y axis, you have a weight, okay, weight of a child, okay. So it is basically 2, 3, 4, 5, you know and then there are all this, you can see those dark lines. So each dark line basically is separated by 1 kg, so 2, 3, 4 and in between you can see those light colour lines, those each line is about 200 gram increment, okay. So if a child falls into say 2 kg and there is, if they fall say 1 line above the dark line, that would be 2.2, 2 kilogram, 200 grams. So there are 4 lines between those 2 dark lines and each light line is about 200 grams, okay.  So this is your birth. So what I recommend is to kind of put the date of birth over here and then basically you put your one month, you know, date over here, second month date over here. So I ask healthcare workers to put all these dates beforehand so that they know, you know, when Chulunna measured where to plot them, okay. And this is your one year and this is your two years, okay. Now this is the girls chart, pink colour is a girls chart and this particular chart is from birth to two years of age. There are different kinds of chart available, okay. You have birth to only 6 months. Now I like those charts from birth to 6 months for say Anganwadi workers or Asha workers because they are still learning, they may have difficulty kind of calculating what is the weight, you know, plotting of weight charts. So when they take 0 to 6 months, they are given in weeks, you know, the weak increment of weight gain in per week and it becomes very easy, it becomes very easy for them to plot, okay. So this particular over here I have shown chart from birth to two years of age. There is one more chart which is available which is from 6 months to 2 years, okay. There is one more which is from birth to 5 years of age. So there are all these different charts, whichever program that you work in. So if you are taking care of just maybe, you know, small children, then you have to, you can just take 0 to 6 months if you are taking care of older children, you can take from birth to 5 years, you know, so it depends upon which chart that you are using, okay. Or which program that you are working in, alright, okay. So here now, see for example, this particular that you can see 5 lines over here, right. So you see green line, you see yellow line, okay.  So this is basically percentile growth chart means percentage of children who fell on this line, you know, or who are marked on this line, okay, or who grew on this particular line, okay. So for example, as per the WHO study, what they found that all the children, if everything was good, if health was good, if mothers were breastfeeding babies, if sanitation was good, if, you know, if immunization was given, most of the children were growing at the same rate, okay, whether they came from India or they came from US or whether they came from Oman or whether they came from Norway, it does not matter, okay. All these children, till 5 years of age, they grew at the same rate, and that is why you, you know, most of the countries in the world, we are using WHO growth chart. So same chart we are using, you know, in India, in US we use this growth chart for younger children, you know, after that we use other growth chart, but for younger children, we are using WHO growth chart in US also, okay. So here again, I am going to come back to the growth chart again. So 50% of the children, okay, 50% of children, that is your average children, they basically kind of grow along this green line, okay. So average children, 50% of a children should be growing at this rate, okay. 85th percentile means 15% of children, about 15% would be growing at this rate, okay. So in India, how many children are growing at 85th percentile, very few, you know, and then this one means 97%ile, 97%ile means 97% children would be below this line, okay, and 3% children will be above that line, okay. So only 3% of children in the world are above that 97%ile, okay. Similarly if you come down, okay, here is a 15%ile. So 15%ile means 15% of the children will be basically on this yellow line, okay, and your third person, I mean 3% of children are basically on this line or below that line, okay. So normally what would happen when you go in the community, you should see only 3% children below this red line, only 3% children, okay. But unfortunately in India, we have so many underweight children and so many children who are stunted that we have almost, I would say, you know, as benefactors, 5 data, 32% children are underweight, 32%, normally we should have just maybe less than 3, even less than, you know, 2.7% or below this third percentile, we have almost 32% children, that's actually terrible, you know. So what we are trying to do, we are trying to increase the birth weight of the children because remember I told you that the birth weight, average birth weight of children in India is only 2.7, so let's see what happens when a child is born at 2.7, okay, so again I want you to focus on this growth chart, okay. Now I want to show you what should be the average birth weight, so this is your birth, okay, average means your green line, so just follow your green line, okay. Now look at this green line for a girl child, it's 3 and it's one line above, so