Professor Fartik had asked me to talk a little bit about some effective teaching and learning strategies that we can use primarily for CS101. But I think these span across many domains, many contexts and a lot of what I have borrowed is research done in, what I will be talking about has been done in education and psychology for many decades in fact. But what's new is in science and engineering classrooms and my background is from physics so I can speak that in the physics classrooms, we have been now gathering data and doing systematic, let's say trying to understand how people learn and what strategies might help students learn better which translates or which sort of the next step is how to use those to improve teaching. So that's the context of where it's coming from and let me hear a little bit from you because the first thing, a lot of things I'll say might sound nice but we all have problems. So the first thing I'm going to ask is what are some typical problems you face in your classes? Either from your side or students side, any problems and? Maximum the student will not answer any questions. Students won't answer questions, okay, non-responsive students. Just keep going, let's hear a few non-responsive audience, any problem, I mean if you want to do a good job in the classroom and most of you are from the university systems and there? Are there a hesitate to answer the question? Okay. Hesitate to ask a question or answer. Hesitate to ask and answer questions, okay, more. It can be a personal issue also. I think maybe due to like some personal problems in students, of students, they behave differently in the classroom. Okay, students behave differently, may not be exactly the way we want them to. I guess let me try to specify my question. Suppose we want to, we're all excited, we want to do a really good job teaching, we want them to learn our subjects, we're passionate about it but that doesn't always happen. So what are some possible reasons? Yes, please.  Like if the faculty is not highly experienced, students somehow have a firm domination on them and they don't allow, there's a very poor classroom management from that faculty. So classroom management is a problem, right? Sometime may be don't know the answer very well but they are not able to answer in a to the point or some communication problems, okay? Sometime all the students try to answer, so you get a big noise, you can't judge. Okay, fine. So what do you want to do about noise? In fact, in some of our systems, noise is good. Yeah, noise is good. So we see how to use it. Example, you ask a question, quiz. A is right, B is right, C is right. Some group will say, yeah, some group will say, yeah, like that. That's something we can address today itself and it's similar to what Dr. Sangita also mentioned earlier. Anybody else? I have a few things I thought of but I think it's good to hear from everybody. Anybody else? Sometimes they are very exam oriented as in that if you try to tell them something else, they don't have to listen to it. Exactly, exam oriented, right. If it's not coming in, that's a systemic problem we have, right? And also if you are teaching specific courses like I teach MSC also and I teach MBA and IT also. So for MBA students, they don't want to know anything technical. If you give them a case study, they'll take it but if you try to tell them architecture, they don't want. Okay, so students' backgrounds are different and they want different things, okay? In a class of 60 or more, it's sometimes very difficult to know whether how much of the content has been understood by the students. So feedback for the instructor. How do we know what students understand especially in large classes? Yeah. One answer as well, the exam tells us but ideally we want to know right away. Every day session. Okay. Sometime constraint will be there. We have classes after four o'clock or five o'clock. So we have to complete the syllabus. Yes. One sense is complete the syllabus. The actual time will be at the time. Okay. So the students will not be in position to do so. So let me just show you some of the things I thought of and there is some overlap. I think I heard a couple of new things also. Some possible problems are you have different levels of students, different interests. I think the lady from Symbiosis you said that also people learn differently. You don't know exactly how they learn. I didn't hear anybody say that students are bored and they do not. Well, non-responsiveness is probably similar to that. But it's a very common situation. The teacher is talking for an hour and students are playing games in the back or doing something. Exam-orientedness, that's my third point. And so, and a lot of other problems that some of you said. So the main question we face here and we face both as teachers and as somebody, as people who want to try to understand this problem systematically and try to do something is in spite of all these, how do we do a good job? And also why should we even bother to do a good job? So there is really no single prescription. I can't give you that. Nobody will give you that. And the, once again, the problem is varying opinions. Everybody thinks there's one good way to do things. So that's a problem. Yes. Back. I think I have met a different set of students. That is a state in all students want is good marks. Okay. Most, not all. I should not say that. That's my mistake. Because I have met some students. They are at least bothered about the marks. Accepted. Mistake accepted. Some students are many. Can I say many or some? Many. Many. Okay. Thank you. Okay. So there is no single prescription but there are some general guidelines which have come out of people studying things. And all, some are from personal experiences. But again these are from, you know, people in systematic studies as well as theories on how students learn. And the idea is that we need to take into account the population as a whole. And I like that MBA versus MSE example because there, the population as a whole