الحمد لله رب العالمين وصلى الله على السيدنا وحبيب قلوبنا وشفيع نفوسنا أبل قاسم محمد وعلى البيته الطيبين الطاهرين المعصومين لسيما بقية الله روحي وأرواح العالمين اللي ترابي مقدمه الفداء وأر록 اله음ين أبعادين، الدخولات، صغيرين والأخبرات، السلام عليكم ورحمة الله وبركاته as we are discussing in the last night, the position of Ali ibn Abi Talib in reference to a particular hadith in which we stated by the prophet that you or Ali are to me like Aaron was to Moses except that there is no prophet after me في which the Prophet seeks to give to us and distribute to us to give us a more in-depth example of the closeness of the relationship between the Prophet of Islam and Ali Ibn Abi Talib We have a narration which states that the Prophet of Islam looks towards Abadar As you know Abadar was a person, a companion that always spoke his mind And the Prophet gave him the statement in which he says Abadar there's nothing that the Sun sets on more truthful in its speech than Abadar So the Prophet looks at Abadar and he says Oh Abadar He says do you know what is the best type of brotherhood Remember again we're discussing the aspect of brotherhood He says the best aspect of brotherhood that we've been taught is the brotherhood between the prophets Then the brotherhood between the مؤمنين So the Prophet of Islam looks towards Abadar He says yes He says do you want me to tell you of a brotherhood more close and better than that which you have mentioned He says please do enlighten me Oh Prophet of Islam He says the brotherhood between me and Ali Ibn Abi Talib صلى على محمد وعالي محمد One of the four schools outside the school of thought of Ahl al-Bayt One of the founders by the name of Ahmad ibn Hanbal Which is referenced to the Hanbali school of thought His son once comes to him in a story which he asks Ahmad ibn Hanbal he says to him Who is the greatest person or greatest people after the Prophet Now look at this in particular reference Now the first question is you think to yourself Obviously he's going to answer that way He says the best people after the Prophet is the first and second Khalifa Then he looks at him The son looks at the father he says What do you say about Ali Ibn Abi Talib He says do you want me to compare him He says yes What's he in comparison to the first and two The answer that Ahmad ibn Hanbal gives him is very very special That's what I particularly reckon Because he says He says my son I thought you were talking to me about me humans Men Not people of high ranks And people that are known to be of the household of the Prophet That's the difference He says it's not me men He is the household of the Prophet And it takes us to the next level Ali Ibn Abi Talib the Prophet of Islam leaves He gives the trust to Ali Ibn Abi Talib As he wants to migrate He says return these Amana Make sure you take these particular Fawatim From this place to this place He entrusts him And he says I have one last and final task For you O Ali He says what is it O Prophet of Islam He says I want you to sleep in my bed When the kafir come they will try to attack you Do you take this Do you take this risk that they might kill you Look at the reply of Ali Ibn Abi Talib To show you the position of Ali Ibn Abi Talib How much he wanted to sacrifice for the religion of Islam He says to the Prophet of Islam He says O Prophet As long as you will be okay Can you tell me that you will be okay Then I am happy to do it Without the shadow of doubt He says I'll be okay Ali Ibn Abi Talib goes down in prostration And he says شكرا لله الله سبحانه وتعالى In the heavens We have the narration that states That he looks and he says To جبرايل المكايل Look at this narration brothers and sisters He says to جبرايل المكايل He says I have made you two brothers أخيت بينكما I have made you two brothers And then he asks the question Who would like to give up his life Or the remainder of his life So that his brother can live for a longer lifespan So جبرايل المكايل are looking at each other No one of them answers to the other Saying I'll give up my life for you And so الله سبحانه وتعالى Says إهبطا إلى الأرض We go towards the earth They will find my servants Which without hesitation Was happy to give up his life For his brother رسول الله محمد Now that's all well and true In the idea and concept of brotherhood The next level Because we look at brotherhood The next level up up Is the verse in question Which is in آل أمران Verse 61 Chapter 3 آل أمران Verse 61 Now the story is very very famous And I bring forth this particular story Because the hadith and the people That it represents in all schools of thought Is universal No one will come and say no We have this opinion on this particular person We have that opinion It's متواتر That these were the figures in question Now the ayah comes down When the Christians of Najran Come to a debate with the prophet of Islam And they would not come towards Islam So الله سبحانه وتعالى Brings the verse in which you will have a مباهلة In which you bring And the verse says in question او ابناء اله Our sons will bring our sons ابناء انا و ابناءكم We will bring forth our sons You bring forth your sons Or we will bring forth our children You bring forth your children Then he goes on to say When نساء انا و نساءكم Our woman plural Look at the verse in question Plural woman نساء انا و نساءكم Then he goes on to say Ourselves Bring forth yourself We'll bring forth ourselves Remember this is a متواتر Every single school of thought Agrees upon the figures that the prophet brought that day Every single figure in history Every historical book you will open up No one will disagree For his children Pural He brought forth Hassan and Hussein Doesn't bring forth any other companion Or young sibling The prophet of Islam is trying to show us حسين و منن و انا من حسين So in the tenth of Muharram People knew who they killed Our children Your children bring them forth Woman plural Who does he bring? All the women? Does he bring his wives? Does he bring anyone from his Companions Good women in Islam There were so many great women At the time he could have brought forth He brings forth one woman That represents the entire nation Remember You're representing Islam at this stage You're bringing Islam into the picture He takes one woman which was That's number two Now this is the thing I want to look at And this is the depth that I want to get to There's one aspect of brotherhood Between the prophet of Islam And But this is the next level The prophet What does the verse say? Ourselves And yourselves The prophet of Islam Could have came himself He sends As himself He sends As himself Go look at the history books Get me one particular Historical article That says otherwise Or he went as himself Every historical book Records That the prophet of Islam Brought As himself The ninth chapter in the Quran Was revealed The narration say Was given the chapter To go and reveal to Quraish And then Jibrail comes down Towards the prophet Look at the question which he questions God has told me That either you Or yourself Have to reveal This verse We think to it first and foremost How does it make sense? Obviously he's going to go himself But when we look at it in comparison To ayat المباهلة We begin to realize who he meant When Allah says Either you or yourself has to reveal This ayat Stop him halfway and then he takes it The comparison between Musa and Ali happens right here When Quraish The narration states That in Quraish there was not a family Or not a household that Ali ibn Abi Talib Didn't bring sorrow to because he has killed one of their Relatives Whether it be distant Or close Because you fought the kafar in all these wars Musa When the comparison happens between Ali ibn Abi Talib And Musa The comparison is Musa killed one person He was afraid to go back Ali ibn Abi Talib says I knew very well when I went to Quraish There was not a household Unless it was in mourning Because of my sword He says I went without a fear In my heart It brings us insha'Allah To the main topic for tonight Brotherhood Look at that comparison We can have so much a hadith That's going to detail of the position of Ali ibn Abi Talib And insha'Allah We'll discuss them in the upcoming nights But insha'Allah I want to conclude With a particular incident that happened On the Prophet's first And last Hajj As we know the Prophet of Islam only went once So the people look at the importance One of the pillars that you have Imagine Salah They recorded Siam they recorded So when it came to something so grand As Hajj The Prophet went there once He went to and there was one Hajj So you can imagine the recording Everything That the Prophet does in detail He gets to a place Or close to a place By the name of Ghadir Khom جبرايل comes down He says all those people that have gone in front of you Tell them to come back Everyone that's behind you tell them to come forward And we'll meet in this particular point Not a problem He does that he waits In the heat of that area Brothers and sisters The lecture of the Prophet of Islam Is narrated to go for as long as three hours In which they got the saddles And they piled it up Until there was a member for the Prophet of Islam He stood on top and he gave his speech In which he had people under him Repeating verse by verse So everyone may hear it As they did that The Prophet of Islam Because three hours speech One particular aspect want to look at In the reference of Ali ibn Abi Talib In the reference of the willaya In the reference of the position of Ali ibn Abi Talib In the eyes of Allah And the choice of Allah Subhanahu و تعالى We look at a particular aspect In which the Prophet