it's 200, so the average birth weight of a girl child all over the world is 3.2 kilogram, okay. Where do our children fall? We have 2 and 7, so if you look at the 7, that would be falling over here, you know, so I would say between 3rd percentile and 15th percentile, so they are not even on 15th percentile when they are born, okay. Now we want to bring those children because there is something called growth catch up, okay. So when you want to do a growth catch up, you have to remember that the children have to grow much more than what WHO is recommending, right. Because if you don't, just with one infection or one diarrhea, they may just fall, they would be growth faltering, they would not, you know, they would come under minus 3 or I would say 3rd percentile and they would show up on underweight, you know, as per Z score, I will discuss what is Z score, but you know, we need to have good amount of growth catch up. Unfortunately what is happening is the children are not growing as per WHO standards, okay and I will show you how they grow per month and we have to make sure that if you can't do a growth catch up, at least don't let them fall, okay. Because if we let them fall, this children will basically will show up into your NFHs 5 or NFHs 6 data and says all the children are underweight, but they are born underweight. What did you do while they were falling off, right. So that's what I wanted to explain to you, okay. So here, so now you have, suppose you have a girl child born in your family, okay and she is beautiful, 3.2 kg weight gain, okay, absolutely average as per WHO standard, okay. Now look at the one month of age. So at one month of age, what is, where is that green line intersecting? You can see that green line is intersecting at 4.2 kg. You can see over here, it is intersecting at 4.2. So in one month, that girl child who was born who was 3.2 kg need to gain at least 1 kg to be able to follow her growth chart, right, to be able to follow her growth trajectory on 58% child. Remember I told you children should not fall down, okay. In fact, our goal should be that child should gain as much weight as possible on mother's milk. If she is born even average and if she is growing beautifully, if she has amazing milk transfer, those children will put on lot of weight more than 1 kg. And that's what we have seen in our program. I will show you some of my growth chart which I have already shown you before. But think about first 3 months are the most important time period for growth of that child, okay. Because again I had discussed in my first 1000 day session that how when these children they grow early on in their life, they have a higher IQ and of course they are not stunted, okay. There they become tall because if you look at it, see how, look at the growth trajectory. The weight they grow so fast, right, okay. So that was your one month weight which was 1 kg.  Now let's see what happens in the second month. So from first month to second month, basically the weight gain is from 4.2 to almost 5.1. I would say even 5.2. So again in second month, girl child is gaining about 1 kg average, okay. What we are told, we have a cut off of 500 gram weight gain. So whenever I speak to all the healthcare workers including medical officers, including so many doctors, because they say cut off is 500 gram, they keep the targeted 500 gram. So they feel if the baby is gaining 500 gram, they are fine. No it is not, you know, please understand from this growth chart, plot it yourself, plot the child who you know you can get this growth chart from WHO website, plot it, plot it yourself because if you plot it you will know how children grow, okay. So if a child who is born 3.2 kg, which is born absolutely normal, in one month if child gains only 500 gram, will child will immediately fall down from 58 percentile, okay. And the same child again instead of gaining 1 kg has gained just 500 gram because that's the target weight which all the healthcare workers understand. They feel 200 gram, okay, so again if child falls from just gain say 500 gram from 1st month to 2nd month, child will fall to again 15 percentile. And then eventually within 3-3.5 months the child is going to be under 3rd percentile. This is the issue that really I am facing in the field, I have to unlearn all this learning that healthcare workers have gone through and I have tell them no, your cut off should not be 500 gram, your cut off should be 900 gram or maybe 1 kg children should grow weight as per WHO standards, you know why should we allow children to falter at all, you know. So focus on breastfeeding practices, focus on those skills, focus on those how to hold the baby, all those 45 pounds that I mentioned and your child will grow not just 1 kg, they will grow 1.2 to 1.5 kg, right, so this is what I want to tell you, okay. Now look at the 3rd month, this is a girl child again, okay. So child was 5.2 kg, did very beautiful, so 5.2, now in 3rd month, now child is about 5.8 kg, so about 5.9, okay. So now think about it from 4.2, I would say, sorry 5.2 to now 5.9, okay. So again child grew about 800 grams, okay. So again remember how children grow, she grew so fast in first 2 months, 1 kg, 1 kg, now 800 