has some characteristic. But at the same time individual differences matter. So somehow this, this is important and we have to take this into account. Now about things, students talking too much or dominating. One thing that people say is that as instructors we fail to set expectations. In the sense we say this is the content, this is what we need to do. But what is acceptable in the class and what is not acceptable in the class, somehow we are hesitant. We don't, we don't always say it. Again none of these is a huge generalization. But these are common things we do, especially junior faculty. So if we know that we need to set expectations early either orally in class or even written that this is acceptable in class and these rules are not allowed. Set them early and be consistent. Keep trying to enforce them and I don't mean police them but just keep repeating them what's acceptable and what's not. Including things like students are expected to be physically active in class, no sleeping but also mentally active. So I expect you to do it. So I'm setting the bar very high but from my side I will make sure that the class is engaging enough that hopefully you don't fall asleep. Then the last two things really are what I think we need to get at. Why are our students in class, what are their goals? We really need to have a good idea about that. And now I'm going away from exams. Well, exams is one thing but they are all there for reasons. And lastly what are our goals? I mean yes it's a job but something more than that. You know why are we doing, why are we in that class teaching that. So we'll try to spend time on some of these. And the reason I put, what I want to do in the next slide is just take the previous two slides and put them next to each other. These are the problems we talked about and these are some of the guidelines. And the guidelines you can see are sort of they address the problems. If we say that all students want good marks we need to ask them well what are students goals and see if we can go from that angle. Take the same problem and turn it into a question for us as to what to do next. So each one of them I try to do a one on one match. So everybody okay so far? All this sounds great in theory but how do I actually practice it? I think that's the stage we are all really at. So from now on I'll just work with examples. This is not comprehensive. These are just some strategies which have known to work. Some of them have about ten years worth of data on that these strategies are very robust and they worked in many classrooms in different subjects, different levels. So this the way you implement the clicker questions is one of them. And I'll also try to base each of these examples on some cognitive theory or some study that's been done. Okay so I'm going to show you three questions. This is from middle school mathematics. And I just want you to look at the questions. Okay so I chose this topic because I think all of us even we may be from different domains but we are very familiar with that. So this is one question. This is the second question which of the following has a slope of half. There are three lines and I'll flash the third one. Just look at it, read it for a minute. Got a chance to read them. Okay so I have two questions for you. What is similar about these three examples? The first thing that's similar. They all have to do with the same content. Okay and they're all roughly at the middle school mathematics level. Maybe I don't know 7th standard or something. 7th, 6th, 7th, 8th something like that. Next question, what are differences? Representations are very different in the three questions. One has graphical, one has numerical, one has equations. Excellent. Others. Other differences. You want to see the three questions again? Conceptually there is actually a different hierarchy, different level. So the third one seems to be a little more sophisticated or deep. You can use it either way than the first one. The first one is to practice how to use the formula for slope. And the third question is you really have to understood and you have to be able to apply it. Is anybody familiar with this thing called Bloom's taxonomy of learning? So I don't remember when this was, but in cognitive science there are these taxonomies of cognitive learning. In a sense when you learn there are different levels at which you are learning. The lowest and they are in increasing order of sophistication and the higher levels comprise the lower levels. So just to give you an example, the very first level of learning they say is knowledge, factual knowledge. What is an apple? This example is from Wikipedia by the way. The second example they say is comprehension. The third one they say is application and that's where we start coming in. How do you apply your knowledge into a new situation? Then it goes into something called analysis, where you apply it but you also have to do some, it's not a direct application but you have to do something else. And it goes on and on and the last or the higher stages go into design, synthesis, evaluation, making judgments, etc. So these questions are at different cognitive levels. Now typically a lot of our exams focus on the first kind of thing. We rarely and we do try to include a few of the others but why not? What we really want our students to do is to be able to conceptually apply things to new situations which means right from the beginning we need to start including those questions. Both in class as examples as well as on tests and homeworks and we'll come to that. So let's see what I have said. So examples one and two, there's a difference also in computational difficulty. So that's a minor thing. Difference in representation is a very important thing. One key strategy that people have studied is this idea of multiple representations. And as engineers and scientists, you open any journal. What do you see if you open a technical journal or science or something? Just open any random page. What do you see there? You see formulae. What