Welcome back to this session on active learning, so before we progress let me talk about what we have done so far, so in the morning we had one session where you were introduced to the concept of active learning why it is required and so on. And then we have gone in depth into two such techniques, one was think fair share and the other was fair instruction. In this session what we will talk about is the flipped classroom model and the reason why it is relevant to you is because you may be the local instructor for the blended MOOC version of CS1 where you may be using videos created by somebody else for your students. So the key question is what do we do in the classroom at that time okay. So before we start let me pose one scenario consider a scenario there are two teachers A and B for a given topic. So teacher A gives a lecture on the topic in class followed by problem solving exercises for students to practice at home and teacher B asks students to watch a video of the lecture at home before coming to the class and does the problem solving activities in the class. So what I am going to do now is to create a view pole and then instead of doing it through clickers this time I am doing it through a view. So the question now is according to you which of the teachers is better okay. So let me put back the slide. So teacher A is giving lectures on the topic followed by problem solving exercises for students to practice. Teacher B asks students to watch the video of the lecture at home before coming to class and this is the pole that we have to do according to you which teacher strategy is better A, B or both are equally good. So this one is not being sent through the clicker. So what we can simply do is coordinators can convey your RC's majority vote as your response for the A view pole okay. So this is encouraging the sense that more than 50% of the centers are already saying that teacher B is better and the other 50% are equally split between saying teacher A is better or both are equally good. So what we will do is a quick short activity okay. So what we want is a debate between two groups. So in your center you some of you will be A and some of you will be B and those of you who are A should list points for why teachers A strategy is better than teacher B and those of you who are B should list points for why teachers B strategy is better than teacher A. So you can send two points in favor of each of the views. So it is not necessary that one teacher is clearly always better than the other. So those of you who are A should send points in favor of A and those of you who are B should send points in favor of B. Okay so I am starting to get responses saying in A there is direct interaction with student. Students should get the idea of topic first and can have doubts. A is more interactive. Student will get a concept at a quick time. A can have live commanding on the students. B people are saying students can grasp the ideas fast. Interaction with students for teacher B is better. Teacher A is traditional method. Teacher B is new method. Basic ideas are already talked about for teacher B. Interaction between teacher and students will be there. Students can attempt higher level problem. Okay so that is good. So it is encouraging to see that the morning sessions as a result of the morning sessions many of you have got the idea of what is active learning and why it is useful. Most of the points that are coming on the chart are valid points. So let me summarize. So I think you will find that your points are also included here. So when teacher A is doing lecture in class plus exercises at home in the teachers perspective the teacher can adapt the lecture dynamically to the students response. So this we feel is the biggest advantage of teacher A that I can look at my students reactions and I can dynamically adapt to the students needs. Also from the students perspective we feel that the student can ask questions to the teacher during the class itself. So these two seem to be the most benefit from the teacher A's style perspective. However if we keep in mind what is the drawback. So the key drawback is that the student does not have access to the teacher while working on problems at home. So student at that time when they are actually trying to apply their knowledge they have to do it on their own and like we saw in the one of the earlier sessions we become experts only when we practice. We do not become experts by simply listening to somebody else however well that person may be explaining. And the second thing is that the teacher does not know what difficulties students face while doing the problem solving. So these are the two main drawbacks of teacher A although teacher A has these two advantages. Now if you look at teacher B some of you have already responded saying that student will develop self learning ability. So that is one good thing. So now if you look at it from the teacher's perspective it turns out that in teacher B case this teacher can address the student's problem solving difficulties in the class. So this being able to address it in the class is a big advantage because the teacher is available to the student at the time when the difficulty happens. So for the student again the key thing is that the student can watch the lecture video at their own pace. So if they did not understand something they can go back and watch it again and so on. And the second thing is they can get immediate help from peers and teachers during the problem solving process. The key drawback in this case is that the teacher has to put in more effort to create the video and the teacher has to put in more effort to create activities to be performed in class. Let us look a little more closely at what we want to do in this session. So in this session what we will learn is what is a flip classroom and what are its advantages and identify some active learning strategies to effectively integrate flip classroom into your teaching. So there is a lab version which we will not be doing here. We will do that some other time. So what we want to see is that in a typical traditional classroom largely what happens is what is called information transmission. So the instructor lectures and the student take notes. Sometimes the instructor asks questions and the students respond. Sometimes the students ask questions and the instructor responds. So these are the activities that predominantly take place in the class in the teacher A mode. And what happens outside the classroom is what is called assimilation of the knowledge. So the instructor gives problem sets and assignments which the students solve and submit and now students may work individually or in groups. So I will give you a minute to think about what might be the disadvantage of this information transmission model. So what we find is that for the traditional classroom model during class now the instructor is lecturing but students do not pay at most attention. So that is what is happening even now that I am often the one who is most excited about my subject. So we are all as teachers we are excited about the subject and right now also I am lecturing assuming that everybody is paying a lot of attention to me. Now that assumption need not be valid. I mean it is quite likely that it is invalid because many of you may be doing other things in your remote centers which I have really no way of controlling from here. So however good the lecture may be the point is that students do not pay at most attention. The second thing is that students assume that they understand something because they can follow the lecture. These are the two key things that happen during the lecturing or information transmission phase which are assumptions that we often assume otherwise. Then the second thing is when instructors are asking questions often what happens is that these questions are answered only by few who are the high achievers in your class and others might be left behind. And as a result of which even when students are asking questions they are also asked only by a few and others may keep quiet. So as a result of this what happens is the instructor may assume that all the students have understood when in fact many of the students have really not understood the concept or the topic that they are trying to explain. Now if you look at what happens outside the classroom during the assimilation phase the instructor has given problem sets and assignments and we find that these assignments may be too challenging for some students or they may be too boring for other students. So possibly this could be one reason why you know people simply submit somebody else's assignment as their own. The second thing that could happen is students will typically study just before the assignment submission deadline or the exam. So often what happens is that the students have not got mastery over the content soon after the class but they defer getting mastery over the content to just before the exam. So as a result of which what happens is that they focus on the assessment aspect and not on the concept attainment aspect. So they simply look at what are the questions that this instructor gave in the last year and try to somehow using just the road learning method try to get to a mechanism of scoring well in the exam. So these are the main limitations of the traditional classroom model. When we say we want to flip the classroom what does that mean? It means that in the traditional case information transmission is happening in the class and assimilation is happening outside the class. So what we want to do is we want to flip this by saying that let the information transmission happen outside the class and let the assimilation happen inside the class. So the key reason for doing that is that the information transmission is a lower cognitive level activity. So it is simply that the student needs to hear and the student needs to be able to recall or the student needs to be able to explain. So some lower cognitive level activities can be delegated to outside the classroom. So students can be given a video, students there are many videos available and so students can be told to watch some video for the information part of any concept. So for example suppose I am teaching about arrays what I can say is I can simply point to one of the many videos which talk about what is the structure of an array, what is the syntax of an array and so on and the important part of assimilation where they gain mastery over the content we can do in the class by doing problem solving exercises involving arrays. So that is flipping the class, going from information transmission in class and assimilation outside class to going to information transmission outside class and assimilation in class. So this second activity we have already done is the same poll that I had carried out earlier and since we have already had this session in the morning of active learning I am very glad to see that most of you have opted for teacher B as the strategy which is more useful for student learning because the teacher B strategy is based on active learning. So what is flip classroom? A flip classroom is one way to ensure the class time is spent in assimilation rather than in information transmission. So in this case the instructor finds or creates videos on the topic, students watch the video before coming to the class and the class time is spent in activities and discussion. So the class time is not spent in simply telling the students about some concept. The class time is spent in helping the student acquire mastery over that concept through problem solving, through exercises, through debates, through design, questions and so on. So typically what is a flip classroom video? A flip classroom video is usually 10 to 20 minutes of lecture on one concept. The video may include slides, audio, annotation, writing on a tablet, screen capture of an app. So in this case in CS 101 it may be that screen capture of how a program executes in code blocks. All of these can be captured together to create a flip classroom video. So since we have already going to be doing some of these videos as part of the larger MOOC that will happen, I am not going to go to any example. So we have a lot of examples you can see on these sites so which are the various flip classroom videos. Now what is the activity? So the important thing to focus on from our active learning aspect is the activities that happen in the flip classroom. So what are these activities that take place? So in one case the content is given context. So you give real world scenarios for your students to solve problem flip. For example if you have again, if you have talked about arrays, you give a problem in a real world context where they need to use arrays in order to solve it. So as a result of this context what happens is that students are actively engaged in problem solving and critical thinking beyond the traditional course. In the traditional course they are sitting in the classroom at best absorbing information and getting up to the conceptual level whereas here in this case they are actively engaged with problem solving and critical thinking. So students are encouraged to ask exploratory questions and delve beyond the core curriculum. So even if the curriculum says that the topic has to be taught in the next course so what happens is that students happen to get to such deeper topics because they have been engaging actively with the content. So students as a result are transformed from passive listeners to active learners. All of today we have been talking about active learning. So to recall one more time what is active learning is that the instructor creates carefully designed activities that require the students to talk, write, reflect and express their thinking. So you have already written activities for think, share and peer instruction questions. And the students go beyond listening, copying of notes and execution of procedures. They actually engage with the content they talk to their neighbor. So the benefits that we saw were that students are actively engaged and learn from each other. It builds a friendly yet academic atmosphere and it includes all the students in the teaching learning process. So what happens in a flipped classroom and active learning? So the key point to note here is this that the classroom with the instructor and peers present is more useful for students to apply their learning rather than listening to information transmission and asking clarifications. So when we are teaching in the traditional mode what we are doing is we are doing information transmission. We are telling the students that this is how a sorting algorithm works or this is how something else works and the students are simply asking for clarifications. Whereas the point of a flipped classroom is that the classroom with the instructor and peers present is more useful for students to apply their learning, more useful for them to solve problems, more useful for them to do something learning by doing as somebody had also said in the chat window to do something with the content that they have already learnt. So in a flipped classroom