of Islam says من كنت مولاه فعليون مولاه That's in question isn't it Because the other schools of thought Come forth and say well yes مولاه means friend So you're telling me the Prophet of Islam Stopped all these حجاج Brought everyone back Everyone that's behind him brought them forth In the heat of the sun At that time after Hajj To tell them wallah Ali is my friend That's it everyone knows Is it that's important but look at the context Because مولاه has over 20 meanings And sub meanings in the Arabic language But obviously the Prophet of Islam Knows the Arabic better than anyone else He says even to the people That don't understand I'll put it into context for you Because we can look at the actual letters And the حركات And the perfection of what the Prophet says Or we can look at it in an overall context Because the Prophet puts it into context How? The verse before it if we read it He says to the people am I not Or do I not have an authority Over you More than yourselves He says am I not Of a higher authority Than you have on yourselves As to أوله من أنفسه Isn't it Am I not of a greater authority On you than yourselves What do they reply with Yes You do have a greater authority On us than ourselves Then Whoever I am his Maula Now Ali is his Maula صلى الله عليه وسلم And that's the verse in question When someone comes forth and says Well the Prophet of Islam says He brought everyone together Over 100,000 People brought them together just to say Well Ali is my friend This is what you have to reply with This is the importance Of what you have to reply with When the second Khalifa Is narrated to have been walking At the end of his خلافة One of his companions he narrates this He says I saw the second Khalifa Walking and he was in a very Uneasy state A very uneasy state of thoughts Very very Sad and depressed Troubled So I asked the second Khalifa What troubles you Look at the reply of the second Khalifa And to show you How much they degrade the Prophet And how much in history Has been degraded The second Khalifa Is noted to have said to his companion I am so thoughtful And I want to make a perfect decision That who will I leave And entrust to this religion too I need to choose someone In the right manner and the right perspective To take control of all the Islamic empire This great religion I need to put someone in charge Which is worthy Now the question arises Where does the Prophet come into question Do you not think that the Prophet of Islam Would have had that thought Or do you have left it for the people When we have the calamity of Thursday Go and Google it tonight The calamity of Thursday Every historian narrates it People around the Prophet Split into two After the Prophet of Islam And countless occasions غدير خمس just one of them The Prophet told the people After he comes back to the last war He says make sure you go towards the Army of Osama I don't want anyone in here Leave Ali ibn Abi Talib in charge So they stayed back Against the Prophet's will Even though he cursed them That's the second opinion On the third level what happens On his deathbed He does it on a Thursday The calamity of Thursday He passes away on the Monday How many days before it A number of days He says give me what we refer to now As a pen and a paper So I may write for you something That if you hold on to You will never go astray after me The people knew who it was Because he already said it countless times Hold on to the Quran The Quran and my people The Quran and my people Countless occasions That the people there and then Knew what he was going to write down on that scroll What did they say Don't give him the parchment They have the audacity to say That the Prophet is delirious I can't say the Arabic terminology for it Because I'm on the member I feel that I'm degrading The Prophet mentioning something that's happened in history Imagine the person at the time that lived with the Prophet Had the audacity to say that word About the Prophet Look at that calamity of Thursday The Prophet The Prophet of Islam saying bring me this He says no It's a Prophet that's delirious Where the Prophet means Allah سبحانه وتعالى Is instructing Doesn't mean the Prophet is doing it from his own accord That's why we have one of the Scholars now that's reverted By the name of If anyone's come across him He narrates and he says He says we used to study in eloquence The essence of Arabic The essence of eloquence We used to study He says but the way we were taught The way we were brought up In my particular faculty of study Is that whenever Our heart clenches It's as if we have hatred It's as if we're taught But you know what Stay away So he said He says But don't we dissociate ourselves With these people that are called These people that are of these origins He says My teacher's words Is the thing that made me research Research who What did he say The teacher just replies by saying من للبلغة من مثلو علي Who is for eloquence Except for علي ابن أبيض علي He says I heard this and I want to research How is it that we may Dislike this man Why is it that we dislike this man Until I reached a Hadith in which it states what علي no one likes you Except a mu'min No one hates you except a hypocrite He says I came to this And I started to question myself What do I know, what don't I know علي not only His companions bear witness to his greatness The greatness Is that his enemies bear witness To his greatness When we have the The poem which we recite Which باصم كالبلاي is recited On countless occasions This is attributed to one of his enemies One of عيبي مطالب's enemies When the poem starts off by saying بقال محمدين أورفى الصواب وفي أبياتهم نزل الكتاب فهم حجج الإله على البرايا بهم وبجدهم لا يستراب لا سما أبل حسن علي له في الحرب مرتبة تهاب إطلبت صوارمه نفوسا فليس لها سوى نعم جواب طعام حسامه مهج الأعادي وفيض دم الرقاب له شرابه وضربته كبيعته بخمن معاقدها من الناس الرقابه فإن لم تبرأ من عداء علي فما لك في محبته ثوابوا علي الدر والذهب المصفى وباق الناس كلهم ترابه هو البكاء في المحراب ليلن هو الظحاك إذا اشتدد رابه هو النبأ العظيم وفلك نوح وباب الله وانقطع الخطاب صلواته أنميز بيوطنس ما يجب علينا أن نتعلم من خلاصه إذا كانت أنميز بيوطنس في هذا عندما أردت هذا المصفى فقط يجب علينا أن نتعلم من المصفى عالي ابن أبي ظالب وإن شاء الله يجب علينا أن نتحدث عن عالي ويجب علينا أن نتعلم من المصفى عالي ابن أبي ظالب عندما أردت الإسلام وننسأل عن الفرق ويجب علينا أن نتعلم عن عالي ابن أبي ظالب ونذهب إلى العلم before I say it in Arabic وإن شاء الله ونقوم بقراء هنزن دعاء وأنه يقول إذا لم أقوم بقراء عالي فأنا أقوم بقراء عالي فأنا سأقول بقراء عالي وأنه لم أقوم بقراء عالي وأنه ستقوم بقراء عالي سأقول شيئ عنك أن الناس ستأخيف من أجل أسوء أسجل ومن أجل أسجل وأنهم يجب عليهم بلساعد يجب عليهم بلساعد ولكن كل ما يفعله أن أسجل منك وأنك مني والأسجل منك أن يقول يقول أن أخاف أن تقول فيك من أمتي ما قالته النصار في إيس بن مريم لقلت فيك كلمة لا تمر بها على ملأ إلا وأخذوا من ترابنا عليك ومن طهورك ما يستشفون به لكن حسبك أنك مني وأنا منك وشيعتك على منابر من نور مبيضة وجوههم حولي في الجنة وهم جيراني نريد أن نتحدث about what the prophet of Islam had and what the prophet of Islam knew about Ali ibn Abi Talib or Ali no one knows you except me and Allah and no one knows Allah except me and you who is Ali we'll discuss that in the upcoming nights إن شاء الله but for now we want to pray to Allah and thank Allah that he has kept us on this path and we pray to Allah with the Surah المباركة الفاتحة تسبقها 3 of Yola and the Salawat على محمد وآل محمد


After declaring a public health emergency in June due to the opioid epidemic, the Red Lake Tribal Council today voted unanimously in favor of an outline of protocols for the banishment of tribal members facing drug offenses. Banishment has been part of tribal ordinance since December 2003, but there was no protocol. Under the terms, the individuals would not be allowed on the reservation or at any of the casinos. During a monthly meeting, the council determined which crimes could be considered under the ordinance, how long it would last, and how individuals could reclaim membership. In the approved resolution, the council said that it would affect people in drug-related behaviors or charges may include, but not be limited to buying, selling, manufacturing, administrating, transporting, and distribution. A member of law enforcement or prosecuting party would issue a petition for banishment. The petition would include the party or party's names or names, reasoning for the decision and length of time. There would also be a hearing where evidence would be presented and a burden of proof would have to be established. Banishment would last one to five years at maximum unless there was no progress to address underlying issues that led to banishment. After one year of banishment, the person would be able to seek rehabilitation. If the person is banished, he or she would technically not lose membership but would lose some of the benefits from the tribe. He or she would still be able to claim themselves as a Native American and could seek help at agencies such as Indian Health Services but wouldn't be able to do so on tribal land. The council also agreed to execute a substance abuse treatment program license for the Red Lake Medication Assisted Recovery Services program and further authorizes an application for any further licenses that will bring the program through fruition. The document also said that the tribal council is also developing additional tools to fortify the spectrum of services that are available to treat tribal members suffering from addiction. If you've enjoyed this segment of Lakeland News, please consider making a tax-deductible contribution to Lakeland Public Television.