else? Graphs, text, pictures. We see a lot of pictures actually open and even in hardcore engineering journals. So as experts we use representations a lot not just for making information convenient but as you mentioned in some representations problems are much easier to solve than in other representations. So as what we want to teach students is how to figure out the best representation to approach a problem. It starts from just giving simple questions where they have to use alternate representations but then it proceeds to trying to make a judgment on what representation is better and what's not. And example 3, it's highly conceptual and even if students have previously seen a slope they'll be interested in that question. Whereas the first question if they've seen a slope and fifth standard they'll roll their eyes and they'll say well, you know, I know how to do this. So there is a challenge and interest built into this conceptual difficulty. So let's try to do something where I'm getting at is one of the classroom techniques we do is pose a multiple choice question and have students vote on these choices and the noise issue I'll come to in a moment. Constructing these questions is what this slide is sort of getting at. The kind of questions we want to construct is not very straightforward factual knowledge kind of questions but where some thinking is involved some representations are involved and there's some extra thing going on. Let's try a question in CS 101. This is where the clickers come in but what I want to do first so what we'll do now is exactly the way we do it in class. So it's sort of a demonstration come lecture. Ideally I would have liked each one of you to have your own clicker. So since you have only one for two or three I don't want you to switch it on right now. So first we'll do the low-tech way and no talking to your neighbors right now flash the question and there'll be four or five choices.  I want you to keep it here. One, two, three, four. That way I can see everyone but there's no copying going on and this is really effective and now there are about 25, 30 people even with about 70, 80 people I've seen people do this there is a downside we'll talk about the downside in a moment so let me flash the question. Think for I don't know how 15 seconds when I say vote I want all of you to vote. Simple for you I think hopefully. Okay vote. Do I see a lot of abstain? Actually can you keep it a little higher? Okay. So what I want you to do next is the following. I want you to talk to your neighbor convince them of your answer or be convinced of their answer. Have a discussion on a table. And when you're ready I'll have you vote. Now you can use the clickers and you can vote on the clickers. So I'll give you as much time as you want. You're allowed to change your mind. You're allowed to now talk and copy and do all those things. Go ahead. So let me set this up. Okay everybody done? So this took about I don't know 60 seconds or so and now what we will do is so you can start clicking getting your clickers on. Power them on press A and then immediately press B. Let's just look a little different. I'm just pick one of these choices. I hope your right choice is in here.  Just store it. Ah time pause. Thank you. Okay so has everybody pressed their choice into their... Okay so now what I'm going to do is I'm going to collect the responses and what is happening now is that the receiver is coming talking to your clicker and getting your responses. Okay so now the responses have been collected successfully. So what I want to do is show you the histogram of the responses in both cases. The numbers will be different because it's about half of the earlier one. Earlier one we didn't do it electronically but I was actually noting down. So I'm just going to show you the numbers earlier. This was what roughly the distribution was earlier. I saw a lot of ones, a few twos, a fair number of threes and now let's see what the distribution is now. So this at this, so let's see what has happened now. Firstly how many of you changed your answers? Okay let's say about one third of you say you have changed your answers. It's feedback for me. The first round of voting is feedback for me that at that point if all of you have the same answer and if it's roughly the same answer I'll say okay this concept we've got it let's move on. If there was a distribution like the one I showed you on paper you know some were A, some were B, some were D etc. Then I know that okay we need a little bit of further discussion. Right now it's going very slow. Later I'll tell you the whole thing once you know how to do it it takes about four to five minutes per question. Maybe even four minutes.  Oh well you want to do this again? Again okay excellent. So I'll just repeat the whole thing I'll next question is the same question.  You press A and B store your answer and then we'll collect responses. Store your answer immediately. Press A and B to wake it up. Okay no reset it first. Reset press A and then put your answer in. Everybody program their answers? Yeah. Okay so we seem to have seven plus two. I think we have ten clickers here except one all the other responses have been collected. So firstly now seven means actually 14. At least 14 if not more because you have one per two or three people actually many places one per three people. So let's say this is one is 15. What was D? D choice was none of the above. So what I'll one thing I want you to see is that many people change their answers. Many people the number of answers of one has gone up. Okay manual answer there was ten and there were a number of B's and C's also. Everybody who said B's and C's have now gone away and there are some people who say none of the above. So let's look at the choices. I'll just go close this. Look at the choices. So none of the above I'm interested or none of the above people who changed from B to A. Anybody who changed from B to A? Anybody who changed from C to A? Can you tell us why you changed from B to A? This is exactly what you want to do in class. Just very quickly. First I thought B will be correct. After discussing with the friend. So what was not right in B? Or why would B not work? There is no multiplication or syntax. So this is how we write but the program doesn't understand it. Anybody change from C to A? Anybody who had chosen all of the above earlier? Couple of people who had chosen number 5. Nobody? It's not it was in my I don't know there was some miscommunication.  