the in class time can be devoted to tasks that promote active learning. Since the information transmission happens before the class so that is the key difference. So the information transmission part is moved outside the class and the assimilation part is moved to inside the class. So does a flipped classroom work? So as we saw in the previous two or three sessions there are many studies that establish the benefits of active learning strategies. So flipped classrooms that incorporate active learning they also reap these benefits. So there are two references that I have put in here which are specific to flipped classrooms. So flipped classrooms with peer discussions and flipping the classroom with small group discussions such as think fair share both of them have there are experiments which show that they result in significant learning gains for the student. So since we have been talking about active learning all throughout since the morning and you are already familiar with earlier research that we talked about why what the gains of active learning are higher than those of traditional learning. So the only point that you want to keep in mind is the flipped classroom is not simply about creating the video. So watch the video outside of the class and what you do in the class. So even if we are saying that there is a MOOC on CS 101 which is going to be transmitted from some central place and the local instructor's job you as the local instructor when you are in your class your job is not to simply play the video but your job is to come up with these activities which will help your students to reap the benefits of active learning. So your job is to come up with peer instruction questions that you will use in your classroom based on the video that you are going to ask the students to watch as part of the MOOC. So have a short summary at this point why is flipped classroom a good idea because the class time is spent in assimilation rather than information transmission also the class time is spent in higher cognitive level. So what do we mean by cognitive levels by cognitive levels what we mean is that students apply their knowledge or they analyze a particular situation or they create some new knowledge rather than simply the lower levels of recalling what they have learnt or trying to understand or being able to explain something which all of which can be done by road learning. So the important idea here is that the support of the peers and the instructor is available while working on the higher cognitive levels in a flipped classroom. So that is the key difference that the support is available while they are working not simply while they are listening. So let us do one activity here. The activity is that suppose your institute made it compulsory for you to use the flipped classroom mode. So let us say for CS 101. So you found an excellent video on your topic and asked your students to watch it before the class. So the question is what will you do in the class most of the time. So let us say for example there are there is a site which IIT Bombay has which is called the spoken tutorial dot org that site has lot of flipped classroom videos that can be used for flipped classroom on C++ programming. So the question is suppose we pick one topic let us say we pick the topic of arrays or a topic of recursions or whatever is your favorite topic. So you pick that topic and you say that the students have watched a video on that topic. Now your question is what is it that you will do in the class very specific to the topic of your choice. So do not send me answers by the chat right now. Right now we are only doing the think phase where people have to think individually. Only after the discussion and all we want to go to the share phase where you send me answers over chat. So some of you are sending answers like saying you will ask a query in the classroom so that is exactly what I am saying we need to be a little bit more specific that is in the category of I will do problem solving. So you need to be a little more specific of what will you do what will students do during the activity. So many centers people seem to have finished writing the think phase. So let us move on to the pair phase. So at the pair phase what you want to do is examine your neighbors answer. So here is the important thing where you will apply what you have learned since the morning. So what you want to do is examine whether it helps the student to work on higher cognitive levels. Higher cognitive levels is apply analyze rather than simply repeat or clarify. So together make your answers more specific so that your strategy develops the higher cognitive levels of your students. So that they go beyond simply being able to explain what is an array. So they should be able to create a program which involves arrays. So what is the activity that you will do in order to facilitate that. So you can have about five minutes for this discussion. So many of you have started sending responses through a view chat and a lot of them are valid responses in for example somebody saying that I will give exercises in the class go around the class and address the doubts. Design problems related to the same topic for the students conduct short quizzes point I want to make is for those who are still saying that I will take queries or answer clarification or explain it in a simpler manner. The point you have to keep in mind is that is really not a flip classroom that is simply just the instructor asking the student to watch a video and then repeating whatever the content of the video once again in the classroom. So that is not a flip classroom that does not achieve the purpose. The purpose is achieved only when students are doing active learning and what we have seen since the morning all the four sessions that we have talked about is that in active learning students have to go beyond simply asking queries and clarifying their doubt. Many of you are saying solve tutorial problems. So even for solve tutorial problems what we want to be sure is that the students are solving the problems and not simply watching the instructor solve the problem. Lot of answers are of the type that I will give TPS activities or ask some question from the students group discussions suggestions like rapid fire questions see somebody is saying that I will take a real-time example and then make it into small steps identifying multiple solutions to a problem cross questioning between student group. So that is again a very good strategy that you can use that you can have one set of students create a question which the another set of students have to answer. So it kind of becomes a competition for the students and they have great fun. So when we implement such a strategy we find that students engage very deeply with the content that they are not simply setting a difficult question for the other group but they are also setting a conceptually deep question which helps their own learning also. So I think we have seen enough choices so far and many of the suggestions that are coming are specific there are still a large number of broad suggestions which are coming. So to those centers I would suggest that you go a little more deeply into these examples so that you can see what the what is meant by specific activities. So here is an example so suppose we take programming as a course and the topic of arrays. So the pre-class activity may be to watch a video that defines an array and shows C plus plus examples on use of arrays. So it simply says that array is defined as int something something and here is an example what we saw in the previous session that you can show an example of how an array is initialized and how the array values are printed out. So the in class activity that you can carry out now could be that one is you could give a worksheet which has programs using arrays where the students have to predict the output of some. So instead of a worksheet you could also create this into a peer instruction question as we saw in the previous session. You can have students find errors in other programs and you can have students insert missing code into the program. So you can create small programs involving arrays as part of this worksheet and you can either have students to work on the worksheet in class and submit it at the end of the class or you can have students to work on it in the peer instruction model by displaying the questions and then having them discuss about it. The other thing that you can do is you can carry out a think pair share activity to write a program to sort an array. So this is one example of what can be done in a flip classroom. Another example from a different course that I teach which is communication networks. So here again what we can do is suppose the topic is IP addressing. So IP addressing traditionally is a topic in which there is a lot of telling where we have to say that okay what is the class address what is the class B address and so on. So in this case again you can delegate that entire information transmission to the pre-class activity of watching the video. So the students watch a video that describes the basic mechanism for assigning IP addresses in a network and in the class they can do peer instruction questions on IP address classes. So you can show an IP address and ask them to vote on whether it is class A or class B or class C or you can ask them to construct an IP address of a certain class. The second thing that you could do is you could also have a debate like what we had in the beginning of this session. You could have a debate on the pros and cons of hierarchical addressing and another activity that you could do is you can have think pair share activities to design solutions to reduce inefficient use of address space. So there are many such activities that can be done in your class which is beyond simply clarifying the doubts that the students have got as a result of watching the video okay. So as instructors what we feel is this clarification of doubts is the most important thing and after watching a video certainly students are going to have some doubts which need clarification but what we want to do here is to go beyond simply doubt clarification but generate some activities which will help the students to go deeper into the content okay. So here is an important point that we have to be alert about. A flip classroom is not an instructor simply creating lecture videos. It is also not students simply watching these lecture videos okay and finally it is not the instructor simply giving clarifications in the class okay. All this has to happen but it is effective only if in addition to all of this the instructor creates structured learning activities to be carried out in class for students to apply what they learned from the videos. So that is when the flip classroom becomes really effective. So the key elements in a flip classroom are first is you want to give students an opportunity to gain first exposure to the topic before the class okay. Now the obvious question is why will students watch the video okay. Where is the incentive for them to watch the video? If they are not used to watching videos if they are not used to doing homeworks why should they do this before they come to class and what happens if they come to class without having to watch the video. So what we can what we need to do here is we want to provide incentives for students to prepare for class okay. So one way of incentivizing them is to say that look only if you watch the video will you get any benefit out of coming to the class okay. And after a couple of such sessions they realize that in order to apply their knowledge they need to watch the video first. So if a positive incentive does not work we can always use an incentive of conducting a very short quiz at the beginning of every class. So for many of us who need to also take attendance this quiz can also serve the purpose of attendance the quiz can simply be some very simple question on the topic that was asked. For example you may simply ask them that okay which ensures that they have watched the video okay. So you may simply ask them let's say what is the syntax of declaration or if then else or whatever construct that you are going to deal with in that particular class. So asking a simple question provides an incentive for students to prepare for the class and this can also serve the purpose for those of us who need to you know take attendance because of whatever reasons it can also serve that purpose and in order that the students are not under pressure thinking that every class there is going to be a quiz you can say that the best k out of n quizzes is going to be considered for the exam okay. So that's one way of providing incentives for students to prepare for the class. The third thing that you want to do is facilitate higher level cognitive activities. So once again we are emphasizing on this higher level activities. Higher level activities means you do something with the knowledge that you have gained instead of simply saying that okay I know what is an array I know how to define an array. You start writing programs which involve arrays and you start designing programs which require that particular data structure for their solution. And finally the fourth thing in a flip classroom is to provide mechanisms for students to get feedback from peers and instructors. So two mechanisms we have already seen one is the peer instruction mechanism where students talk to each other and the other is the think pair share mechanism where once again students talk to each other in pairs and then talk to each other as a group in the entire class okay. One way of them getting feedback from the instructor is in the is during the share phase of think pair share or when the instructor is going around the classroom while the students are carrying out their activities. So these are the four key steps involved in a flip classroom and not simply creating and watching of the videos. So what are some effective in class activities? This is exactly what we have been talking about since the morning. Okay so peer instruction questions are one set of in class activities. They are used for ensuring conceptual understanding and addressing common misconceptions. Think pair share is another set of effective in class activities which can be used for application of concepts and tackling of design problems. Okay group problem solving is a third type of activity which we have not really talked about how to implement but informally it essentially means giving a problem to students and letting them work in teams and then slowly reducing the size of that team so that all the students get competent with that particular content. So these are some effective in class activities that you can use in order to ensure that not only your own classroom is effective but also when you have to run a flip classroom using somebody else's videos you can do it effectively. Here are some references there and if you need to find out more about what is flip classroom, how to set up flip classrooms and so on. So here are some references that you can use. Thank you very much.