gram, now she will slowly slowly slow down this child, okay. So if you can really focus on those first 3 months and get the weight up, you know, believe me they grow fast on the length also, okay, alright. So then again look at the average weight at 3 months of age, the girl child average weight is about say between 5.9, 5.8 to 6 kg, so around I would say around 5.8, 5.9, okay, approximate weight, alright. Now same child at 6 months, what is the average weight of a 6 months old child? About 7.3, 7.4, 7.3, 7.4 kg is the average weight of a girl child, now if you ask anybody in the field what should be the average weight of a 6 months old child, most of them they say around 5 kg. So if you have a 6 months old child who is only 5 kg, they are basically already less than 3rd percentile, okay.  So we want to make sure, remember that the girl child approximately, you know, the weight at 6 months is around 7.3 to 7.4 kg, okay. Now same child at 1 year of age is about, I would say about 9 kg, so here this is the intersection, you can see this is the dark line and you are touching the 9 kg, okay. So now you can see from 6 months to 1 year there is not much weight gain as it was between 0 to 3 months of age, okay. So remember if you want to gain, if you want to catch up on weight gain, first 3 months, focus on first 3 months, follow up those babies every, you know, after birth I would recommend to follow these babies every 48 hours, okay.  Mother knows those all important counseling points, right. If baby is not gaining 35 to 40 grams, that means there is a high risk of this child faltering, okay. And till that mother gains, baby gains 35 to 40 grams, you are not going to give up because if you do not follow up with the mother, if you do not kind of fill out those breastfeeding assessment form, that means, you know, we have not done a job at all. How do you allow a child to falter, right. So that is important part and I am kind of a little bit strict in my program about how children should grow specifically in first 3 months and then my focus comes after 6 months because after 6 months, what happens is what we saw initially that all these children were just basically stagnating, means they were just not growing, so they were just going in straight line, they were just stagnating, they may not be falling off the growth curve but they were just stagnating, right. And that was because children were getting predominantly carbohydrate food, they were just getting rice, rice, rice, rice, rice kichiri, rice roti, rice and dal, it was just rice and dal whatever they were getting was extremely watery monotonous dal that they were getting, okay. So here at 6 months, if we want to improve children's weight, please focus on nutrient dense food, you know, talk about consistency, talk about the amount, talk about the food that they will get, start with protein rich food, you know, do not be obsessed with vegetables and fruits, you know. Yes, you can give vegetables but start with protein first, give food which is high in protein and then add vegetables in it, okay. And do think of giving those protein powders that mothers have made at home and if you do home visit, make sure that mothers have prepared those, you know, legume and seed powder or, you know, those peanut and seed powders and, you know, a lot of this bean powder that we have prepared. If mothers start using those powders and if she knows the consistency, how she should prepare, then believe me, you will not see the results.  So do not have your own bias on children, okay. You may have different religious bias but that is for your sake.  So now you have one-year-old child that I already discussed is one-year-old should have about 9 kg average weight, okay. Now look at this just in 9 kg in one year, so from one year to two years of age, this child will not grow much, okay. So from 9 kg to just about 11.5 kg, okay, so that is about just 2.5 kg. So in the whole year, baby will gain just 2.5 kg, okay. So when you get children at one year of age and if they are say very low on weight, very difficult to bring them up because if they have not grown in first year of life, the children then they stagnate not only in weight but they also stagnate in length, okay. So make sure that, you know, you focus on weight first till one year of age, I would say focus on the weight part till 6 months of age because after 6 months of age, you will realize that if children are not gaining length that means they are getting nutrient, you know, not nutrient dense food, they are getting probably calorie dense food if they are just gaining on weight but not gaining on length that means children are getting too much of calories which are not necessarily nutrient dense probably they are getting empty calories, okay. So after 6 months I tell all my, you know, team members to focus on length, you will realize if children are growing tall that means they are getting good nutrient dense food, okay. Alright, so this was your weight for age chart. Now I will go with the next chart. This is weight for age for boys, okay, as per WHO this is again percentile growth chart and I want you to look at now the boys chart that how they grow, okay. This is your