This gives you an idea and these answers are simpler. This was a fairly straightforward example but I'll show you a little more complicated one where going through each choice actually is instructive for the entire class. Okay thanks. I think this is the only actual clicker question we'll do. I'll show you examples of others. Any questions at this point? Yes. You showed us the rest ones right? When you were doing the manual note of each choice actually I had given four. You had given four I might not have seen it. So like how do you make it practically possible? So the downside of doing a hand thing is that counting for the instructor is a little difficult. That's a big downside. If you're not very interested in the actual numbers, here I did want to show you the actual numbers to show that how it shifts and this is very typical. Each time there are some people depending on the level of the question between a quarter and three quarters of the class changes their answers and usually the answers shift to a very narrow distribution centered around the right answer. The advantage of doing it completely electronically is that you don't have to count and that's automatically recorded. So what Professor Fatuk is trying to do is to get these clickers into all the colleges and since we are developing it in-house with this great team it's still we are able to manage the cost and it's a we are able to do it. We can buy them on the market. They're available. All the corporate folks are using it. We're using it for the training programs. It's a little expensive if we buy them. I mean it is expensive, not just a little expensive. Commercially they're about two and a half thousand rupees per device. So in the US it's $30 which is again affordable by students. Here we can't afford that. So they are trying to manufacture it for a quarter of the cost. Other questions, comments? I'll show you more interesting questions in a moment. Yes, we are not electronically with show of hands. We are in Professor Fatuk's course. I'll show. Why don't I show you some of his questions? I'll come back to what this is about. Just examples. So there is a function F written there and the question is what is the return value? So when we are doing functions we flash this and show the choices. I'm not going to discuss the answers right now if we can do it later. This is a little bit about syntax but you want to talk to each other? I'll show you the next question. Just pay attention. It looks very very similar and especially in the second sentence the int F. Next question is identical almost except what happened here and what happened here. Previous question? Next question. So this is together. So I've done two changes and just if you want to point these out. These questions you don't have to do it twice. Again this is a fairly straightforward question. You don't expect too much difficulty. So you can just have everybody vote once individually. But a question like the next one and this is borrowed from Professor Fartick's course. So I'll just explain what this is. We were trying to estimate pi by calculating the area of a unit circle and we decided well unit circle is too big. You don't have to computationally do the whole thing. It will take too much time. So let's do one fourth. It's symmetric. So this code here is to calculate the area of one fourth of the area of the circle. I don't know if it's the entire code or the snippet of the code. So Professor Fartick's spend of I don't know some 10 minutes going over this code in class etc. And the idea of what the next question is about the declaration of the variables. So i, j and n. So i counter and j counter are those dots at the coordinates of each point. i goes along the x-axis, j goes along the y-axis. They have been declared to be integers. n I think is the total yeah, total number of points. Because in the end you are dividing by n square. So the question he posed and this was written by him. I kind of like this question very much. The question is can everybody read it? I'm sorry I had to type it small. He says we have declared our variables i, j and n as integers. What is the effect of this declaration on the estimation of pi? Effect isn't in the error really because it's still an estimation of pi. How close will we get to pi? Will there be a large effect because we declared it as integer? So will it well, will it be a negligible effect? Will it be a large effect and large effect due to reason b or due to reason c? And maybe, so the thing is I'm a little embarrassed to say this. I've forgotten the answer to this. And since you're all more experts in this, anybody wants to take a crack at what's happening here? It's a non-trivial question. That's what I sat in this class and students were really split. I'll tell you the results. Students were split between b and c and there were some a's. Anybody has a comment about this question? No effect? Everybody? Okay, fine. I'll just move on. You can talk to Professor Fatik if you have other. I somehow remember something differently. Why don't you talk about this when he comes back? So this was a fairly non-trivial question. So these are the kind of questions we write are very conceptual, usually not much calculation involved. Not much numbers involved. Fairly challenging. We give same questions on the tests also, a few questions like this so students know that we are being serious about it. And the actual learning is happening in the period which the instructors usually don't like in the noise period. When you're convincing your neighbor, when