Good morning, everyone. I am Dr. Kalathuru Uha Sahi from C. Devraj Aras Medical College, Tamaka Kolar. Today, I am presenting a paper on the topic of evaluation of normal measurements of fourth ventricle by computer tomography. My co-authors are Dr. Deepthi Naikma, Dr. Anil Kumar Sakleta, Dr. Chaitanya, Dr. Sandeep Mahima and Dr. Pujita Chaudhary. Aim to evaluate normal measurements of fourth ventricle and their correlation with measurements of cerebrum and age. Introduction. Fourth ventricle of brain, a rhomboid-shaped small cavity containing cerebrospinal fluid communicates anterior superiorly with third ventricle through narrow cerebral aqueduct. Inferiorly with central canal of spinal cord and superior laterally with subarachnoids based through the foremen of Lusca and Majini in its roof. Its dimensions may change with intracranial hypertension, psychiatric alterations, hydrocephalus, epilepsy, meningo, encephalitis, migraines, spinal cord injuries and neurocystisarchosis. Normal size of ventricles in such cases may be of some help to come to a conclusion. Methods. Design of the study, hospital-based prospectus observational study connected to 96 subjects. Method of data selection. Soft copies of normal head CT scans were selected for the measurements using FUSI Synapse Image Software. Inclusion criteria.  Exclusion criteria. CT scan showing gross pathological changes affecting the normal anatomy of ventricles. Methods. Image selection. For the present study, two images were selected for each patient. One axial view at the level of head of potted nucleus. In this view, api diameter of the cerebrum was measured as the maximum distance between the inner tables of the skull in midline. Transverse diameter was measured at the midpoint of the api diameter. The next view is axial view for 4th ventricle measurements. The view was selected in which pan cerebellum, peterous bone, mastoid, andrum, and temporal lobes were visible clearly along with the widest part of the 4th ventricle. Results. General demographic data. Total number of patients included by 96, mean age of patient is 37 years. Total number of male patients were 66. Total number of female patients were 33. Statistical evaluation. All the data was checked by Leven's test for equality of variances for normal distribution, mean standard deviation, ranges, and 95% confidence intervals were calculated for all the parameters. Two sample independent student details was used to find the difference in male and females in these indices. Correlation with diameters of cerebrum were found by calculating PSN correlation coefficient. Correlation with age was found by studying regression statistics. The level of significance was taken as 0.05. This is a table of statistical analysis of frequencies of data. Mean age of the patient is 37 years with the standard deviation of 16.8 ranging from 3 to 60 years. Coming to the AP dimension of the 4th ventricle, mean is 0.75 with the standard deviation of 0.25 cm ranging from 0.3 to 1.6 cm. Transverse diameter of the 4th ventricle, mean is 1.2 cm with the standard deviation of 0.31 cm ranging from 0.6 to 2.1 cm. Coming to the cerebral dimensions, AP dimension, mean is 14.5 cm with the standard deviation of 0.67 cm ranging from 12.8 to 16.3 cm. Transverse dimension of the cerebrum, mean is 12.3 cm with the standard deviation of 0.6 cm ranging from 10.9 to 13.9 cm. T-test is done to find out the difference in males and females in these indices. The difference is significant only in AP and transverse diameter of the cerebrum with the p-value of 0.02 and 0.01 respectively. Correlation is done with the Pearson correlation coefficient. In this correlation, only in this correlation, age is showing a positive correlation with AP and transverse diameter of the 4th ventricle and negative correlation with AP and transverse diameter of the cerebrum. AP diameter of the 4th ventricle is showing a positive correlation with the transverse diameter of the 4th ventricle and transverse diameter of the 4th ventricle is showing a positive correlation with AP diameter of the cerebrum but in this scenario p-value is not significant. Regression statistics is done to find the correlation with age. This is the regression statistics for AP dimension of the 4th ventricle. The formula is Y is equal to 0.03 plus 0.01 X. Here X is the age of the patient and Y is the AP dimension of the 4th ventricle. R-square value is 0.487 and the constant is 0.368. This is the regression statistics for transverse dimension of the 4th ventricle. The formula is Y is equal to 0.835 plus 0.012 X. Where X is the age of the patient and Y is the transverse dimension of the 4th ventricle. R-square value is 0.434 and the constant is 0.835. AP dimension of the 4th ventricle. The present study showed mean AP length of the 4th ventricle as 7.5 plus or minus 2.5 mm. The maximum value being 16 mm. Ampari Vijay et al. By plastination method found the mean height of the 4th ventricle as 2.29 plus or minus 0.3 cm. Desauza and Goller reported height as 1.18 cm, 1.08 cm and 3.8 cm. By CT ventricleography and MRA respectively. Gammeridian et al. found maximum mean height as 9.68 plus or minus 2.15 mm in Saudi population by CT. My findings are in accordance with those Desauza and Gammeridian. In the present study, mean length of the 4th ventricle was higher in meals than in females. But the difference was not significant. Range and variation was also higher in meals than in females. The findings were in accordance with those of study by Brijee Raj et al. And by Mehram Preeti by CT where the height of the 4th ventricle was larger in meals as compared to females. AP diameter of the 4th ventricle showed non-significant correlation with the AP diameter of the cerebrum and no significant correlation with the transverse diameter of the cerebrum. AP diameter of the 4th ventricle showed positive correlation with age which was statistically significant. Coming to the transverse diameter of the 4th ventricle, it showed a mean transverse diameter as 12.8 plus or minus 3.1 mm in the study population. The maximum value being 21.1 mm. The findings are in accordance with those of Agbari, F Duffner, Desauza and Gammeridian. The transverse diameter of the 4th ventricle was higher than the AP length of it. Analyzing the general variation, we found that transverse diameter was higher in meals than in females. Transverse diameter of the 4th ventricle showed slight positive correlation with the antidepressant diameter of the cerebrum and no correlation with the transverse diameter of the skull. Transverse diameter of the 4th ventricle showed positive correlation with age which was statistically significant. Discussion. Ventricle size is increased in various obstructive lesions like in brainstem tumors, blockage of foramina flushka and nachindi, oral churri malformations, autism, etc. Size is changed even according to the hydration status of the patient. It gets increased in first 28 hours of dehydration and then again decreases. CT remains the most accessible, affordable and widely available investigation for brain amazing in Indian scenario. Though the margins of the ventricles are less sharply defined on CT because of partial volume averaging or change in shape of the ventricle due to slight variation in angulation in individual patients due to subjective body buildup. In the context of increased brain ventricle size in protein clinical practice, knowledge of normal range of precise measurements is needed before taking appropriate decisions for further management. These are all my references. Thank you.