age, okay, this is your months, this is your weight, okay, same exactly same chart as girls chart but the weight gain is different, okay. So here look at the average birth weight of a boy child, okay. The average birth weight should fall on this green line, okay. So average weight for a boy child at birth is about 3.3 kilogram, okay. So 3.3 kilogram is basically that is what is the average weight. Do we have 3.3 kg babies born in rural areas, tribal areas, urban slums or even to, you know, literate, literate muckers? No, we do not actually. I am very unfortunate, very rarely we see 3.3 kg babies in India, okay. Why? Because mother's nutrition is not done properly. They are just eating lot more cow-headed rich food, they are not eating protein rich food, they are not eating good fats, you know and unfortunately they put on lot of weight. It is not that, you know, mothers coming from elite areas they do not put on, they put on lot of weight but it is all not going to the baby, okay. So if you want a healthy baby and this is again I have explained very beautifully in Kailash's story where his wife was only 34 kg, put on good amount of weight on baby, mother had gained about 12 kg, 11.5 kg and then baby was 3.1 kilogram. Imagine higher than the Indian average and she came from a tribal area where she had previously had miscarriages, two miscarriages. I would not even say premature delivery, I would call it because babies were born after 7.5 months and you know obviously because of a poor nutrition, right. So this is what I am saying is that try to increase or improve mothers nutrition and we have gone through all these tutorials in my previous session on pregnancy nutrition, you know, adolescent nutrition, pre-primary nutrition. So again think of what all things that mother need to eat, focus on protein again and you know you will not have a issue, okay. So here let us see, so now your baby is born say 3.3 kg, okay. Now at one month of age that child weight at average is about 4.5 kg, okay, 4.5 kg. So from 3.3 to almost 4.4, 4.5 that is about 1.1 kilogram, okay. So if it is per month, this is 1.1 kilogram, so how much it should be for per day, right. It would be around 30 gram, more than 30 gram actually, you know, it will be more than 30 gram, it is 1.1 kg. So almost up to 40, 40 gram, 38 gram per day, follow this children up, okay. I want you to follow this up children from birth till baby start gaining minimum 35 grams, minimum, okay. I would be very happy if you keep the target up to 40 grams, because that is what my target is, right. My target in my program is 40 gram, so if children gain 40 gram weight gain per day, that is when I tell mothers, okay, you are fine, I do not need to see you for next one month, okay. So do that, okay. Now again if you look at from one month to two months of age, okay, this children from 4.5, so they are now gaining almost 5.5 kg, okay, 5.6, in fact 5.6 kg. So again children are gaining almost 1.1 to 1.2 kg a month. If it is 1.2 kg, it is 40 gram weight gain per day, okay. Now in India, we have a cut off of 500 gram per month. So can you please calculate, if you divide 500 gram over 30 days, okay, what will be the weight gain per day? It is only 17 grams approximately, 17 grams, where is 17 grams per day and where is 40 gram weight gain? Just think of it, I mean think, you have to think about it and then you know make a decision that what you want to do, you want to keep the target that low, that you allow the child to keep faltering, faltering, so by the time child is 3 months old, they already come into under nutrition and you know all those basically the Z score, it comes into standard deviation, lesson minus 2 standard deviation, okay. I will talk about standard deviation, but we do not want that, okay.  Now same child at 3 months of age, what is the average weight of a 3 month old boy child? It is about 6.4 kg, you can see over here, this is a 6 kg and there are 2 lines up and that is 6.4, so the average weight of a 6 month old child is 6.4. Now do you remember what was the birth weight of the child? The birth weight of the child was average 3.3, so from 3.3, now this child's average at 3 months is 6.4, right, so that is almost I would say double, so you are doubling the weight of a child in almost 3 months and not 5 months, okay, because that is what I was taught in pediatrics in US that, you know, children double their weight in 5 months, okay. Yes, over there our children are born very big, the average weight is 3.5, 3.7, okay, so if your average weight is 3.5, 3.7 or even 3.5, then you can say you are doubling your weight by 3 months, I would be very happy, but your children are not growing at 3.5 kg birth weight, your children are growing at 2.7, so if you have 2.7, if you double your weight is 5.4, so let what happens, if you have a double your weight gain 2.7 kg, double your weight is 5.4 and if you are telling everybody that at 5 months your child is growing, child should be double the weight, that is your 5.4, so let us see what happens at 5 months, if I have a child who is just 5.4, this is your 5 kg and this is your 2 line up, child is already less than 3rd percentile, this is what I just wanted to kind of bring it to