you change your answer or when you're trying to defend your answer, your learning principles of scientific argumentation, you're trying to do evidence-based reasoning and usually that period when you talk to your neighbor that we limited between one and two minutes and we want the group to arrive at a group consensus. So that's where the actual learning is happening. So the real study is to is it that they simply change their answer or did they actually learn something? So they'll pose a question, they'll collect all this data, then they'll pose an isomorphic question and see if people answered incorrectly the first time how many of them did correctly in the isomorphic question. And the numbers went up drastically. So if you just do question one and question two which is similar but not the same, the numbers of correct versus incorrect was the same. Concussion and then question two, different question. Then the number of correct answers in question two shot up. Fairly robust method in the sense the learning gains have been shown to be quite high. Other advantages, I'll just scroll back a little bit. One of the names is pure instruction because you're learning from your peers. It works, students are actively engaged, nobody is falling asleep, it's a game. If students' egos are involved it's great because now they can convince in a place like IIT it's very common. Everybody thinks they know the best, the students. So they really want to convince their neighbor. Students learn from each other. So this idea of learning from each other and learning as a social process again has deep roots. And you talk, actually all of us I think will agree when you say, if I ask you a question the answer is hidden somewhere there. When did you learn some subject the best? When you teach it, right? It's such a common answer that a lot of us give. That's exactly what we're trying to simulate in class. And the thing is because the questions are a little challenging but in the same domain even people who have done this before are interested. So you're targeting different levels simultaneously. So this problem of varying levels gets addressed to a small extent. This was in physics it was pioneered by professor Eric Mazur of Harvard where he realized that students were doing really well in mathematical questions with circuits and Kirchhoff's laws. But they did horribly in questions like this. So he said well something's wrong, we need to do something. And I think in 1997 9798 was when he did it. And now it's caught on quite a lot. So physics, chemistry, bio, math, earth sciences I know references. It's catching on in engineering also. Excuse me. I have done similar quiz in my class. Actually what it did was the students were grouped into teams and every group will have average and best students. So whenever we I used to display the quiz in PPTs and the answer will be on the next slide. So they will have a discussion among themselves and they have to come up with the answer in a time period, limited period. But the problem is the discussion will be only with the best students among the best students. They will not be able to share it with the poor students because they will tend to come up with the right answer always. So later on I will have to explain it after every slide. I will be explaining the answer again, the reason behind that particular answer and so I don't know whether the learning is really happening among the students. If it is through the quiz, within a limited period. Let me address a couple of points here. So she is actually formally grouping them and this is again done and recommended and typically we recommend that the groups be heterogeneous. You don't want all the high students together so what you do is what is usually recommended. Now how do you get, there are two problems with this. One is that the so-called good students dominate and second is that the people who usually stay back just never participate. So there are some ways to make this happen. If you have if you have access to a TA or you yourself can go around sort of encouraging people to speak that's one thing that's possible. Second thing is we have, we rotate roles in a group. So what is done is one person is supposed to be the debater, one is supposed to be the note taker and the third one is the arbiter or the judge. Something like that. So each person in a group, by the way groups of three or four is usually recommended. So each person is assigned a role and then we rotate roles every class. So everybody has a defined role. So today only this person is allowed to speak. More or the other person is allowed to speak. That's one way of doing it. This happens in the, what I have seen from personal experience is that this happens in the beginning usually that the groups are not functioning very well. But if they achieve a level of trust among themselves, it say by the fourth or fifth week it starts becoming better. That's my personal experience. But you have to sort of kick them. The weak students will not be able to express their answer because they feel that they lose, their group team may lose points. By the way, a very important thing I forgot to say. These are best done if you don't have marks associated with it. Do it ungraded. If you want to use it for a quiz do it separately. But don't have them discuss this whole discussion business and voting business. It's ungraded. So the pressure is off. It's not for us to evaluate how good the students are. It's for them to learn from each other. It was not added to the grade sheet and all but just for fun it's to give marks for all the teams. So what we do is that we give marks for people if they answer something regardless of what it is. So it's a way for us to take attendance. So we are being a little sneaky there. If they don't answer, they lose points. But if they answer anything, it doesn't matter what choice they do, they get points for that. So let's say we, typically we do two, one to three per one hour class. Sometimes only one if it's a conceptually