So I'm not sure how many of you have been following this issue, but for those of you unaware Louis DeJoy the postmaster general of the USPS who was appointed by Donald Trump He's still in power. He hasn't gone anywhere. And yes he is still indeed trying to ruin the US Postal Service and Ultimately, his goal is to privatize USPS But he's doing this in a very nefarious insidious roundabout way all explained in an article by Common dreams is Jake Johnson who writes defenders of the US Postal Service are urgently renewing their calls for the ouster of postmaster general Louis DeJoy as his 10-year plan to overhaul the cherished government institution is set to take effect Friday Assuring in permanently slower mail delivery while hiking prices for consumers. DeJoy calls this plan delivering for America But it will do the exact opposite slowing many first-class mail deliveries down taking their standard from three to five days Porter McConnell of take on Wall Street a co-founder of the save the post office coalition Warns in a video posted online late Tuesday slower ground transportation will now be prioritized over air Transportation McConnell added these new service standards won't improve the Postal Service They will make it harder for people all across the country to receive their medications their bills their paychecks and more Appointed in May of 2020 by the US Postal Service Board of Governors DeJoy a major donor to former president Donald Trump sparked a nationwide uproar by dramatically slowing mail delivery in the run-up to that year's Pivotal elections which relied heavily on absentee voting due to the coronavirus pandemic But DeJoy who can only be fired by a majority of the USPS board has clung to his job Despite incessant demands for his resignation or removal over the past year in recent months calls for DeJoy's termination have intensified as His conflicts of interest and past fundraising activities continued to draw scrutiny from watchdogs and the FBI During a house oversight committee hearing in February DeJoy made clear He has no intention of leaving his post voluntarily get used to me. He told lawmakers get used to me. He says This smug Smug motherfucker this unelected bureaucrat telling lawmakers I'm not going anywhere deal with it. Wow Now the way that he is trying to destroy the US Postal Service is By making privatization more likely so what you do is you slow down the service you make people frustrated and You claim well, maybe there's a solution to all this and of course they propose privatization and the reason why he can't just go ahead with opening up the US Postal Service to privatization right away is Because this is one of the most popular institutions in the United States as the article implied in fact USPS has a 91% approval rating according to the USPS inspector general So you can cultivate support for privatization as a solution only if you break this first You're not gonna get people to accept a really sweeping change to a system that they overwhelmingly support So first you've got to make it not work for them You've got to strip out The support that it has and then you open the door to privatization You argue that this is gonna be the way to make the Postal Service more efficient cut out the bureaucracy It's the same game. We've seen again and again It's the same thing that politicians do with regard to social security. I'll be a little bit differently What they'll usually say is look social security is running out. It's not gonna be there for future generations It's gonna be insolvent in 2035 yada yada yada And what they do is they fear monger in hopes that you'll accept the idea of possibly a solution What's the solution? Of course to privatize or maybe even partially privatized social security. It's the same song and dance We've seen again and again Whatever public institution we have Republicans they'll break it and then they'll claim how government doesn't work It doesn't work because you broke it and because you want your corporate donors to be able to control it and profit off of it But this is a public service. So this guy's got to go this ten-year plan is going to ruin the US Postal Service So Biden won should absolutely be using his bully pulpit to put pressure on him Constantly to get him to resign even if he's resistant put pressure on him continue with the investigations in the conflicts of interest I mean this man got this job because he donated to Donald Trump. He's there as a result of corruption So investigate him throw the books at him But on top of that Biden should be making moves to remake the USPS He can't actually fire Lewis DeJoy outright But the article does lay out a strategy that Biden can use to basically get rid of him So while the president can't remove DeJoy on his own Analysts have noted that he can soon replace both Bloom who is currently serving a one-year holdover term and John Barger whose term expires in December such steps would give Biden appointees a majority on the USPS board and Potentially the votes to oust the postmaster general. So once Biden gets a majority he can then instruct his majority to vote out DeJoy and that's What you do if you want to fire him. That's how you oust him So there needs to be pressure exerted on Biden and pressure exerted on DeJoy also through Biden and also, you know around Biden people should be continuously exerting pressure on him Because he doesn't care about the postal service. He's just trying to ruin it so Republicans can inevitably propose privatization as a solution and it's not just Republicans I'm sure there are many Democrats who also would like to privatize the US Postal Service Pete Buttigieg I believe during his presidential campaign Was saying something about maybe you know opening the door to privatization I'm not necessarily representing his views correctly here But just long story short Democrats a lot of the times are on board with privatization because neoliberalism has taken over the Democratic Party So, I mean, I don't know what else to say This would be a disaster if this plan were to go into effect But it's not going to improve the postal service obviously It's quite literally intentionally designed to make it worse and so the way that we stop that is to stop him By kicking his ass out


Big week in the rankings this week ahead of Indian Wells the biggest event since the Australian open for the men and for the women I guess if you want to discount Dubai We had a lot of the top guys playing in both Dubai and Acapulco and a couple of the ladies playing over in events as well Let's go to the past results. There's actually a lot of tournaments last week starting over on the WTA We had the Monterey open with Donna Vecic beating Caroline Garcia 6-4-3-6-7-5 to lift her fourth career trophy and over in Austin Costula got the win her first ever WTA trophy 6-3-7-5 beating Gracheva in that finals So couple of ladies who played very well last week got a boost in the rankings as well to show for it over on the men's side of Things we start off in Dubai with Daniel Medvedev taking out Andre Rubelev 6-2-6-2 Medvedev Now winning three titles in three weeks over at the Acapulco open We had Alex Diminore taking out Tommy Paul 3-6-6-4-6-1 lifting the biggest trophy of his career so far Diminore and over at the Chile open Jerry the local took out Etcheverry 6-7-7-6-6-3 to lift the trophy on home soil So a big win there for Jerry in the last clay court event until April Let's talk about the players have gone up and down in the rankings this week outside of the top 10 before We get to the top 10 ranks starting with the players have gone up in the rankings We've got Diminore going up four spots number 18 in the world making him the number one Australian again Vekic after winning a Monterey She goes up eight spots number 23 in the world creeping back towards her career high number 19 Maybe you could get that if she has a good Indian Wells and Koshuk She goes up 12 spots to a career high ranking of number 40 in the world after winning in Austin So the three players outside the top 10 that won last week got a nice boost in the ranks And the players went down to the rankings this week outside the top 10 Nick Kirios He goes down three spots number 22 in the world making him the second best Australian player on the ATP Fernanda she went down 17 spots of 49 after failing to defend the points in Monterey from this time last year And Osorio she goes down 29 spots number 99 after making the final of Monterey last year and not playing this year So couple of players dropping down the ranks and of course with Indian Wells coming up Nick Kirios's ranking is at stake because he does have a lot of points to defend and won't be defending them because he Already pulled out of those events having a look at the WTA rankings now for this week And no changes to the ranks with Shriyantek at number one Sabalenka at two Pagula at three Jabir at four Garcia stays at number five Goff at six Sakri at seven Kazakina at eight Benchage at nine and Rabakina at ten And that'll be the top ten that we see at Indian Wells at this stage And they're all gonna be playing at Indian Wells in a few days time having a look at the race of the finals now For the WTA and we do have a change But we'll get to that in a second Sabalenka stays at number one with Rabakina two Shriyantek at three Benchage at four Pagula at five Krijikovar at six Azarenka at seven Goff stays at eight with Lynette at number nine and Garcia makes her way into the top ten for the first time in a few weeks going up two spots to number ten Pushing down Pliskeba for that last spot in the race of the finals And of course the race of the finals are gonna look a lot different by the end of March because of course Indian Wells of Miami coming up with a lot of points going over to the ADB rankings now And we do have some changes to the men's rankings with a lot of players playing this week But no change at the top with Djokovic staying at number one Elk res just behind at number two with City Pass at three Rooted four Fritz at five But we do have a change in the middle with Medvedev going up to number six pushing Rublev down to number seven after he beat Rublev in the final of Dubai and Hogaruna making the semi-finals of Acapulco He goes to a career high number eight in the world two spots High than last week pushing Nadal down to number nine and Ozealia Seem at number ten and some big things to watch out for over The next couple of weeks Nadal confirmed to drop out of the top ten We'll see how far in a few weeks time But Elkaraaz and Djokovic playing for the world number one spot going into Indian Wells We'll keep an eye on that over the next few weeks We could have a new number one the next time we do the ranking show Haven't look at the race of the finals now and there were some big changes to the ATB finals race No change at the top though with Djokovic staying at number one and since he passed at number two But Medvedev he goes up to number three in the race of the finals after winning his third title in a row And Tommy Polk goes up to number four after making the final Acapulco pushing Nori down two spots to number five in the rankings Fritz goes up two spots to number six and Alex Diminor goes up 11 spots to number seven after winning the biggest trophy of his career Hashinov went down to number eight three spots lower than last week Sinner at nine and Rublev jumps into the top ten for the first time five slots higher than last week pushing both her Catch and El Perez out of the top ten completely So interesting to see the shape of the ATB finals race at the moment a couple of familiar names But there are a couple of random names there as well So there you have it that is the rankings for this week and we're not gonna have a ranking show next week because of course Indian Wells will be underway it starts on Wednesday So we're gonna have a ranking show in two weeks time So just so everyone can prepare for that two weeks time when the points come in from Indian Wells We'll do the update But there's gonna be some big changes and there were some big changes this week Of course Rafa dropping out of the top ten. That's a huge huge news It hasn't been out of the top ten since 2005 But what is the biggest shock for you this week in the rankings? Was it the fact that we don't have any changes on the women's ranking side? Or was it maybe the fact that Rafa is continually dropping out of the top ten? And we don't know when he's coming back So he could drop down a fair bit if he doesn't start the clay court season when everyone else does in April But no ranking show next week. These are the rankings going into Indian Wells in a couple days time