In this captivating video, we delve into the enchanting world of embracing the symphony of existence, unraveling the art of living your best life. Join us on a transformative journey as we explore the secrets to living life to the fullest, fearlessly pursuing our dreams, and finding profound contentment in the simplest moments.  Let's embark together on this extraordinary quest toward embracing the symphony of life and unlocking the true art of living your best life. Living your best life means embracing every moment with unwavering passion and zest, like a symphony of vibrant colors painting your world. It's about fearlessly exploring the uncharted territories of possibility, dancing with dreams on the edge of reality. It's like savoring the sweetest melody of joy that resonates within your soul, creating a symphony of happiness that echoes through time. Living your best life is akin to wandering through a garden of endless opportunities, where the flowers of success bloom with every step you take. It's about basking in the warm embrace of love and connection, wrapping your heart in the tender embrace of genuine relationships that uplift and inspire. It's daring to spread your wings wide, soaring above limitations and soaring high in the skies of ambition. Like a phoenix rising from the ashes of adversity, living your best life is about triumphantly embracing the challenges that come your way and using them at stepping stones to greatness. Living your best life is reveling in the beauty of simplicity, finding profound contentment in the little things around you, like a warm cup of tea on a rainy day or the laughter of loved ones. It's about living in harmony with nature, appreciating the symphony of the universe and your place in it. It's diving into the ocean of knowledge and self-discovery, growing and evolving as a person, and constantly pushing the boundaries of your potential. Living your best life means courageously venturing beyond your comfort zone, knowing that true growth happens in the realms of the unknown. Living your best life is an art, you are a masterful artist. With each stroke of intention, you create the masterpiece of your existence, a tapestry woven with the threads of passion, purpose, and perseverance. It's about giving back and leaving a legacy, a lasting imprint of compassion and kindness on the world, touching hearts and inspiring others to embark on their journey to living their best life too. In essence, living your best life is about embracing the magnificence of being alive, and celebrating the symphony of emotions, experiences, and adventures that make up the extraordinary tapestry of your existence. It's about cherishing the present, savoring the past, and eagerly anticipating the future, all while dancing to the rhythm of your authentic self. So, my dear friend, embrace this extraordinary journey with open arms and an open heart, and let the symphony of your best life play on. Thank you all for tuning in and joining us on this inspiring journey to living our best lives. If you enjoyed this video and want to stay connected for more uplifting content, don't forget to hit the subscribe button and be a part of our supportive community. Together, let's continue to embrace the symphony of life and create a harmonious world of positivity and growth.


Thank you for the introduction. So I'm Romain Poussier from the University Catholic de Louvain, and I will introduce you a new key enumeration algorithm. So for the outline, I will first do a brief introduction about decision and attacks. I will explain what is key enumeration and rank estimation and what is important. Then I will introduce in particular one rank estimation algorithm, which I need to then introduce our key enumeration algorithm. And I will show the experimental results, and then I will conclude. OK, first of all. So there is this picture that shows the global idea of how it works such an attack. Actually, you've seen it at the previous talk, but in Belgium we like recycling. So on the bottom left, we can see the beginning of an AS execution. So you have a plain text value x, which is called with a secret s. And it goes through an s bot and gives a value z. And I also assume that as an attacker, I also have access to the power consumption, for example, of the device, which is running the AS. And in particular, I have this sample leakage L, which corresponds to the manipulation of this value z. What I will do is I will try to modelize how this value z leak in practice for all the different secret values s. And then when I want to go to the attack phase, I will do a comparison between my model and my actual leakage. And I will maybe, if my model is good enough, get some information on my secret. OK, now let's say I want to attack an entire key, which is here shown in red. In the case of a block cipher, what I usually have is that this key will be divided in small independent parts, which I call subkey. Here I have n such of this. And what I will do is I will do a divide and conquer attack. I will do n independent attack on each one of the subkeys. So let's focus on the left. I want to attack key 0. Here I assume an 8-bit subkey. So I have in total 256 possible values. And after my attack, for all these values, I will get a probability that this value is the actual one. So in the end, what I have is I have n different lists, each one containing 256 different probabilities. And what do I do with that? I have mainly three cases. Let's first look on the left. It's where I have enough such information, which means that my actual key has the biggest probabilities in all the different subkeys. In that case, well, actually I'm done. I just have to concatenate all the best subkeys, and I directly recover the full key. I have the case in the middle where I don't have enough such information, which means that each at least one of these lists, the actual subkey is not ranked first. But I do have enough computational power to output all the key from the most probable one to the least probable one up to the good one. And that's what we call key enumeration. And the number of keys that I output before the actual one is called the rank of the key. And basically as an attacker, that's what I want to do. And the last case, it's where I don't have enough such information and I don't have enough computational power as well. For example, if the key rank is 2 to the 100, there is no way I can compute up to this. But what I can do, if I know the real key as an evaluator, I can estimate the rank of this key. And this is very important because if I'm only stuck with the direct recovery case, it's kind of a binary situation. Like, either I succeed, either I don't, but I don't know how close I was to succeed. For example, if the key rank is 2 to the 10, actually, direct recovery, we say, will tell, OK, I didn't succeed, but 2 to the 10, it's nothing. So actually, the attack worked. On the other side, if the key rank is 2 to the 100, I can say, OK, I'm secure against this attack. OK. Now, about rank estimation. So let's give a quick look on the literature. We have many algorithms in a few years. And mainly, we have 3-1 from Glowals, Bersa, and Martin, which are very, very efficient in less, in a few seconds, I give a very good estimate of the rank within one bit of accuracy. And here, I will describe the algorithm of Glowals at AL, because we build our key numeration on their rank estimation algorithm. So mainly, it works in three steps. First, it builds histogram from the Sachin attack results that I've shown before, which are the endless of 256 probabilities. Then it will combine this histogram and count the rank. OK, first step, building histograms. Let's look at the left picture. This is an histogram that I've built from all my 256 probabilities for the subkey 0. So basically, on the y-axis, we have the number of keys that have log probabilities given by the x-axis. I will explain afterwards why I do need log probability. And since I'm in the case of rank estimation, I'm an evaluator. I know the real key. So I know what is the probability of the real key. So I know in which bin it will fall. This is given by the red curve here. And basically, if I want to know the rank of the subkey, I just have to count how many elements I have in the green zone, that is all the bin on the right of the actual key. And so I can do this for all my subkey. OK, and what do I want to do next? It's to combine all this histogram. Here, this is the combination of the two histograms that I've shown earlier. These two histograms were for 8-bit subkeys. So it was only 256 elements. Now, if I combine all the possible combination of subkeys, I have this histogram, which contains two to 16 elements. And again, I'm an evaluator, so I know what are the probability of the two real keys. So I know where the combination probability falls, which is again given by the red curve. And again, if I want to know the rank, according to this combination, I just count how many elements I have in the green zone. But in practice, how do I do this combination is I will use histogram convolution. And actually, this is why I need log probabilities, because convolution does exactly what I want. But it works with additive property. Of course, my probabilities have a multiplicative property. So I have to go to the log domain to get an additive relationship. So we have our n-basic histogram from h0 to hn minus 1. When what I do is I just iteratively do a histogram convolution until I get my final histogram h. And here is an example of such an histogram. So actually, it was a real one from an actual attack on EAS. It's a blue curve. And so if we count the number of elements in old bin, we have two to the 128 different elements. And again, since I'm an evaluator, I know the probabilities of all my 16 subkeys. So I know in which bin it falls. So this is given again by the red curve. But actually, what I didn't mention is I've done some errors in the building phase. When I first built the initial histograms, actually, I lose information about my real probabilities. It's like I was rounding the real probabilities. So I lose some information. But I can bound this last. Actually, if I want to get the higher bound, I have to go to n divided by two bins on the right and to get the lower bound n divided by two bin on the left, where n is the number of compilations that I've done. OK. So now I will present the key numerical algorithm. So first, again, let's have a quick look on the literature. I will first talk about the algorithm of Vera Charvignon et al, which has been presented in 2012. This key numerical algorithm was optimal, which means it was 100% sure to output the key from the most probable one to the least probable one with no errors. But it has two drawbacks. The first one is that it's very memory intensive, meaning that, for example, if I want to enumerate more than 2 to the 36 key, it was consuming gigabytes and gigabytes of frames. It quickly becoming feasible. And also, it's completely sequential, which means I cannot enumerate more than one key at a time. Then we have many other key enumerations algorithm recently. Specifically, I will focus on the one from Martin et al on the bottom left. This algorithm is suboptimal, which means I'm not totally sure to enumerate the key in the right order. But I can compute bounds on this list. It's memory efficient, which means I don't have any more memory problems to enumerate, and it's fully perishable. And then we have our key enumeration algorithm on the middle right, called histogram enumeration. It's also suboptimal. And what is very nice is that we can compute very