your notice that lot of this, you know, saying which are, which kind of floats around in pediatrics, it is not valid, okay, yes, if you have a 3.5 kg birth weight, you can say double the weight in 3 months, but if you have a 2.7 kg and in most of the areas that I work in, all these tribal areas, they are low birth weight babies, like for example, there is one district I am working right now, 30% children are low birth weight, means they are less than 2.5 kg, I am probably average about 1.8 to 2 kg, now how can I say this children will double their weight in 3 months or even, I would like to have them double the weight in one month for this child, right, so this is what I wanted to bring it to your notice, alright, now let's see 6 months old child, boy child, okay, now the weight of this child at 6 months is 8 kg, so boy child 8 kg at 6 months, what was the weight of a girl child at 6 months, 7.4 kg, okay, 7.3, 7.4, okay, it was a number, alright, now you have a same child 1 year old, what is the average weight of a boy child at 1 year of age 9.5 kg, okay, so make sure that your children at least your average children should be 9.5, your good amount of children should be above this mean also, because this is all normal, right, this is all a normal range, you want children to be as big as possible early on in life, on mother's milk and good food, you know, not on junk food, okay, and your children are going to grow there is no doubt about it, okay, so make sure that you try to bring your children on at least mean or above mean, okay, alright, then the same child, now baby is 1 year of age and is about 9.5 kg and then you have a second year child, 2 year old child, okay, what is the average weight around 12.2 kg, so 2 year old boy child, the average weight of 2 years of age is about 12.2 kg, okay, please remember this because I don't see this kind of good weight gain, of course after 6 months of age weight gain is important but what is more important is height, okay, so if children are not growing well in terms of length because obviously under 2 years we call it length, that means the children are not getting nutrient dense food, they are if they are gaining weight but not length, that means they are getting energy dense food, energy dense food means they are probably getting lot more carbohydrate, lot more sugar, lot more jaggery, you know, lot more any of those nutrients which are which I would call it, I won't even call it nutrient, they are they are empty calories, okay, so they are putting on weight but you know for height to grow you required micronutrient dense food, you need protein, you need good fats, you need magnesium, potassium, remember the growth nutrients, right, so think of those growth nutrients, add those growth nutrients in the form of food, okay, so food to food fortification, I don't believe in giving too much of that fortified food, give food to food fortification, natural food and children will grow, okay, alright, so that's your weight for age 1. Now look at the length, so similarly now you have a length for age, again this is a percentile, so if you look at on the right hand side you have this percentile, third percentile, 15 percentile, 58 percentile, okay, before I come back to this length for age, I want to go back to your weight for age because I want to show you that if your child is born small, okay, if your child is born 2.5, 2.7, then you will need good amount of growth catch up, okay and we have seen good amount of growth catch up in most of our babies if they were trained properly on milk transfer, okay, so for example now you have a 2.7 kg child born over here who is between 15th percentile and third percentile, okay, now you want to try to bring this child up on 58th percentile because I do believe in growth catch up, okay, so what happens when this child, if child has to come to mean to average, okay, then what would it be? It would be basically child will be gaining lot more than 40 grams a day per day, okay, they would be gain, they need to grow even like 45 to maybe almost 50 and within one or two months they would catch up and they would come, so again if you have a small child young, you know like us I would say you know less than 2, you know 3.2 kg, then do think of catch up growth and those you can calculate how much weight can they need per day to catch up to at least up to mean, okay, alright, so this is your length for age, again you know look at this average length for a boy child is about 50 centimeter over here, you can see 50 centimeter, each line is 1 centimeter, okay, so at your green line intersect at 50 centimeter at birth and then you have 6 months, you know again about I would say 66, 67.5, okay, so this all you know your average, you want to just look at it, I am not going to go too much in detail because we have a tutorial, so you will go in detail through those tutorials, okay, the second percentile chart for length for age, average birth length for a girl child is 49 centimeter, so remember that 49 centimeter at birth for a girl child, 50 centimeter at birth for a boy child, okay, now this is a standard deviation chart, okay, now I am going to come back to standard deviation growth chart in my next part because now it is getting extended, so I will come back to the standard normal distribution in the next part, thank you so