we're three hours in the minecraft chat i'm not looking at the time at all nope not me i'm not looking at the clock i'm not counting the minutes no i wouldn't do that nope all my trees are gone i should dig oh it grew what are my thoughts on the next path of xl league i'm excited looks good now which one of these was going to be the mine i think i was gonna make this the mine i'll just put a stare here i think i don't need to well yeah it's the skills that i mean they're for buffs and like i think i i'll remember like two skills that could be strong um but most of them are like things that from what i remember i don't think it's gonna change that much it's nicer their instant but i don't recall them gonna them uh being able to change much gameplay you know i don't know what i'm trying to say i don't know what i'm trying to say yeah yeah because not everything's gonna be instant so it's gonna be like some of the things are you know they can hear you right babe yeah she's playing we can't i just want to let her know um oh there i got torches all right so um um i guess i'll make a bunch of stairs i'll make a bunch of stairs and then uh we'll start digging a hole digging a hole 16 a little bit enough right what's up monkey demon yeah we're uh we're fulfilling a promise a promise that we will put stairs upside down yeah so let's just do both like that okay those what's up man all right so i shouldn't bump my head head it's not bumping success they're delayed babe by the way yeah it's like she went to somewhere she's not got lost all right it's not hard to get here from where you are i know exactly where she went to well you're not getting five stars from me matter of fact i'm gonna give you the lowest score because if my sub is not hot wait a minute it's not hot never mind it's cold sub i'll be all right thanks to really for all the hosts a quick way of getting string is a spider farm find yourself a spider spawner acquire a string profit at least we found some iron finding a spider spawner takes time well that's that's minecraft every day do do do do do do do do do do do do do do do do do do do do do check my chest i got a string in there i got like i got two on me too hold on where is he at i'll put in my chest yeah it's two i actually i don't have a total of two no problemo time to leave the plane on the runway get ready for a great stream see you're all right dude have a safe flight nothing will spawn in that leaving on the jet plane oh am i the stairs time for sleeping dude i used to those are the best flights the ones you can get good sleep on because it's like you just you just wake up and you're there the best kinds of flights chat the best kind all right we're gonna open up down here let's go in six to nine minutes away babe so uh i'll be answering the door on that one fill all this in i even have to i'm six five sleeping on plane is it dude i always try to get the the what's called sees emergency exits and the bulkheads whatever they're called the ones in the front where you don't have anybody's crushing your knees i'm six one and i'm not i don't have as bad as you do but that oh my gosh i used to be in tears and pain because people i would i would politely ask could you please move your seat up you're into my knees no i won't and that's what they say they be just rude like that no i'm like what i went into far um i'm like dude and they just be all into my knees crushing them and be so painful like i'd be barely be able to stand up and i had i had a lot of frequent flyer miles so i was always looking up great to first class like always but man like dude just just please just just a little bit just give me some breathing room and you're being a window seat so it's like or in the middle and i have to stand up like i have like i have like three four hour flights i'm like i gotta stand up every 30 minutes man sometimes i just want to stand up the entire flight i don't want to sit there i don't want to sit there but yeah first class to me was always worth the upgrade it was like back when i was gainfully employed especially on those really really long flights oh my gosh if it's like four hours plus i need first class my knees can't take it and my everything else can't take it my trees growing back yet not really your dasher is approaching i'll be back chat thanks for watching feel free to follow the stream if you enjoy yourself follow me on twitter i'll take a little three minute break thanks for trying to protect me guys i appreciate it can you self promote no no no thank no thank you sir food is here i'm gonna turn off the camera while i eat here with the caps first first bite is the most important bite actually good sandwich although we're supposed to bread with a little fresher yeah it is late they're probably just using what's left you thought i was been eating the block sandwich is good though i actually think they were still on time on their estimate they were actually on time with any original window you mean twitch host if you mean twitch host yes you can twitch host me weird shadows that should be enough water i need to smoke this iron where the wood go there is the laziness continues yes yes yes yes i mean no way wow spicy those jalapenos the good kind of spice drink some water ah got it hey you like this game you used to have it on your xbox neat you got too much cereal going on there why i never heard of such a thing how is there too much cereal in anything unless you don't have enough milk in which case you just eat the cereal dry until you have enough milk to cover the cereal you have and then proceed to go that route that's the uh i forgot the chest isn't like an upside down you or something i don't have enough now a small series box with the cereal in this and it's still floating in milk i don't know what's going on seems like you bit off more you can chew you jerk i don't want to that this dual wielding is dangerous in the wrong hands where's my torches that air boom boom boom boom boom boom boom boom boom i know that too that's from star trek i thought it was from stargate really all right i think i'm full after that six inch but it's so tasty i want to get a half i'm probably gonna wish i had it later man i should have saved the hell to have that up funny funny this one is so funny not affecting my frame rate at all 20 year old game can't run on modern pc hardware film at 11 minecraft runs like a dream


In this video, we are going to be discussing the really important question, how are you funding your education? Keep on watching. Hi guys, my name is Shachi and I'm a travel and visa coach. On this channel, you will find tons of useful videos on the US visa process. So make sure to check them out. This is the F1 visa series and this is the third video in this series. Now, we've already had two videos in this series. The first one was about the basics of F1 visa, everything that you need to know before you get started. And the second one was about real F1 visa interview experiences. These are the clients I've personally worked with. So if you haven't checked out these two videos, make sure that you check them out. Now, today's video, the third video is I think a really, really important one. This is all about funding, all about the financial side of F1 visa. Many times I see that F1 visas get rejected not because the funding was inadequate, but because it was presented in a way that it looked it was inadequate or it seemed insufficient. Now, you're going to take care of that in this video and once we are through with this, you're going to be more confident in how to prepare for your financials and also how to present them to the visa officer. So let's get started. So let's start with the first and the most important question. How much funds do I need? And this is also something which is asked very, very frequently. How much funds do I need to show and also in what form should it be? So to understand this, let's start from your I-20.  Apart from mentioning the course details and, you know, the name of the program, the university and all these things, I-20 also has something very, very important and that is your financial section. So here's a sample I-20 for you and you can see that in the I-20, there is a table which is made on one side you have the expenses and on the other side you have the means of funding these expenses. So on the expense side usually is mentioned your tuition fees, your living expenses, any other expenses which are there and this gives you the total expense for your education for the first year. A good ballpark would be to make sure that the funding that you have is about 1.3 to 1.5 times of this total expense. So let's say that the total expense for the first year is about 32,000 US dollars, then the funding that you need to have in place should be in the range of about 42,000 US dollars to 50,000 US dollars. This is a good comfortable range and you can show this in your I-20 and also show the same for your visa interview. Now that we've talked about the expense side, let's move to the funding side and discuss what are the types of funding that you can use and the basic idea to keep in mind here is that whatever funding you show should be liquid, that means it should be funds which are easy to withdraw and use from the bank.  Now what are these liquid funds? Liquid funds are usually sanctioned loans, it can be FDs, it can be your cash in bank balance, it can be mutual funds. All these are financial instruments which are easy to withdraw, easy to withdraw funds from and use. Now the other hand this also raises the question of what are the types of funds that you should avoid showing in your funding and the basic ballpark here is avoid showing funds which are not easy to liquidate. So this includes bonds, similar investments like bonds, anything which is long-term, anything which has a lock-in period, property. Now all these investments are good as backup options but when you talk about your core source of funding, avoid all these things and just stick to the liquid options. This brings us to the second point when it comes to financials and this is to know your numbers. It's really really important that you are very well versed with all the numbers when it comes to your funding, both on the expense side as well as on the funding side. And for this you should know the numbers in both USD as well as INR.  A good way to prepare for this is to make a table for yourselves. So make two tables, the first one make it for the expense side. So list all the expenses that you have, list the numbers in USD in INR and also know the breakup in percentage terms. Because many times visa officers can ask what percentage of your total expense is your living expense or what percentage of your total funding is coming from these loans. So make sure that you prepare this percentage column as well. Similar to this expense table also prepare a funding table and for the funding table list all your sources of funding, sanctioned loans, FDs, other savings that you might have and again know these numbers in USD and INR and the percentage breakup. So keeping these two tables ready will help you be prepared for any number related questions which can be asked in the interview. Another thing to keep in mind is that often when you're asked about funding there are certain follow-up questions which can be asked. For example, let's say that you are saying that your father is funding your education or your parent is sponsoring you.  