easily the bounds. These are the exact same points that I've shown for the rank estimation, like when I count bin on the left and bin on the right. It's also memory efficient. You have no more memory problem as well. And I can very easily parallelize this. OK, first steps. First steps, first two steps are actually the exact same steps as for the rank estimation. I built histogram from my list of probabilities, and I combined them with histogram composition. Same I need to do what I call a bound search, which basically is I have to find where to begin my enumeration and where to end it. It can be seen as counting the rank. And then I do the actual enumeration with the technical backtracking. I will explain it with a simple example of two subkeys with a 4-bit itch. So I first, on the top, compute the first phase, which is I build histograms. So I have 16 elements because I have a 4-bit subkeys. And I have the second phase, which is a combination. So I do the convolution between these two histograms, and I get H01 on the bottom. Then I have to do the bound search phase. Let's say, for example, I want to enumerate all the keys, which are ranked between 10 and 100. I have my histogram H01 on the right. And what I do, I have to count from the end of the histogram on the right up to the left, how many key do I have in the bin? For example, in the last, you have the number on top. So in the last bin, I have only one element. It's not 10. I continue on the left. In the bin before, I have five elements, 1 plus 5 equals 6. I'm not up to 10 yet, so I continue. Then I get the bin with 30 elements, 13 plus 6 equals 19. OK, I got my first bin. Then I continue up to 100. This gives me all these green zones. And I know that in these bins, all my rounded ranks are the keys between 10 and 100. But actually, again, I did some errors when building my histograms, and which was the number of convolution divided by 2. Here, I've done only one convolution because I only need two subkeys. So I have to add one bit on the left and on the right if I want to do the real ranks with no errors. OK, now the backtracking phase, which is the actual enumeration. I first do an example with only two subkeys. So again, I have my H01 on the top. And let's say I want to enumerate all the key which are in the bin 7. What I do is I go back to H0 and H1. And I try to find all the possible combination of non-empty bins, which are equal to 7. For example, if I take the two green bins for H0 and H1, I have non-empty bin for 2, non-empty bin for 5, 5 plus 2 equals 7. OK, it's a good combination that works. And I do this for all the possible bins. But in practice, I have more than two subkeys. So how do I do? I will do some kind of recurrence. In this example, I have four different subkeys. So on the right, I've done the first phase, which is the histogram building. So I got my H0, H1, H2, H3. Then I've done the covalent phase that we see on the left. So I first take H0, H1, I got H01. Then I took H2, I got H02, and I took H3, and I get H03. And let's say I hope to see well because it's very small. But if you want to look at the black bin in H03, it's a bin 16. And let's say I want to enumerate this bin.  And oh, the key, my bin 11 in H02 is unlucky as well. 11 plus 5 equals 16, that's a combination that works. So I take all the keys that are in the bin 5 of H3, and I store them. Then I'm left with H02 and the bin 11. So now I take H2. I see, for example, I have the bin 4, which is non-empty. And H01, I have the bin 7, which is not empty, for the 7 equal 11. OK, another combination that match. I take all the key in the bin 4 of H2, that's my possible candidate for K2, and I continue. And then I'm left with the example that I showed earlier with only two sub-keys. And here, for example, I take the bin 5 for H1 and bin 0 for H2, 5 plus 2 equals 7. OK, I got my key candidate for K0 and K1. And this gives me something like this, which we call a key factorization. In this example, I have two possible values for key 3, 3 for key 2, 2 for key 1, and 4 for key 0. And so it gives me four lists of respectively two and four elements. And this actually corresponds to 2 times 3 times 2 times 4 complete key candidates, which are shown here on the bottom to take all the possible combination of these four lists. This is what we call the de-factorized list. And of course, in terms of memory needs, more efficient to store the factorized list than the de-factorized one. OK, that's what the idea of how the algorithm is working. Now I will show some experimental results, not all of them. First, let's have a look on the accuracy, which is linked to the error bound. What I didn't mention on the construction phase of the histograms, of course, one parameter that you do need is how many bins do I use to compute my histograms.  So this graph on the Y coordinate are representing the number of key I need to enumerate to guarantee an enumeration up to an exact key rank given by the X coordinate. So for example, let's focus on the top left figure for 256 bins. We have the black curve, which is the curve X equals Y. Basically, it's just an optimal enumeration, like for example, with the algorithm of Rache-Arvigno et al. In blue, I have my algorithm enumeration sampled over 1,000 experiments. And this is the average bound that we got. In red, we have the extremum, that is the maximum bound we got and in green, the minimum one. First of all, what we can see is that the more bins I take, the more accurate I am. But also, what we can see is that when the key rank is small, like 0, 10, I have a huge gap between the optimality and my bounds. But when the key rank is high, this gap is getting lower and lower. Then we can also look at the speed. So in these graphs, I show the time in second it takes in the Y axis to enumerate up to the X axis. Again, in black, we have the enumeration optimal algorithm of Veritas. In red, we have our enumeration algorithm sampled over 1,000 experiments and the blue crosses are just a sample of these thousand experiments. And this time what we can see is that the more bin I get, the slower I am. And by the way, if you look at the graph on the bottom, anyone actually, I cannot use the algorithm of error at all more than at this point because I take too much memory. So I'm left with the question, should I take a lot of bins to maximize the accuracy or should I take a small number of bins to maximize the speed? And actually, it depends. So when you want to go to the key testing phase, like what a real attacker have to do, you will have to take the keys that are outputted by the enumeration algorithm and to test them on the block cipher to see if they are good or not. And actually it will be a trade-off between precision and your testing capabilities. Let's consider two different case.  But on the right, we assume that we have a big organization, we have a huge computing power infrastructure. Okay, first on the left, what I will do is I will use my laptop to do both key enumeration and key testing. And what will actually happen is that I will have to do the key testing on the fly, which means I will have to de-factorize the list on the fly and test all these complete keys. And if I take a small number of bins, I will output too many keys at a time, I will output more keys than I can test them, so I will lose some accuracy for nothing. So in that case, I'm better maximizing the accuracy. However, in the case of a big company infrastructure, I can imagine like I have a software computer for the key enumeration part and I have like many hardware areas for the key testing phase in Poland. And in that case, there is two things that I want to do. Since I have a separate enumeration and separate key testing, I want to, first of all, to minimize the bank points needed for the communication between myself too and my hardware. And also, I want to use as many hardware areas as I can. So actually, I want to take a low number of bins. I will lose accuracy, but I want to test as many key as I can in Poland. And moreover, as we saw in the accuracy results, when the key rank is very high, I have a smaller gap between the optimality and the bound. Okay, so as a conclusion, we have developed yet another key enumeration algorithm with some cool features. We have very simple bounds. We have this key factorization, but actually we're not the only ones. The algorithm of Martin et al. also can do this. We have a very easy way to parallelize it, but I didn't have time to talk about it, so you should read the paper for more information about that. And we believe that it's pretty much simple to understand. It's just Instagram, convolution, and backtracking. You can find an open source code written in C++ of this algorithm along with the rank estimation algorithm which can be downloaded on this link. And if you want to try it, you should read the paper because there are actually more parameters that are not described here. Thank you for your attention.


Road planning is an effective means to alleviate urban congestion, which is a classical non-deterministic polynomial time, NP, hard problem. A novel K means clustering algorithm based on a noise algorithm is developed to capture urban hotspots in this paper. The noise algorithm randomly enhances the attribution of data points and output results of clustering by adding noise judgment in order to automatically obtain the number of clusters. This article was authored by Xiao Wangran, Xiaoming Zhou, Mulay, and others.


In this edition of Recall Roundup, Ace Bayou recalls beanbag chairs, Britta recalls kids water bottles, and Dream on Me recalls high chairs. Ace Bayou is recalling about 2.2 million of these beanbag chairs due to suffocation and choking hazards following the deaths of two children. The zippers on the beanbag chairs can be opened and children can crawl inside, get trapped and suffocate or choke on the chair's foam beads. The voluntary standard requires non-refillable beanbag chairs to have closed and permanently disabled zippers. A 13-year-old and a 3-year-old suffocated from lack of air and inhaling the chair's foam beads. Both children were found inside the chairs. Ace Bayou is printed on a tag sewn into the chair's seam. The beanbag chairs were sold before July 2013 for between $30 and $100. Check your beanbag chair for any zippers that can open, take those that can open away from children immediately and contact Ace Bayou for a free repair kit. Britta is recalling more than 200,000 hard-sided water filter bottles for kids. The lid can break into pieces with sharp points posing a laceration hazard. Britta has received 35 reports of lids breaking or cracking. No injuries have been reported. The four recall children's water bottles have popular cartoon characters on the bottle, including Dora the Explorer, Hello Kitty, SpongeBob SquarePants and Teenage Mutant Ninja Turtles. They were sold from June 2013 through July 2014 for between $13 and $19. Return these recalled water bottles to Britta for a full refund. Dreebon Me is recalling about 2,800 Dina height chairs. The leg or side opening of the chair can allow a child's body to pass through and become entrapped at the neck or fall from the chair. This is a strangulation and fall hazard to young children. No incidents or injuries have been reported. They were sold online at walmart.com and amazon.com from November 2012 through November 2013 for about $60. You should immediately stop using these recall height chairs and contact Dreemon Me to receive a free repair kit. Check our website www.cpsc.gov for more information about these and other recalls. Stay tuned for the next edition of Recall Roundup.