hard one. Sometimes two or three. So it's good to collect feedback right in the beginning. So the first question Professor Fartep did is how many of you have seen a computer before? This was a class of 850. You'd be surprised there were 20 people who had not touched a computer in IIT first lecture. Then the next question is how many of you have done anything beyond email and web browsing? How many of you have done programming? How many of you have done C++ programming? So all these data we have now, right on day one. So it really helps us design the following classes. So if it looks like 80% of the class has written some program, I can move ahead faster. We also have a database at the back end of it which tracks individual students. We don't use it for any bad purposes, but if a student is doing poorly on quiz after quiz after quiz, we target them, give them extra help. Somebody is doing well, really well quiz after quiz after quiz. We haven't implemented that yet, but the idea is that we sort of pull them apart extra things for them. So if you want to try to address this issue of different levels, it's possible. You'll see a lot of examples and videos of it being done and also how to write questions at this website. So this is called the Carl Weiman CW, Carl Weiman Science Education Institute. Carl Weiman was the 2004 Nobel Prize winner in physics. He did atomic physics, but after that he used his Nobel Prize money to set up science education institutes and now he's doing full time science education research. They've put up a lot of information resources which you can and it's all downloadable for free. And there's something called a clicker guide. It's a 30 page handout. I found it really useful when I try to prepare these questions. We need your help. So along with your syllabi and test questions, we are preparing a library of questions for CS101. So if you've either written some of these questions, especially you said you've done it, right? Or if you've tested some of these out, somebody else might have written it and you've tested them out. Give us feedback. So eventually we want this huge library of what questions are there, which are good questions, which work, which don't, etc. Questions? Concerns? Yes. Can you suggest some mechanism or techniques where a teacher didn't have any PowerPoint presentation? If you do it on the board, you mean? Yes. And similarly, no teaching assistants. So only the person have it in a class. How many students? 80. So I was teaching a class of about 30. That was the only difference, but I had nobody with me and it was all chalk and blackboard. What I used to do is photocopy these questions. I used to do two things. Sometimes I used to come to class early, write the question and the choices on a corner of the blackboard and cover it with something, like a screen or something. And then when we actually had to do the question, I used to pull up and flash them the question, if that's possible. If even that's not possible as to photocopy these quizzes on paper, and actually not even the whole piece of paper on half or a quarter of it, small ones, and hand it just before we do it. So they read it and they do it. I was teaching assistants there because see the thing is you don't have to do it every class. In fact, you probably should not do it. You don't overdo anything. But doing one per class in Phatuxer's class, we are doing about two or so per class, and that really anchors the whole class. And for us, we know that that's the key idea we want to get at. So the most important thing you want to really get students to learn, write a question based on it. Forget about collecting data on how many students and all. This is more for them to think about it and talk to each other. Sometimes I would assign it as homework, ungraded homework, and the first thing, the following class ask somebody to talk about it. So they know where, instead of saying in last class we did blah, blah, and blah, we say okay, last class there was this question. What are the answers? So that was one option. Other questions? So let's see. Some more strategies and going back to our first problems and guidelines. This is a little provocative statement, really. The reason I say our job is not to teach is really because what we want to do is have students learn. That's a real, real job. And one of the first things we need to know is we need to know what students know, what prior knowledge they come up with. So what's written here the second sentence? It's very hard to learn something that we almost already do not know. It's a very well established cognitive and philosophical principle. That in order to learn something you need to know almost everything associated with it. Which also means you learn incrementally what you know prior to effects very deeply what comes next. This is in introductory science and maths classrooms this comes every day teachers face this. They're called misconceptions like I push an object and Newton's laws you know which was written in the 1600s say that the object should keep moving forever. Most students will say no they stop because that's what happens in real life. You push an object it doesn't keep going it stops. But the theory says it should keep going forever. So even if you keep saying this is the theory this is the theory the moment you write the moment you have to answer a real question back to that prior knowledge that it should stop and they get into difficulty. So how do you get across what we have to know is that we can't simply erase their previous knowledge. And now there is some MRI neuroscience research that says that you can't erase neuron connections which is what neuroscientists define as learning. All you can do is build new connections and hope to make it stronger. So prior knowledge and the other useful techniques. So this we are doing in another computer science networking class. Learning by analogy is a very effective tool. We do it in daily practice we also do it formally as engineers and scientists when we are