So, yeah, this is great. Thanks so much, everyone, for being here. I'd like to thank EforM especially, because they partnered us in this entire process of putting this report together. Also would like to thank Amin and Ajay who sort of been with us all throughout, you know, giving us the right direction in putting this together. So with this, I'll start with the presentation. So a little peek into what's really happening today. And I think this sort of captures really the sense of what's happening in content today. We feel like, you know, not much is changing, but there is a huge shift that has taken place in the past few years when we look back, when we reflect back from the past two or three years in terms of what content planning is today. So this is really the big change that we can see. There is media, there's creativity, there is technology. What once was sort of worked in silos today, the lines between all of them are blurring. And while that is happening, the biggest opportunity is really for content marketing, because you know, this coming together of the three has created like a great fertile space for us to really explore and create innovative content. So let's deep dive into each of these, starting with the media landscape. As we all know, this is a highly saturated and cluttered space, especially for content marketing. Even from a consumer standpoint, if you just look at what consumers are doing today, they're constantly scrolling, and if one could possibly measure, I'm sure that the scrolls that people sort of go through online is far more than the distance that we travel through strolling offline. So there is this constant barrage of information that's given to people, and people are constantly scrolling through all of that. So the biggest challenge really is for a marketer, because they really don't know how to capture consumers' attention. So the answer is really in coming up with innovative differentiated offerings by leveraging media and technology in new ways. Another big shift that has taken place, I think some of you all touched upon it, is the whole role of technology and AI, which enables creators. Today, AI is one of the biggest tools that creators are leveraging in creating content, and this content that they're creating is far superior and much, much faster than they could do many years ago. So that's really a game changer. And because of this, there is a whole explosion in terms of platforms. So if you see, there are plethora of platforms from Metaverse to gaming to creative, and that's enabling us to explore new spaces to create content. And while the platforms are exploding, so is the explosion of formats. Amin and Shah Shahan sort of touched upon this whole topic of creating content right from three-seconder to three-months. So if one were a marketer, it's a huge challenge. You really don't know what is it that you should be creating. Should you be creating a bumper ad, or should you be creating a 30-minute TVC, or should you go in for the long haul and have a long-term tie-up with certain sponsorships and events? So as the entire scenario around us is changing, the environment is changing, technology is changing, so also marketing has gone over and beyond what it used to be. So starting with BrandSpeak, there was a time when brands used to talk about purpose, would propagate their purpose, but that's just not enough today anymore. Today, consumers are demanding that the brands really walk the talk, because that's really what's going to put the brand into the consideration basket. Another shift is from creating. While a lot of brands created a lot of content, a lot of communication, but it all rested on their own handles. But today, again, it's not just brands that are creating content. There is the creators and the publications that are really transforming this space. And therefore, the real role for us is to co-create with them, to work with the influencers to really create content for our consumers. This is something very, very interesting that is taking place. Typically, whenever a marketer got a brief, the biggest thought in his head is that, how is it that I'm going to answer this brief? How am I going to overcome these barriers? So we spent a copious amount of hours trying to find answers to the questions. However, today with AI, the entire space has changed. Today, we spend hours on different AI platforms. Let's say like ChatGPT, Dali, et cetera, to really give the right prompts to get the right output. So AI is giving the right answers. And I mean, as I see it in the next few years, marketers are likely to recruit people under the designation of chief prompt officer. And finally, coming to content. So typically, content was all about driving awareness, creating some kind of entertainment, engagement, et cetera. But no more. Today, content is about driving business growth. And we are making content more accountable and more measurable in the long term. So we know that content is not just restricted to one thing. It's not just one TVC or it's not just one little ad on social media. It's a whole bunch