The wind dropped dramatically for round three of international series of man yesterday We didn't have a single sub 70 round today We hit 18 most of the players taking full advantage Todd Senate of Australia will be very disappointed that he didn't as 73 The highlights of this dramatic birdie at the 16th Steve Lutten holds so many parts today some more dramatic than others about this one at the 11th A birdie for the Englishman a 68 he's four under and he's in contention Same score for Mito Pereira of Chile Beautiful start to the round for Mito. He had three birdies in the first six holes And then added another at the par three eighth after this tee shot a 67 for Pereira Sergio Garcia didn't drop a shot today in his 68 This was one of the highlights lovely approach into the seventh the par five A 68 for Garcia and at five under he's only four back Sandom Kalkanjana of Thailand fourth last week in Saudi Arabia Continues his outstanding form lovely second into the senior ninth 67 today for Kalkanjana and at six under He's three behind and will be in the final group But it's Japan one and two at the top of the leaderboard the 20 year old real his satsune This is second into the fourth Again, no bogies on the card almost hold that one a 67 for eight under which leaves him just one behind his countryman Takumi Kanaya this a long birdie part at the ninth And a round of 67 so it's Kanaya at nine under the satsune is just one behind It's going to be a great finish here in Oman


Ladies and gentlemen, with an increasingly competitive, hiring landscape and a mostly conventional educational framework, we kickstart the day with our first panel discussion where we discuss the hiatus between praxis and media education theory, and hopefully the opportunities to bridge the gap. I would like to welcome on stage our panel chair, who's also one of the key facilitators of today's event, and personally for me, an educator from my past, Dr. Surbhi Daya, course director, English journalism IAMC. Joining her on the panel, I would like to welcome Professor MS Parmar, Vice Chancellor Kushabhau Thakre University of Journalism Raipur, Professor V. L. Dharurkar, Vice Chancellor Tripura University, Dr. Jayan Sonvalkar, Vice Chancellor Bhoj University Bhopal, and Professor Shambunath Singh, Ignu, Department of Journalism. I'll hand over to the panel chair. Thank you so much, Kartike. So the other day, when I was discussing with Dr. Bhattra in his office that who is going to anchor this conference, he told me that Kartike is there. I said, fine, I never knew who Kartike. So when I came here, he just touched my feet and said, ma'am, did you remember me? And I said, yeah, I mean, I was surprised to see him. He's my student of 2010 batch. So very well done, Kartike. So a very warm good morning to all the distinguished panel of vice chancellors and director generals, as well as those present as audience here. I welcome you all to the panel discussion on Heatus Between Praxis and Media Education Theory at the Media and Media Education Summit 2018. The largest media summit for media education and professionals from across the country. This is organized by Exchange for Media. And I would give all thanks to Dr. Anurag Bhattra for the same. I'm Dr. Surbhi Daya, co-convener of the conference, associate professor and co-director of English Journalism at Indian Institute of Mass Communication. I'll be moderating this session today to carry forward key points and ideas introduced during our discussion today. When it comes to journalism programs, there has been an ongoing debate regarding the relationship between theory and practice, about whom and how we should teach journalism, about practical versus scientific approach, about the form and the content of the curriculum. Some schools around the world are nowadays facing the challenges of the late technological, economical, cultural changes that produce significant effects in professional communication and media production, distribution and media consumption. All these highlights of highlight the necessity that media education programs should focus on the interdisciplinarity and multicultural approaches for designing the curriculum. I welcome to the panel Mr. Professor M. S. Parmar, who is the vice chancellor of Khushabhai Pau University. I welcome Professor V. L. Dharurkar, who is the vice chancellor of Tripura University. I welcome Mr. Jayant Sanwalkar, who is currently the vice chancellor of Bhoj University. And I welcome Professor Shambunath Singh, who is an ex-vice chancellor and heading the department at IGNO. We also have three other vice chancellors on this panel, Mr. B. P. Sanjay, Mr. C. B. Patnayak, whose flights have gone delayed and they'll be joining us soon, in this panel or in the next panel. I would now like to request the professors and the vice chancellors to please give their views on the topic for about 10 minutes. I would request Professor Parmar, vice chancellor of Khushabhai University of Journalism and Mass Communication, Raipur, which is one of the state universities of journalism in India, set up by the Government of Chhattisgarh in 2005 and being developed as the national centre for teaching, training, research in media and allied subjects. The positions he previously held at Devi Ahilya University are head of the School of Journalism and Mass Communication, head of the School of Law, media officer, chief editor of DAVV News and OSD Evaluation Centre. His work experience includes over 30 years of teaching journalism and mass communication at DAVV and in 16 in the industry. I personally went to the Raipur University, he is all kudos to him. I saw the studios that he is making, they are the state of the art studios. I welcome you, sir. Please give him a big round of applause. First of all, I would like to congratulate Mr. Batra that he gathered all of us on a very good topic. And his medium was Dr. Surabhi Dahiya, media and media education in India, theory and practice. Practical. We have talked a lot about this topic a lot, there have been a lot of seminars, a lot of talks, but it is important that how we have to give media education. I had said in a seminar 25 years ago that in the section of media education, we are preparing for a doctor without a hospital, but you are gradually becoming a hospital. Many universities have made a hospital. If a doctor makes a mistake, then one patient dies. If a media person makes a mistake, thousands of people can die in that mess, in that facade, anything can happen. With the word development can happen and without the word. Now how should media education be? This is very important. Because the difference between theory and practical, let me tell you one more difference. The teachers of our media education field, I had said in a seminar in IIMC that all of our assistant professors and associate professors should be sent to a media agency, a newspaper, a TV channel, an ad agency. And when we call the people working for the media, the problem with them is that the field they work in, their knowledge is limited, it does not cover the entire media education. There are only a few things that are discussed. So we said that they should be invited to the university and institute for teaching for a few days, such an exchange program should happen. I think there can be a new beginning in media education. And a new concept is this. Because the biggest problem is that our media institutions have as much practical, as much camera, studio, newspaper, publication. This is not the case. That is why when we go to the editor, he says that if something is less or not, then it does not look good. I have experienced in Indore and in Raipur that I called all the editors and I kept my syllabus, I made my own practical. Then I told the editor, you tell me, should I change my syllabus so that I can prepare a student for you. So this is a very important issue. And what is happening in our media industry, it is being changed very quickly, it is being changed in technology. For this, we are trying to, when we teach education, our program, educational objectives should be prepared. And then what is the outcome of the program, we should make sure to measure it, how much learning is being done by the teaching. We should think about this in our media institute. We should prepare a course objective. And we should talk about course outcome. This type of practical change is very necessary. In this country, when the media education started or we should talk about the world, then the media education of America was different. It was given on the craft. In Britain and Europe, the media training was different. We adopted the system of America and are giving it on the craft. That is also necessary. But somewhere it seems that we should talk about values. We should talk about value-based media in our syllabus. And students should be made a good journalist, a good engineer, a good doctor, university. But it is very necessary for us to be a good person. That is why we can say, somewhere it seems that this kind of discussion, this kind of concern will come out of it and we will do something new in the field of media education. In every university, in every college, the whole system should be practical. I believe that a daily newspaper should be published. News bulletin should be published every day. You can put it on YouTube. And if something is available on the radio, it is a community radio facility. You get a lot of subsidy in it. You should start that. And a good, as much as you have studied theory, it is very important to try to learn something from it. And it is also very necessary. Now the question is about the media. What kind of people do you want in the media? How do we prepare students? This is also very important because I call this media communication education. Mr. Batra was just talking about communication. Because our field is very vast. Because there are a lot of things involved in communication. In fact, I believe that in management, in engineering, there is a lot of communication in law. Because a good communicator can be a good advocate. A good doctor can be a good communicator. A good communicator can be a person of any field. That is why instead of media education, you will have to take communication education from the media. And still, you see, in UGC or other universities, where you study, as a different discipline, media or communication education has not been included. You do not have a dean in the university. He is in some art faculty, he is in sociology. We should also try in this direction that somewhere in this regard, we should somehow tell UGC that in the form of a different discipline, in the form of a different education, we should come forward. Because earlier, in some times, which I was just reading somewhere, it was written that those who study Surdas, those who study Kalidas, those who study Tulsi, or those who came to journalism in the beginning. But now there is a lot of change. And I feel that the new team has come, the new ones who are becoming our new heads, new associate professors, new professors in the field of media education, they are increasing in the range of changes. And these changes will lead to a lot of media education in India. Because we have seen, one more thing I would like to say, that the media council of Kahan Bhoomi should be formed in this country. It is not being formed. The responsibility of media education should be given to the media council of India. And as much as these small institutes have started, they should be controlled somewhere. There will be a change somewhere from that. So if the media council of India will be formed, and they control the media education in the country, the way the foreign council, the way the medical council of India controls their education, they should be somewhere in that direction. So there are a lot of things, the values and other things. But this is very important. This is a very important issue, which they have used in terms of terminology. It is also very good. Hiatus and between practice and media education theory. This is very important for media education, that we study theory, but how much practical it is, or its action, or its implementation, or its outcome, how much it is coming out. This is very important. And it is very important to pay attention to that. And for that, we will have to gather the resources. For that, we will have to make some linkages from the media industry. People from the media industry should be called. What are their needs? What kind of students do they want? Somewhere like this, if you are the one who has an interaction, then in the field of media education, there will be a good start. Now we can say that, the way in India, the electronic media is also in the initial phase. Print media is very serious. But social media and electronic media are not as serious. How should people go there? How should they work? Does anyone have a mic? Does he say anything? So we are preparing such articles. It should be controlled. And today these are very important people. I believe that in every field, after the course of that field, as the lawyers do, you have to take a certificate. For a doctor, you get a certificate from Medical Council of India. Our field is that anyone is included in it. The media industry should do this. Only from the media institutes who have done the course, those students, those people, should be given jobs in the media. They should be compulsory. Because many times, I have given the first example, that because of the media, many problems arise. What and when and how to speak. It is very important that we try. In this direction, how can we implement it? That the media industry, only the media education who has taken it, who has done a degree or diploma, should be given a service in this field. Because I had said at the beginning that a doctor kills one person. And if it is wrong from the media, then thousands of people can die together.  