doing research. A lot of things are done by analogy and this very famous example is the atomic model of central nucleus and the electrons was inspired by the solar system. There are many examples you will find. So this is a very useful technique. I'll give you I haven't put it on this I'll give you a website. There is we have a faculty member here called Professor Shridhar Ayer and he's written a series of stories for children in this journal in a magazine called Jantar Mantar we heard of Jantar and they're all about networking principles routing and IP and protocols and all but they're all with stories that there was a princess she's in a trap in a tower really beautiful articles and so you can look at those for examples how analogy is used those are for children we're doing it now in an empty class we're not using princesses and devils because it's not appropriate for mtext but we're using CEOs and secretaries same analogy next principle is that people learn differently we've talked about this so this is sort of the hardest one that people learn differently we need to be aware of this there's no unique answer what's the best way to teach but one thing that's not the best way to teach is how we learned and all of us here are really special why would an ordinary person study years of computer science and then also want to teach that so the way we learn is a poor guide to how people learn and practically that most of us teach the way we learned so just be aware of this that's a big step ahead of course we need to really give students what they want which means we need to talk to them in their language set a context it sort of goes back to the first point that we need to know what they know but what is it that excites students if it's some so here in IIT Bombay you heard about the satellite project the other day or some there's also some people building race cars but whatever excites them and there's a generational gap I agree but something that's relevant to them if you can connect to what you're doing in some computer science courses it's very very possible CS101 it's programming you can take an example from any topic and write a program for that if it's very theoretical you can okay the other thing you can do is a lot of these people will be going into industry so if you're teaching software engineering for example go to industry get cases from industry what kind of projects do they build in software engineering use those instead of the textbook examples okay this final thing the one about exams is we'll talk about how to actually do it but it's you can't get away without it if you do all these great things in class but the exams are your traditional what is the spelling of apple it won't work so somewhere or the other your exams and your assessment should reflect what we value the content the skills even the attitudes we want them to think critically we have to write questions which make them think critically so another example professor dhamdeere from CS department here he's doing in his exams I just vaguely remember this so I may be slightly wrong but in his exams there are two kinds of questions both have marks one is called routine questions one he calls as thinking questions so he labels them and he says routine questions get through them in so much time we'll get marks thinking questions these are challenging and finally to pass an exam pass the exam the student has to get at least a certain level of marks in the thinking questions so there's an overall cutoff but there is also a certain cutoff a level set for the thinking questions so you can't do really well in the routine questions and do poorly on the thinking questions and pass so this is where I think there'll be many concerns from your side constraints right do you want to talk about it a little bit can you do this can you make your exams reflect in amrita probably you can right you have the freedom some freedom so if you have any even a slightest amount of control over exams it doesn't have to be the final exam it could be a quiz mid semester quiz it could be an informal pop quiz in the class but if you have the slightest amount of control put these questions on the exam it doesn't matter how many points they are worth so now we are exploiting psychology that even if something is worth 2 percent students will work for it except some IIT students who calculate and they say well it's worth only 2 percent so I won't bother to learn but usually if it's worth some percent even it's so if 2 or 5 percent is so small that your final grade distribution doesn't get affected but you're still sent this message so the exams do you have control or is it set by somebody else and you have to follow them at least here you have control ok then I'm Srinivas of SRM University I have a point here regarding this what is an internal test as well as final exams we do have very much control over the question paper since private universities have that flexibility I'll tell a small point there two types of detailed questions are there generally in many universities either we go for either a part or sometimes 5 out of 7 or 5 out of 8 what we ensure in our department is if we take the pattern of 5 out of 8 3 questions will be of problematic and 5 will be of theoretical the problem again is out of the 60 students in my class who are generally above the good level say 20 percentage they attempt that 3 out of the 8 which are problematic and again the what we say as average students again back to the old part of only 5 so this is the way I mean though the question paper is there slowly we are able to bring them up but the speed is quite very slow I think my comment here would be what is said that we really value that's what should be on the exam it's individual I'm not making a judgment here but suppose you as an instructor really values this problem solving skill put 5 problem solving questions so that everybody has to answer at least 2 then the question as well if they don't pass you know my principal will or I'll be in trouble or