So also make sure that you are prepared for any follow-up questions which can be asked with respect to your funding sources. So to prepare for this type of questions and many others you can book a consultation session with me. You can also take a mock interview session. Lot of students have been taking these sessions with me and they've found it really really helpful. So you too can benefit from this. The link for this is in the description box below. Do check it out. And this brings us to the third point when it comes to preparing your financials and that is document checklist. So it's really really important to have all the relevant proofs and documents ready when it comes to your financials. And when it comes to financial checklist, the most important documents are usually bank sanction letter, affidavit of support, bank statement, ITR returns and so on. So to make this process easy for you, we have a free financial document checklist. This document checklist is in the description box. There is a link you just need to click that, give your details and then at the end of it, you can download your free financial document checklist. So make sure that you get that checklist and prepare all the documents and keep it in order for your interview. So these are the three important points with respect to funding and preparing the financials for your F1 visa interview. And I'm pretty sure that once you have these three things covered, you will be in a much better state to explain the financials to the visa officer. So I really hope this video has helped you out. If you have any more questions, feel free to leave them in the comment section below. You can also DM me on Instagram. My Instagram handle is at Shachi.mull. We have an F1 prep course as well and this course will help you prepare and structure the answers for your visa interview. It has tons of sample answers, templates, you know, a lot of good things to help you get ready for the interview. So if you're interested in taking this course, check the link in the description box below. And like I mentioned earlier, you can also book a consultation session with me. It's a one-to-one session or even take a mock or a practice interview with me. So all these good things, all the details are in the description box. Make sure that you check them out. Before you end, I would also like to update everybody on the status of F1 visa interview. So we know that F1 visa interviews in the past few weeks have either been getting cancelled, they've been getting rescheduled and that's because of the current COVID situation. Embassies are again back to functioning at limited capacity. Some of them are even shut for a couple of weeks because of which all this is happening. So if your appointment has got postponed or cancelled, do not panic. It's completely normal. It's happening to all the other students as well. What you can do right now basically is to be a little bit more patient. Keep checking for available slots, available dates. Keep the location flexible. Do not stick to a particular location. Keep it flexible wherever you're getting an interview slot. Just go for it. And in the meantime, stay prepared.  Make sure that you're prepared for the interview so that as soon as you get an interview slot, you can just jump in, give your interview and get your F1 visa. On this channel, of course, we will continue to bring you more and more useful resources for this. We will continue the F1 visa series. The next video on this series is going to be all about document checklist. So this video will help you be fully prepared for all the documents that you would need for your F1 visa interview. So make sure that you subscribe and press the bell icon so that you don't miss out on this video. That's all for this video. Thank you so much for watching. Stay safe. Take really good care of yourself. I'll see you in the next one. Bye.


I need all that for 167 a month. You game? Damn! Hey guys, I'm just telling you right now. He's good, dude. Hey guys, what's going on? This is gonna be the closing and objection handling stage. Now you'll see this screen, this is where we left off last time. Now if you notice this, before we handle each one of these objections one by one, what we're gonna do is we're gonna look at this top payment, okay? Because I want you to understand a lot of people are budget buyers, right? I'm not gonna say budget, but like they're payment buyers. They get payment conscious, right? Like I'm doing the 900, I see the 1067. You showed me what Edmund said it was gonna cost, right?   Let's go to the payment first and we'll go through these individuals. Is that cool? That's great. Okay, so let's start here. I absolutely love that, right? And we are talking 900 to 1067. That's a big bump, 167. You know, you work in some high line environments, that's not that big of a bump, but it's a big bump. Yeah, it depends. If you work at a Ford store and you sell Ford Fiesta's, you're like $1,000 a month, what are you selling? No, if you sell diesels or high lines, you already know what we're talking about. Yes, they're expensive for a reason. They're worth it, right? So this is what we're talking about. And this is where a lot of F&I managers go wrong. In my opinion, the budget, the payment objection. Yeah, I think the payment's too high. It's the best one. But when we think back on that last video, Andy's like, sounds good, but I can't afford it. So a lot of F&I managers, what they'll start doing is they'll start cutting off all the ancillary products that they're not comfortable with, right? They're just, they're go, oh, well, most of my customers don't get this stuff.  Because it's comfortable and easy, man.  Hey guys, what's going on? It's Andy. A lot of you leave comments telling me that you need help. Do me a favor and tell you the best way to get a hold of me. Shoot me a text message right now,<PHONE_NUMBER>.<PHONE_NUMBER>. I'll help you with whatever you need.  Let's get back to the video. You guys come to get all the profit today? I think you did. Dude, I'm getting paid all the money if I'm gonna be here today, right? So this is a question and you can think about this as your F&I products, but I would encourage you when you go back and you get that payment objection to use this same word track with the customer. I think it's gonna a lot of value and it's hard to argue with. So I call this the too good to be true close, right? So Andy, what if I told you I was gonna just come up and give you $167 a month? Okay, now I want you to understand this. Behind Dennis here, he's got this right here. Remember, they're at 900, which is the baseline payment and then 1,067 with all this. Does that make sense? That's it. So now Dennis, go back to that. Dennis, what if you told me what? So what if I told you I'm just gonna come up, Andy, and I'm just gonna give you $167 a month? What would you think? I'd be like, yeah, yeah, dude. Does it almost sound too good to be true? Yeah. Probably means there are some strings attached, right? Yeah. Yeah, like most things, when things are too good to be true, sometimes there are some conditions that need to be met in order to get it. So let's talk about this. So we're talking about $167. So if I'm gonna give you this $167, this is the list of things I need you to do for me. If my car breaks down, I need you to send a tow truck, tow it into the shop, cover the cost of that tow. When it gets there, I need you to pay for the diagnosis. And oh, by the way, I'm gonna need a rental car when I get there because I still gotta get the kids to soccer practice. I still gotta go to work. And then once you figure out what's wrong with it, I need you to cover 100% of the parts, 100% of the labor, any taxes that go along with that, any shop supplies, regardless of how long or how much it costs, I need that getting taken care of, okay? And I need a rental car until you got my car back in my driveway.  Also, what I need you to do is when I need an oil change, tire rotation, multi-point inspection, brake pads, rotors, belt batteries, hoses, wiper blades, on and on and on. I need that taken care of. And when I show up at the shop, I want a rental car where you're taking care of that, okay? Also, if I get a door ding, I want it popped out, I curb my wheel, I want it fixed, looking new. If I bend or crack these 22-inch wheels, because you can't lose with 22s, you need a new tire, I need those replaced too. My car gets stolen, I need 10 grand to put down on another one, okay? I lose a key, I want those cut programmed, my windshield gets broke, I need the brand new OEM glass so my driver assistance technology and everything works. I need all that for 167 a month. You game? Damn!  Listen, for 20 seconds, right? For 20 seconds. By the way, you may ask, why is Dennis teaching me this? Dennis, you work for Zurich, for how long? Eight years. Eight years. Talk, train, he's in a huge company now. Guys, listen to me. There's a reason why I have him here with me, okay? Because he's a savage. He's extremely good. I've never in my life heard that close I've been in the business for 25 years. And not only did I not hear the close, because I understand the concept, right? But number one, the way you delivered, the way you executed it. Listen, you know what I mentally did as he was talking to me? Mentally. Was he looking at a menu? Did I hold anything up for him to see? No. He mentally went down each one of these, one by one in his mind, which only tells me that he is a professional and that there's two rules to being great. Number one, learn your business better than anyone else. And clearly he knows it, better than anyone.  Wear your holes in your game, okay? And the way you present something is the way I perceive it. Does that make sense? The way he just presented this without seeing that and mentally took me through a journey. And a whole time I'm thinking, hey, yeah, sir, I want you to pay 167. And you say, hey, cool. And then you start saying, I'll give it to you. All I need you to do is that if my car breaks down or if this happens, make sure that you do this. As he's going through this list, I'm like, dude, you couldn't give me a thousand bucks. And I would do all that. Is it too good to be true? Everything has strings attached. So I'll go and give you the 167. All I need you to do is this. Man, I'm gonna say this, the way he presented that was dangerous. They can learn that. If you can learn that, that will work 10 for 10. And let me tell you about this little objection handling skill. Maybe you're in a situation where you don't have room through the bank to add all those products. And that's a reality, right? But what you can do is you shift that word track and you remove some of those other products. And then you just layer on heavy on the VSC or GAP or whatever the product is you have room for, right? And this is good. And then you pivot back to the Edmunds true cost to own. It sounds worth it. But really what we're talking about, we're taking care of all your repairs and maintenance, not the ifs, the wins. You're getting everything. Ifs, wins, whatever you need. And we're only really talking about $17 more a month what you were gonna have to set aside.  That way you're gonna get top dollar and it's not gonna make your next car more expensive. Let's wrap this thing up. That's it, man. Number one, we don't need to say anything else on this, okay? There's a million different ways that you already know. Am I right? Ways your managers have taught you, this is a new way. Number one, if you say, well, I know I've heard that before, okay, let me ask you a question. And I'm just gonna say this. Can you repeat what he just said? Do it. You see that right there is what separates the great separator from the winners from the losers, okay? You did a great job, but number one, I'm just telling you, if you just memorize this, it's like, here's the test, here's the answer to the test. You need to have this memorizing next week. And you need to be able to say it the same way he said it with that kind of certainty. And if you do, I can't imagine anyone, anyone ever saying no to any amount of money.  Because I don't want that, that I'm like, wait a minute, I'm about to take on that. Okay, cool, we'll take it. It's a small price to pay for certainty, man.  So anyways, listen, hey guys, we love you. That right there was deadly. I'm telling you from doing this for 25 years, that was one of the best word tracks I've ever heard my entire life in finance. You got to witness it alive. Hey guys, I just wanna tell you, you're the true one percenters. You made it till the end of the video. Do me a favor, share it with the friend that wants to go to another level. Make sure you like the video, comment below so I know who you are. Set your notifications and then subscribe to the channel. We got daily sales training videos dropping. I'll see you soon.