Because people say, the fourth level of the system, you are not in the constitution. But it is very important, that the fourth level of the system, controls these three levels, justice, employment, education, and in society, now somewhere, when a person does not get justice, he sees it more than the media. Many times, the media has made him justice. These are the things in our India, and the values of India, the culture of India, we should tell the students about it, because they do not know what is in India, they do not know about the world. If we ask about someone, they cannot tell the students. So somewhere, India should be very much. If India is not very much, it will not be able to do that. We should try this way. And it is very important to connect values, because without values, there cannot be very good things in journalism. This is necessary. There are some universities in the country, there is some good teaching in IIMC. And some universities are becoming departments. Business is increasing. So we should think about what should be our theory, and what should be our practical. Most of the time, when you prepare syllabus, then all the things should be in this paper, what should be the practical. This is very important. And when the syllabus is completed, then I said that what the outcome is, we should measure it, what the students have learned, how much learning has been done, what has happened, you told the values, you talked about development communication. When it works in the field, then its impact is on it. This is very important to learn. We take a class of an hour in class, after that the student goes away, forget it, nothing. So this is very important in the field of communication, because we have very old courses going on, but in the beginning, there were certificate courses, diploma courses, one year's B.J. was going on, one year's M.J was going on. There are a lot of things that there will be discussions in the whole country. And in the syllabus, there are different courses, and we have been studying them all. So there are a lot of things that will be discussed every day, and the best thing is that you have prepared the director of media educators, and to connect all those good people. All the people, like Dr. Sanjeev Hanawat Faiz, are very active. In the same way, this director, all of us are working to connect the field of media education, so Dr. Survi Dayya for a very good media educators, to connect them, you get very good information from each other, their details, their email id, their phone numbers, all the materials that are going to be released in the evening, Survi Dayya also gives a lot of information that it is very advanced, in the field of media, in the field of media education, because it is constantly doing something like this. Those who have done this, Business World and other people have done a very good job. Even though this year there are few people, and Mr. Batra has said that next year we will call more people and it will be very good. This is good, and for the first time we have started giving awards. In media education, as I believe, there is no need for an award. Our work is our award. And after saying two things about theory and practice, I will finish my talk because I gave 10 minutes. I have implemented this in two places. One was in Devi Helya Vishuddhala Indore. So I did a lot of innovative work like I signed an MOU from Press Club. And he said that my 10 students will go to the press club every day and the press conference of the press club will be included in the meet to press and will also ask questions. This is MOU and Indore's press club is very good. It is very active and there is a lot of press conference. In the same way, a very good high tech and a small hall to watch the film which gives a multiplex concept. We show the film there, we review the film. I have started a work like this where I am now. I am at Kushabh Thakre University. I feel from far away from Delhi that I will be travelling in Naksali Raipur. There is Naksali area, Pichda area and such area. We have prepared there and everyone is sitting here. There will be very few universities in the country like the infrastructure of our university that we have developed. The technology we use in Raipur we are working ahead of the media industry with this type of studio. We prepare there by preparing news bulletin every day and the students broadcast it. Every day news bulletin is prepared on the radio and they do it live and we record it and broadcast it later. Our plan is that I am starting a daily newspaper from January which all the students will publish and that daily newspaper will be of tablet size and it will be published. In the field of advertising in the field of PR in the field of computer in the field of graphics and animation it should be practical if you go to the university it should have a camera it should have a computer it should have a microphone and what should be the first question and what should be the last question the person who is interviewing should also come we have a very important issue we don't pay attention to the language neither to Hindi nor to English the students who are coming from CBC their language is so bad and it was bad the media has spoiled it neither Hindi nor English nor in writing so on the language because this is also a part of practical if you don't have a command on the language then you can't be a good communicator journalists are fine so we have to prepare so they have to be very careful on the language so how should the language technology and social media be used should also be prepared how much social media is being used how to use it how to stop it some should be concerned because in many countries social media online media we call it it has done a lot of harm and the best thing is that somewhere in the universities we will bring such things we will make them practical we will pay attention to their language we will pay attention to their communication skill we should have knowledge we should have knowledge I think a very good media education can be started all the people today we all are thinking in the field of media education a very good communicator and a very good media worker will be prepared and whatever they try because seminars, workshops a lot of them I believe that the society of that seminar or the students or the media should think about it and in the same way in the research we do it seems to us that what is the benefit of that research is not only being closed in the library such research, innovation and with some good ideas we all will go here all the media educators and I congratulate them and a beautiful and inclusive and a good Gaurav Mai Karikram Thank you I would like to thank Professor Parmar for his enlightening words I would now like to invite Professor V.L.Dharurkar Vice Chancellor of Tripura University Prior to this he was professor and head Department of Mass Communication and Journalism and director of the school of Liberal Arts Dr. Babasaheb Ambedkar Marathwara University He has been the UGC Emeritus Professor from 2016 to 2018 and he was also the president's nominee for Jwaharlal Nehru University from 2015 to 2018 he has published 27 books so far I welcome you sir Please give him a big hand Thank you Surabhi Ji Mr. Parmar Anurag Batra Ji and senior media persons I am in the field of media education in the last 42 years and I feel media education in India is today on the crossroads of change from tradition to modernity from past to present and from renaissance to new ideas of technology it was in 1945 when Professor P.P Singh started media school in Punjabi University Lahore prior to that in 1919 animation and locomotive had initiated a nationalist media school at Adyar near Madras like our history of press media education is also connected with national awakening it was Narsiyar Chintaman Kelkar who was then editor of media history after Lokman Hettilak wrote series of articles and what is journalism education all his articles have been compiled in the title as Blattapatra Mimosa journalism first book of Indian language journalism was written in Marathi somewhere in 1918 by Mr. Vila Bhave titled as Shigra Sahitya Darsha but to say first journalism education assessment report was published in professor cards in America in 19th century in India first journalism education report and status and condition of mass media and journalism education in India was professor K.Eepan B.S. Thakur and A.K. Banerjee later on also after 10 years another report came out like Anurag Bhatera B.Schools number of research undertakings have been conducted on B.Schools in India by number of economic newspapers in India and also about the current status of B.Schools in the world there is a UNESCO report about media education in 1980 when I was in Shivaji University, Kolhapur I received a book written by professor Srikhar Minikanan published by UNESCO common curriculum of media education in the world in this book common curriculum of media education Srikhar Minikanan a Japanese professor has given three common goals information goals skill oriented goals and value oriented goals we have to provide information to all Srikhar Minikanan has conceptualized the term informant society as Yasoda Jokhai the society which is rich in information and advance in technology in such an informant society so Markin says it is a global information society in the global informant society teaching media is a challenging phenomena it doesn't remain only journalism education it crosses mass communication it embraces film and technology digital technology into the digital age a book published by Eric Schemin a chairman of Google in a point two fifty nine has written we are all in the phase of transition because nations are changing people are changing business are changing and at this juncture media education India needs to be totally revitalized because we are all in three phases rightly described by Paramarsha one a phase of diploma and certificate courses which was in the 60s second we had courses like bachelor of journalism in all the universities then there are only five universities in India in 70s had post graduate courses later on we strapped in research areas we also appeared on the map of research in the world I have written article in commonware journalism and communication review in 1991 about status of journalism education a third world model published in Kazakh review later on I have written