of things, be it sports, be it technology, be it social media. But at the heart of everything that content is, there are four key pillars, which is the consumer who's influencing everything that we do for them, to the creator who's actually delivering the content to the consumer, and technology and platforms who have become enablers. So I'm just going to touch upon some of the key things that we've sort of covered in depth in our report to showcase what's really changing, what are the big trends that are happening in each of these spaces. So starting with the consumer, sorry, starting with the creator. The creator is the person who's existed for many, many years. But the influence that this influencer really has changed very, very rapidly over the years. So it's very interesting the role that they play in the consumer's life, in how they influence what kind of power that they have over a consumer's decision making. Who are these influencers who've entered, you know, the new influencers that have come in and what really are they doing? So our report deep dives into understanding these influencers, who, what kind of content are they creating. And some of the big trends that we've observed, like for example, de-influencing or the rise of the meta-human influencer. So these are some of the things that we've deep dived into in our report. The next, the most important person is the consumer without whom this entire content marketing would be redundant. Now within this whole space of people who are consuming this content to cohorts, which have played a very, very big role, is one is the Gen Z or who we call the screenagers. They spend copious amount of hours online, scrolling through feeds, you know, creating their own content and consuming a lot of content. And the other one is Bharat or the Tier 2 plus consumers who have, who have really been the game changers in this entire content marketing scenario. They're the ones who've entered a little later, but they are consuming a lot of content, right? Now how they are influencing is today the kind of content that is being created for them is changing. The language in which we're communicating to them is changing. You know, where we reach them, what platforms we reach them, is also transforming. So our report deep dives into some of these key trends that's really, you know, that the consumer is and how that's influencing content and various aspects of the platforms that they're consuming it on. A lot of people touched upon a little earlier on technology. Yes, AI plays a very, very big role. And today while AI is present, a lot of content developers are using this actually as a tool for creation. It enables a creator to actually overcome some of the barriers in creating content, as well as enhancing the content, creating superior content, delivering content much, much faster. And things that weren't possible earlier is now made possible today. But technology is, you know, because it's accessible to everybody, the real key or the real magic is really in unlocking how we engage with our consumers today in overcoming some of the issues that consumers are facing and creating a very, what should I say, a very special way in which we can connect with our consumers, which was earlier not possible without technology. And the last is platforms. Again, this is very critical in terms of, you know, where we put the content up, right? Now there are plethora of platforms. If a marketer has, you know, wants to put out any kind of content, they really spoil for choice in terms of, you know, which platform they can choose from. So there are these old existing platforms, their legacy platforms have existed for a long time, but they're ever evolving with the changing needs of the consumer. Then there are these new platforms which are sort of engaging with consumers in new ways, in new languages, and also engaging with consumers on a long-term basis. And then our report covers how platforms have a role to play in the long-term. What are the things that, you know, what are the new options that marketers will have from a platform standpoint in the long run? So yes, that's it for me. This is just sort of a peek into the report. I hope that in a few days you will be able to grab your reports and deep dive into it. And hopefully that will influence all the content that you create moving forward. Thank you very much. Thank you so much, Rupash.


Things that only real martial artists do. First, you take a natural advantage of breaks in the day to quickly walk through or practice a move, especially bathroom breaks. Bolder martial artists will do full content in public bathrooms. Sorry, not sorry. You'll often look at random objects and wonder, can I karate chop that? If the answer is yes, you can see yourself slicing through it and then you wonder how many could you break. If your answer is no, you then ask yourself, what would I have to do to break it? That being said, remodeling projects are full of this kind of potential, often at the ire of a significant other. I may have once discovered that an axe kick could split a press board countertop. They don't usually teach that as a counter kick.


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