Do you think that, and is it your experience? And I also know you've done a lot of research, like do Jews run the world? Are Jews the reason why everything is terrible in the world as a lot of narratives aim to convince us? No, I don't believe that. That way of thinking is actually on a deep level, the same as the way of thinking that generates the Holocaust, which is that you try to find, it could be Jews, it could be some other group, but you try to find the bad guys in order to explain everything that is painful and uncomfortable and tragic in the world, with the idea that if you eliminate the bad guys, then we won't have any problems anymore because they were the source of the problems. So that's the same, there was a point I made in that essay that got me in trouble. I'm like, that's the same thought form that is feeding the persecution of the unvaccinated. COVID's still here, like we have not all become safe and healthy all of a sudden because of, even though the vaccines have been, oh, that must be because of the unvaccinated. And the exclusion from society, like really inhuman proposals about what to do with an unvaccinated were becoming current. And I was alarmed by it, partly because of my Jewish heritage. It's like we've seen this before, we've seen this kind of scapegoating before. So this way of thinking I'm really allergic to, to locate evil in some subcategory of human beings. Now, that doesn't mean like, yeah, I think that there are a lot of Jews in positions of power, in, especially in the financial industry and in politics in various ways, a lot of the neocons in the US are Jewish. But that doesn't mean that, we don't wanna like reverse cause and effect here. It's not that because they're Jewish, they're, it's not that that membership in the elite is controlled by Jewish people. It could be because of certain cultural traits that help Jewish people rise to high positions. And it could be in the, in, you know, elite institutions or it could be in academia, you know, it could be in business in other ways. Like suppose like, I mean, there's a lot of successful Jewish auto dealer owners, you know, running like four dealerships. Like they've done really well. Is that because there's, you know, an evil conspiracy to install Jews in successful auto dealerships? Or is it because maybe there's some cultural thing of working hard, you know, or some traditions of business savvy?


I'm Leo Schlesinger, I'm YGL 2010 and I'm the general manager of Mascisa in Mexico. I have a background in finance and banking and then moved into sustainable investments, working for Grupo Nueva in Chile, which is a sustainable investment fund that funds businesses throughout the region and now moved to manage one of those businesses in Mexico. To me, not only that it's the most amazing group of talented young people with a mission to really make a difference in the world, but also the whole infrastructure and platform of the World Economic Forum, which you can use to the best advantage to really scale up whatever initiative and whatever mission it is that you have, it's an amazing opportunity for you to make an impact in network, learn and advance the causes that you feel very passionate about. I think leadership starts with a decision to make a change, to make an impact and then it doesn't happen in a vacuum, you require the engagement of people and for that I think the key thing is to engage them into a mission and a purpose that makes sense for them and drives them to action.


Now that you have reflected, let's move on to a few other topics related to a company. First is company classification. This is important for you to know if you're going to start a new company or if you're already working in a company. So there are some legal classifications which you should know about and then there are some informal ranking, etc. Some of the most important laws in India are as follows. The first one is a Companies Act of 2013 and many changes which have come in after that. But broadly the Companies Act defines almost all the legal aspects of a company. How to slide it up? What can you do? What can you not do? How do you report? How do you manage? It also importantly defines the classes of a company. Another important law is called MSME law which defines companies in terms of the sizes which I'll talk about in a minute. And then the other laws and one law that is very important for those of you wanting to start your own company, entrepreneurs, is the startup law. Apart from these two important laws, there are other laws and one law that aspiring entrepreneurs should be aware of is the laws around what is a startup. So let's look at some of these classifications. If you look at the Companies Act, it defines certain types of companies. First there's something called a one-party company, one-person company. This is different from your doing the business under your name versus forming a one-person company because a one-person company, as I explained earlier, is a separate legal entity except it's owned by one person which is probably you. The next one is a private limited company. And this is what you should think about when you do a startup. A private limited company has a certain number of members, minimum two, maybe not more than 200 who own the company. And this helps because two or three of you may want to co-found a company and then you want to sell stakes to other companies or other investors and then the owners keep going up till they hit the ceiling of 200. So that's called a private limited company. And in your daily life, when you look at different companies, you'll see the term called private limited company, PVT.LTD.CO. Beyond a certain size, especially after you've taken money from the public and listed yourself in a company, you become a public limited company. That's after you've done an IPO. There's also a special kind of company, as I explained earlier, for not-for-profit and these are called Section 8 companies because Section 8 is a clause under the company's act. And this allows certain concessions to a not-for-profit company provided they're spending the money for the social good that they have declared. So these are the company's act classifications. If you look at the MSME Act, MSME is actually Micro Small Medium Enterprises. A micro is a company where the investment in plant and machinery is one crore and the revenues are not more than five crores. So it's basically a small company, a small unit. And start-ups also typically micro companies. Then as you keep growing, you join a small company. A micro company becomes a small company once it starts achieving investments of 10 crores in plant and machinery and your revenues goes up to 50 crores. And then you become a medium-sized company. Once your investment touches 50 crores and your revenues go up to 250 crores. All companies start like this until they become large companies. And the MSME Act provides for certain legal provisions for different kinds of classification. There's some other classifications and also ranking. For example, listed versus unlisted. Listed means you're listed on the stock exchange. So if you go to the Bombay Stock Exchange or the National Stock Exchange, BSE, NSE, see a list of companies which are listed. And you can buy their shares and you can sell their shares. But you cannot buy and sell a share of an unlisted company. And then you have what is called holding companies versus subsidiaries companies. When a group becomes very large, and I'll talk about it later on about conglomerates, you may have 10 small companies in that group, but there may be an overall company which is called a holding company which owns all or some of all the smaller 10 companies. Then the overall company which owns shares in other companies is called the holding companies and others are called the subsidiary companies. Welcome to startups, very important for aspiring entrepreneurs. You will register yourself as a company, but you can also get recognized by the government, the DPIT team. If you fulfill certain criteria to be a startup, which I have written there, which means that you're bringing something new, a new process and a new product. It's scalable. There's a new technology, etc. If you fulfill some of these other criteria, you become a startup. And you remain a startup for about 10 years and maybe 100 crores of turnover. So you still start as a micro company, become a small company, but you enjoy certain special benefits as a startup provided you fulfill the criteria. So these are classifications. These are legal, but they're also rankings. And as an employee or as a student, you should always start looking at ranks because then you start realizing who are the best in the world or best in India. So if you're an aspiring entrepreneur and you want to enter a domain, you should look at the ranks to find out who's the best company in that domain, in India, outside India. If you're applying for a job with a company, you should always look at the rankings to see where does this company that I'm applying to fit in. So you start looking at the rankings. And there are many kinds of rankings. I'll give you a few examples. Magazines such as Fortune regularly publish list of companies which are the largest by revenues, by profits, by market capitalization. And they also produce surveys and reports what are the most admired companies. So you can see some of the names which are the world's most admired company. And similarly in India, there are many companies which are India's most admired companies. They're also well known companies because they have got brands which many people around the world use and they could be global or they could be Indian. Amazon is an e-commerce brand, but we also have Flipkart in India. Apple, but we also have got Samsung, Google or Microsoft or Walmart. So these are companies which are well known brands and they're very valuable brands. Similarly, there's a list of most valuable brands, most respected brands in India. And these rankings help you make a career choice if you're a student looking for a job and if you're an entrepreneur, these are the companies that you have to learn from and over time disrupt. You should also look at, for example, who are the largest employees in India or globally to get this kind of reports. And not only who are the largest, if you're applying for a job, but you may also want to look at who are the best employees. And