also an article media education in south asia in communication today edited by Mr. Bhanavat so looking into these my studies on Indian journalism education certificate course diploma course age has ended master course need to be revitalized when UGC prepared 2002 model courses course graduation it was really a very nice effort I was also on the panel at many places rightly pointed by Bhateraji in these courses the inputs on multi-cultural studies multi-disciplinary studies focus was given on media management focus was also on media laws and media ethics unfortunately in India as pointed by the conceptualization of the panel media education and communication theories are very far off from each other what we teach John Hohenberg what we teach Janis McVill all is not relevant to Indian conditions in spite of some early efforts by Prof. Tiwari no Indian communication theory book has been evolved I am writing a book a comprehensive book on Indian communication theories communication theories should be must be developed in Indian perspective the whole colonial approach has to be given a good buy and Indianization of media education in need of the time we should also start from what is the news value bad news is a good news western concept has to be thrown out Rukweda says what is the word news should be appreciable so what are the Indian theories of communication what Gita says what is about communication so on the Samaj of Swasthena communication for the betterment of the health of society so when you talk regarding news regarding editing regarding theories regarding various fields of specialized reporting specialized reporting much can be done in India we have not at all developed certain you know workbooks in reporting we are not workbooks in reading when I wrote highest number of books in Indian language journalism I have produced 10 editors who are editors of 10 lakh copies Vivek Giridhari was given a prize for first page editing graphics editing and he was invited to America for presenting fine news he also received a Durgara award for that so when you say regarding the front page makeup horizontal makeup vertical makeup circus makeup and new makeup styles India requires suitably its own makeup and design styles for newspaper presentation so is the case of India's television channels small screen to revitalize our more said methods of presentation of the news on television a total reachable is required to face the challenge a country of 125 crores we have only 22% of media person giving media education earlier it was 17% now 22% to 30% all the universities in India are not learning media schools there are only 3 media universities like Parmar has many of the Indian every Indian language state must have a language journalism university and that can be a modern university to provide a new light as a light liberator and protector of media education I fully endorse to Mr. Parmar's idea of establishing a media council to control steer and coordinate and also provide a new dimension new line of action for the future of media education and when you talk regarding editorial writing op ed page editorial page inner pages specializations commerce page new experiments are required in Indian language journalism very good effort has been made by Punjab, Kesari, Rajasthan, Patrika and also Delhi Pudhari and Lokmati in Maharashtra but in spite of all these new efforts when you talk language journalism is a backbone of Indian journalism it was what Lokmati Lakshmi said in 1980s that language journalism can only reveal the hopes and aspirations of people it was in the Rajaram Mohan Roy's time there was campaign of social reformation in the tiller's time it was a medium of national awakening for freedom of press in the Nehru's time media strategy to participate in national reconstruction in spite of this we are not following supporting the developmental initiatives what we would have expected India's growth rate is just 7% it can touch double digit if our media supports development initiatives of the government at NGO and at many levels that doesn't mean to apprise to praise them but critical estimation of development is highly required with these few points I think that now is the time to change now is the time to adopt a new policy now is the time to adopt a new frame structure of syllabus and now is the time proper coordination healthy interaction between the media education and media professionals all the big media houses in India are now aiming to establish their own schools of education to evolve their own work culture in their industry it's a welcome change but however I would like to say that it was second press commission and first press commission also focused on media education provided a new line of action the second press commission has recommended to establish newspaper development commission in India from 1980 to up till now 2017 no government has seriously thought about establishing NDC newspaper development commission or media council so this house I make an appeal to prepare agenda for the future change by the end of this conference with these few words thank you very much for inviting us for the participation I hope and miles to go before I sleep woods are lowly dark and deep we have to go miles before thank you very much thank you so much sir I would now request Professor Shambu Nath Singh Director Ignu to please come up on the dais on the podium to enlighten all the media educators present here Dr. Singh obtained a PhD from New Delhi based on a thesis as the best thesis of the year Sanchar Kranti or Vikas Shildesh he served as Vice Chancellor of Patna University his initiatives in recognizing teaching excellence and encouraging student toppers introduction of semester system examination reforms and initiation of e-governance etc enabled the university to be in the limelight again as the founding director of the School of Journalism and New Media Studies of the Indra Gandhi National Open University Professor Singh has been instrumental in initiating programs and projects in collaboration with UNESCO Dache Valley Germany Commonwealth Education Media Center for Asia SEMCA and Communication Center, AMIC he has been a visiting professor at IMCO so I welcome you sir please give him a big round of applause it's my privilege to be here in this first media educator and media industry summit this is a very unique kind of integration with media academics and industry also I congratulate Mr. Anurag and Surbhi to organize this kind of event this is the first of kind in India this is very good that I have listened to all my co-panelists the theme of our summit media education especially basically media academics and media industry theory and practice it's very old debate not new but there is no solution of this I have gone to many conferences this dilemma is unsolved when I entered in media industry besides I obtained highest degree of education after doctorate I go to media industry normally media and with this one thing I also revealed I got the opportunity to work with two big editors who I think I will reveal there was one editor who had no degree and the other editor who had the highest degree I think he was the first person to obtain the highest degree in academics and then go to media this is a very unique opportunity that I got I got chance to understand academics and industry because I also moved after industry experience so somehow I always try to resolve this issue what is the role of media theories for practice how you sharpen your practice is it possible you sharpen your practice with theoretical framework with strong theoretical background or not now I am an educator but without that I think theory has role in practice and practice is more sharpened if you aware about theoretical framework theoretical background theory does not come from air it evolves from practice and I feel that the theories of media are not relevant but the relevant theories are across the board whether the reporter of no more times should implement it they are across the board theorized theorized is full train theorized if you want to write news how the intro is written if you have understanding then that practice will follow the journalists if that practice is best practice it evolves betterment is there scope of all this but theory emerges from practice itself I believe that whatever theories of media are not implementable or whatever can not be implemented they are irrelevant and will be part of history and will not be ahead and whatever practice if its theoretical background is strong how you shape the news how you write the news how you write the intro write the editorial, write the feature write everything sports news, business news literature related news if you have some knowledge of the theories about them you will do your work better you will do your duty better do your work report what you have seen in the spot reporting but if you have to keep in mind that there are some basic ingredients which should not be missed those who should be in that report should not be complete those basic ingredients will come from your theories that there should be some element you cannot miss if you are aware about the theoretical aspect of reporting so I think that there is no problem in theory of practice but there is a dialectical relation both of us not one or the other universally both theory and practice influence each other there is no compliment there is no bifurcation if you keep the theory different then there will be no benefit of theory no benefit of practice the problem is practice is old and media education is a bit new since journalism has started here media education has started and a co-panelist referred that B.P. Singh started his media department in Punjab University I think it was in Lahore or Chandigarh I don't know I can choose because when that university was divided either came to Punjab anyway in the beginning small program like Diploma came later degree program I think research has been more advanced than before there was nothing research started late which is not to be done and other research research is the key in academics if there is no research in academics there is no meaning this is the reason because in our media communication research is slowly evolving so in the industry education doesn't give much attention it doesn't notice much because we don't have research where research is strong there is a notice of media academics which is taken notice I would like to refer one media school I also got the chance to go there so I saw you all must know Columbia School of Journalism located in New York their research component is best and generally Columbia Journalism is also there CJR it is so popular like we take out communicator after 6 months after 3 months they take out every month and its size is very popular size magazine size but the research reports are very strong and people do it after a long time the American media industry is waiting when CJR will come many times they predict the trend they predict the trend that in the media industry in the next 5 years in the next 10 years there will be changes for which the industry needs to be prepared what components will be relevant such research reports are published so the media industry are waiting for the journal to correct themselves we have not seen such a situation I worked in the industry about 20 years ago in Edmicks Edmicks is not taken seriously especially media other subjects like political science history geography its not practical its not its not a scrutiny its not a professional audit our media education the audit industry keep doing it and they complain that the children you send are not of any use its a painful trend there are many media groups who instead of taking the children from the courses they prefer to take the children from the second number who are taking the children from the media department this shows the status of more media education in this country and for that there is no other responsibility other than the media educators Mr. Parmar was saying that we should make a studio we should get the news we are not able to keep the faculty one person is going to the department or one and a half or a guest faculty what are you talking about who is going to invest now we should pay attention I think the private sector has paid a lot of attention but they are making a lot of money they have ruined the reputation of media education so there is a problem in media academics because all the media educators are sitting here so I would love to share this kind of thing otherwise there is no meaning in this we should help the media industry now the problem is people are paying attention to the craft people are sitting here they run the institute they teach the skills I think all the groups have opened their institutions they do not want to take anyone from our investors but the research component is not here I have a request because there is a representative of the industry they should help the media academics how to strengthen how to make it relevant and how to benefit because we have this time we have this tool technique we can do research in a better way industry people do not have this ability they cannot spend so much time they cannot spend 2-3 years on a research project until then their TV will be shut and the newspaper will be shut if they spend so much time that is the work of the people and if the media industry helps them then they will benefit if they get good predictions good formulations even industry can re-save itself they can re-save themselves they can make a new strategy for themselves and their profit can be more fruitful their success rate can be more for this it is very selfish that is why they should invest in media education what the government is doing the government is not doing much media academics means we have been running media education for so many days till date I think in UPSC even subjects like Bodo are available as optional if the child wants to study Bodo he can go to sleep but not journalism and mass communication when every administrator when he is a collector he needs communication and your communication subject is not in the helmet of UPSC's affair who will think all this I think people will discuss about this because it is very short I have spent 10 minutes for this so keep time like inaugural panel it has a protocol follow the protocol of academic because you are talking for the first time so I am not saying much but follow the protocol of time and the rest of the process and you are giving awards it is very good but it should not be self-nomination that is illogical immoral also that we should nominate ourselves this is not morally correct so correct some things you have made such a big decision thank you very much so thank you professor I would like to tell the audience as well as the panelist here that the jury members cannot nominate themselves we are not getting any award here so sir any jury member nobody has nominated themselves we did not nominate ourselves for any award I receive a phone call to nominate yourself so I politely refuse the girls I am not going to nominate myself so that Dr. Bhattra had decided that people had to nominate so next in the panel we have Dr. Jayant Sanwalkar I welcome you sir Professor Jayant Sanwalkar is currently the Vice Chancellor of Bhoj University he is a PhD MBA MA from Delhi University and he is a professor of journalism and marketing at D.A. University Indore he has six years of hardcore experience in media market and reporting good afternoon everyone this is afternoon now Dr. Dayan on the diaries Dr. Parmar, Dr. Singh and Dr. Dharukar who just left for a meeting in UGC I start with the words of taking a clue from Dr. Essence saying that the protocol has to be maintained for professors and academicians because we are used to teach one hour a day minimum our one class is for one hour so if you ask us to please all our thoughts in 10 minutes it's almost impossible anyway let me quickly sum up what because I am not going to give you many new thoughts many new things today because the time is already we are running short of the time and we have already exceeded the time of the first and the inaugural and the first panel both so I am going to sum up in just 5 minutes 5-7 minutes of course it will be 10 minutes at the end so most of the problems of media industry are can be sum up in 3-4 lines one is the media in India not only India and all over the world is facing the challenge of credibility then that flout claims is another challenge of the media most of the newspapers if you go to ABC they will claim we are 60,000, 70,000 1 crore, 60 lakhs, 40 lakhs and actually you know I have in one of my 6 years of my experience in media with Nair Duniya and Free Press in Madhya Pradesh and 32 years of teaching journalism and management because I am basically a management professor I know how to get the ABC certificate so I have also done understood that practice as well so you can get an ABC of that kind so most of the panelists on the diaries have talked about editorial aspect I am going to little bit touch on today on marketing aspect of the media because now the media has one of the most important challenge before media has sustainability today you have seen in this time so many editions closing down in a day just in a day and we have the most surprising event in the modern history of journalism in India of closing down of top magazines from times of India group which is the largest group of publications in India now of course not in terms of market capitalization of course not in the terms but other things which are challenging in media as today is decaying value system and ethics I can just give you some examples many very senior journalists are sitting here and of course they will agree with me that earlier in their earlier lives they took the profession for passion passion of journalism and nowadays a young journalist which is 6-7 year old reporter he comes with 2 SUVs and 6 crore 2 crore house in 6 years where is the value system so I don't know where is the value system Rajesh Badal ji is sitting here he would share his experiences when he was doing reporting way back in Mejwaniya 30 years ago in cycle bicycle so another problem with the poor legal system in India where we are not able to maintain the legal system or the laws or even the complaints we are not able to handle about media with any of the legal system but I will touch upon the other problems of media schools because I have been director of media school also so one of the most important issues there have been old syllabus and syllabus of 1950s, 60s and 70s they are trying to create a journalist for 2040 syllabus of 1960 you are still teaching the same same history, same everything nobody has even thought till today to write history of journalism after independence there are couple of books you can just refer from that but since it is not in syllabus what will happen students will come and say please do not teach us since questions will not be on this area we will not be able to answer we will not be able to discuss this with you other challenges of media schools are poor or not tearing of the faculty faculty is very old and faculty comes from after doing PSD from journalism they do VJ, MJ, PSD and they come and they do not have any experience in the media the third and most important thing here is lack of futuristic approach nobody talks about what is going to happen in journalism next 20 years, 30 years, 40 years or even in 2050 because in 2011 the editorial department and internet department of New York Times was merged there was a hue and cry all over the world people said our job is done our job is over the reporting and editorial team is not required but then they come up with the system and they found that the technology is going to derive the new system of the world so there are so many other problems of lack of interest of practising journalists in teaching the classes so many editors and senior reporters with 20, 30, 40 years experiences and requested them to take some classes in my journalism school none of them, very few of them even dared to come you know what they said and one of the editors I should not explain the phenomena what happened there he was travelling in the class he was not able to take the class at that point he said no I can be a good editor but I cannot teach in the class so a lot of lack of interest of regular journalists in teaching the journalism is one of the major problems of the issues today we are discussing and how to create media personnel with spine what Mr. Bhattara was referring in the morning if there is no value system nothing can be done if the teachers are showing something there is no path there is no direction you cannot actually get into the system and if you get into the system and if you don't follow what your owners are saying reporters will not do what they want so these are few problems and one or two things I would like to say at the end media schools never talk on media organizations and media management everything is bogged down to profitability and sustainability if we don't talk about sustainability of the media house what is the use of people who are working with us where will these people go and work because I remember when HD closed down these editions a lot of people were unemployed and they were just running from pillar to post to get the jobs and they were not able to get good jobs they are also not talking about profit and loss accounts they are not giving management orientation and one of the biggest things one should do is the oldest book in India in the world on media management was published in New York in 1939 which I read page by page and the only two things at that point of time New York Times book said was advertising and circulation and later on the other book which was written by Mr. Gulab Kotari when I read that it was also emphasizing on circulation and advertising none of the books till date has talked about in media on strategic management if you don't talk about strategic management and if you don't know what should be the strategy of sustaining yourself in the industry in the city in the town you have so many debacles to refer so many publications have started in other cities and they closed down ultimately and why it happened because they did not know why they are starting and what people want and first of the principles of management is you must know what the consumers want if you don't know then yes if you don't know then you just cannot sustain so I congratulated the organizers for having the nice conference I also welcome all the dignitaries on the desk and all the dignitaries here in the hall next panelist and the whole day we will have a very fruitful discussion but my only submission is the results and the substance being created out of this seminar should go back to BS schools should go back to UGC and should go back to media houses thank you very much thank you so much sir I would like to invite two or three questions quickly if there is any question ok ok thank you gentlemen thank you ma'am for this interesting panel ladies and gentlemen I would like to call upon stage our co-founder for the please and strides foundation to kindly come on stage and felicitate all our guests before that I would like to give you a couple of words about the foundation who are our CSR partners please and strides foundation is an initiative by young entrepreneur Mr. Sagar Koshik with a single goal of bringing a positive change in the society it endeavors to bring about a change in the lives of underprivileged children, youth and women the foundation works in four intervention areas which are environment protection preventive healthcare, education and women empowerment please and strides has recently launched a very interesting initiative where waste material from the corporate buildings and in return provide air purifying plants to them the waste is sold to recycling plants and the profit made in this process is used for girl child education so this is a self-sustainable model for a noble cause which does not depend upon a charity I would like to call upon Mr. Shashi Koshik co-founder of please and strides foundation to kindly come on stage and felicitate our guests please give them a big round of applause thank you Mr. Koshik thank you gentlemen, thank you ma'am thank you, over to you