there are a lot of surveys that are done by newspapers and magazines and companies. So this is one which is published by The Economic Times. It's called the best companies to work for. And if you're looking for a job, these are the companies or the reports you should probably want to look at. And you can see the names there. Some of them are Indian companies like Seat or Faddle Bank or Tata Steal. And they're global companies like DHL and you can read the rest of the names in that slide. Coming to startups, as of date when I'm recording, there are about 95,000 plus startups which are recognized formally by the government. These 95,000 startups recognized are in many different sizes. But the most valuable of them are called Unicorns. A unicorn is a startup which is valued at $1 billion plus. More than 8,500 crores in terms of values, 8,500 crore rupees. You will know the names of most of these. There are about 100 plus unicorns in India and there are many more globally. And if you look at the screen, you can see some of the unicorns, which became big enough to have that valuation of $1 billion or 8,500 crores approximately rupees in the last couple of years. So now continue, you have now seen the unicorns and the big companies. So now we come to the important question of how can you as an employee start thinking that if I want to create a startup, how do I create it? If you're a student and you want to create a startup, how do I start creating a startup? There are detailed courses and detailed methodologies of what works whilst you are creating startups. It could be in US, it could be in Europe, it could be in India. But broadly and simplistically, here are three or four different steps. To create a startup, the starting point is to identify a customer problem. A customer problem which is an urgent problem for the customer. It is a problem which many customers have. It is a problem which customers are willing to pay for if you solve that problem. So step one is to start with a customer problem. And typically these are problems across domains. It could be a problem faced by a farmer in terms of seeds or irrigation or pesticides or chemicals or the efficiency of ploughing or the effort of ploughing. So these are agri tech startups. It could be in the area of education. How can it train millions and millions of Indian students or global students into different and new skills? And if you create a startup around that, that becomes an edtech startup. And the customer problem are the millions of students who are trying to become more successful or learn more. Similarly, you can have a medical startup, there are a lot of diseases. And if you can identify a need by many, many, many patients or people who just want to be well-being or live longer or live better, then you do a medical startup. Similarly, it could be a transportation startup. It could be a defense startup where the customer is an army or an air force and they have an urgent need. So the first starting point is to identify a customer in a certain domain who have problems and the many of these customers, they're willing to pay for it. And the problem is not something they can wait for one year to solve but they want to solve it now. So there's a first step of creating a startup. What's the second step? The second step is now that you know what the problem is, for millions of potential customers, you're not still developing a solution. Because customers already have solutions. There are existing companies. The competitors, Indian, global, who are giving them the solutions. So to create a new solutions, which like I said in my last module, to create a new solution, a new business, your solution must be either faster than what exists. Or it can be cheaper than what exists. Or it can be better than what exists. Or it gives more emotional satisfaction to the customer. And I give examples in the last module that better could be a better device, a wearable, which has more functions. So that's better. Cheaper is the same product, but at a lower price point. So the step two is to create a novel solution, which is better, faster, cheaper, or more satisfying to the customer. Once you've got the customer identified and you've developed and tested your solution with those customers, then the next step is to create a business model. You know the customers, you know the product. What is now your business model? And what is included in a business model? And this is what's while covering the later modules. Is how will you sell and market it to millions of potential customers? So what's your selling model? What's your marketing model? How will you brand it? How will you advertise it? Then the financial modeling, how will you price it? If your cost is this, where will you price it? So that you can make some money and the customer also benefits. All of these gets into a business model. So once you've got the customer problem, you've got your product, a new product, a differentiated product, and you've got a business model, you are now ready for a startup. All of this you can do as a project. You can do as a project in your school, in your college. You can go to an incubator and do this as a startup project. There are 1,000 plus incubators in India. Most education institutes have an incubator. And you can do all of this as a startup project in an incubator. Once you've found those answers, you then have to register your company. And then you formally become a commercial startup. And you can register with the government as well as a startup. So how do you register a company? There are online portals and the chartered accountants will help you register a company. But broadly, there are three or four steps. First, if you are the co-founder and you're going to own all some of the company, or two or three of you are going to own that company, you have to get a digital signature, which means you have to register yourself with the government of India as a director and get your digital signature. Along with that, you'll also get a directorial number, which means that in the government records, you will now be registered or you and your co-founders will be registered as owner of a certain company. Once you've got all of this, then you have to go to a portal, which is the Ministry of Corporate Affairs, it's a government portal. And then you have to register a company through a series of steps, starting with doing a name search. So to find a name for your company. And it has to be a name which does not already exist. So it takes time to find a name which you like, which your customers will understand, but which nobody else has got. And there are certain other information. And then your company is officially formed. And you're officially known as the directors or the shareholders or the owners of that company. And along with that, then you'll get a certificate of incorporation, which means congratulations, you are in business. So there are two aspects of doing a startup. First is the business model, the customer, and the solutioning part of it. Second is the legal part of registering company. So with this, now I'd like you to reflect and think that if you are a student, and you want to do a startup in the next one or two years time, in your college incubator or incubator in your town. Or if you're an employee, thinking about, I've worked for a certain amount of years, now I want to test out whether I can do a startup. Or if you're an employee who says within the company, I'll not leave my job. But I want to launch a new line of business, create a new business within my existing company.   I'd like you to now reflect and make a journal of a potential startup that you can do. In a startup, what customer problem will you solve? Who has the problem? The farmers, student, army, middle class people, old people, females, males, who has the problem? What is the problem? And then come up with an innovative solution to solve that problem, which is better, faster, cheaper, or more satisfied. And then what is your business model? How will you sell it? How will you market it? How will you price it? How will you make money? Et cetera, how will you distribute it? What does your supply chain look like? And so on.  And that will be your first step towards becoming an entrepreneur. You may not become an entrepreneur straight out of school or as an employee today. But you start thinking like an entrepreneur. That is what I'd encourage you to do. And I'd like you to reflect on these points that are written on the screen. So with that, I come to the last part of this module, which is that of conglomerates. This is also important for you to know that you may be a startup today, or you may be working for a certain company. But what may happen is the company that you work for may be part of a bigger group, which is called the conglomerate. So conglomerate is basically a collection of companies which is managed as one group and may even have one brand name. And I'll show you a few examples later on. And in that conglomerate, there will be a parent company and there will be subsidiaries companies. So let's look at a few conglomerates in India. Some of you may be working for a Tata company. And Tata is a conglomerate of 100 plus companies. Some of you may be working for a reliance company. But reliance is also a conglomerate. Same with Godrej or Aditya Billa or Adhanis, Mainras, Godrej or ITC. ITC runs hotels, it makes cigarettes, it makes soaps and detergents, it markets food. So it's a conglomerate. And you as an employee can start thinking about which conglomerate do I work for, which you probably know. And as an entrepreneur, if you have started up your own company and you have grown it, a lot of companies' startups are actually bought out by these conglomerates. So many of these conglomerates have actually bought startups. So you should still be, even if you don't want to work for any of these conglomerates, be aware that your company can actually be sold to one of those conglomerates. So with this now, I'm at the end of the module where I've tried to share with you what is a company, what are the company types, classification, structures, roles, definitions, etc. And most importantly, if you ever wish to start a company, either today, one year, two years, three years down the line, how do you start a new company? From a business perspective and from a legal perspective. So thank you very much, good luck, till our next module.