the college is in trouble with some accreditation that's the next problem ok how can we change the levels of the questions maybe make some of the problem solving questions easier one solution is you can have A, B and so on so one can be problem one can be problem one can be the even every question we can have solution one thing I want to emphasize conceptual questions do add small ones often we don't do it because for us these look like if you see a numerical problem or a big derivation we think that's hard but really what we want students to do is to be able to reason represent argue but we rarely I won't say never occurs to us that we have to put these ask questions like why did this happen or so fairly simple but questions which require students to give reasons do keep putting them here and there it could be part A of the bigger derivation here I have something to share actually in my courses most of the time I may not have very weak students if I'm offering an elective but I don't have below average and some average it ends up that almost everybody gets a 70% in the final exam so there is always a criticism that now you ask them what is known and all these things but if somebody else looks at the question paper it will have a lot of critical thinking how I do is that in my classroom teaching I train them to think see most of the weak students don't have the training on how to think so that is why they are not able to think so as you said we design that small small questions which are doable even by an average and then take it slowly to the level then I fail at some level but to some extent they will so the training is given sufficient and the first test which I give I give it in a way it is doable by everyone so first test is doable by everyone almost 90% of the class so that they get the confidence that yeah we can do a better paper then when I see 90% has achieved that level my second test I make it it is 80% doable so by that time what happens towards the end of the course it happens that 70% paper is done by all and average people don't do 30% but it's ok because you said that even I feel that objective is learning not teaching so even if I have made them learn by giving them 100 problems and training them people may say you didn't develop that thinking you train them but finally that much they have achieved in the learning process that that question is actually debatable how much is it these clicker questions usually people don't do very well but if you do the thing is if you do sufficient numbers of them yeah they will start doing that but then it comes back to us if my goal is that they learn this why not let it no harm in training we can train them and make them learn it's ok if everybody may not be a genius to think in the first level and second comment is this whole Gaussian distribution and all it's we all I think we all agree there that if the whole class is getting to 75% that's actually a very good thing yeah no I say you can check the paper like the quality of the paper has not gone down and if you have been able to bring then why not let it be as it is other comments ok few other strategies and some of these are really short cute little things I'll just spend a moment on the first one I mean I should not really have put it here but I put it just for my conscience especially the last one I am sure all of us agree that we need to let students we need to first care about students but the thing is we also need to let them know one way or the other that we care about their learning and their well-being and sometimes we just don't do it because we think it's assumed so I want to spend time on the first point a little bit what do I mean by chunking there's this idea it's quite called Miller in sometime in the 50s he said that the original idea is that working memory is very limited for all of us so there's long-term memory which where all the associations are built and things are strongly coupled etc which is where we pull things out when we are trying to solve problems but when we are actually doing things it's a working memory which is important now what Miller said is he came up with a number he said that there is a number which is let me remember this correctly I think 7 plus or minus 2 7 plus or minus 2 things I'll leave this word thing unspecified or what we can have in our working memory at a given time I'm going to write a number and look at it for exactly 10 seconds what was the number? now I'm going to write another number just one moment let me write it and I'm going to give you even less time this I want you to look at the number in the bottom what was the bottom number just making my point so two things have happened firstly actually this is two points I should not have clubbed the two points but firstly the bottom numbers have a context context is also cultural this is India that's why I put these numbers if I were teaching in the US I'd put something else like 171494 and stuff like that so cultural context is important but you see the other thing is I've chunked it's the same number of digits but here there are three things I have to remember here there are 12 things I have to remember so 12 is more than 7 plus or minus 2 but 3 is within that range so this is what's meant by chunking the material now as experts we're very good at that we know how to make associations between seemingly far away things putting it all together into one thing that's why we remember so many things there's another common expert novice difference experts think of a big of an area as a few connected concepts so chunked but connected concepts novices think of it as many many disconnected concepts so when we want our novices to become experts we need to train them how to chunk them how to put them together and also how to connect them so this is a common example done in psychology labs but you'll have to come up with how you can do this in your own classes I just find this a very cute little strategy body language, face the class etc is really more important I mean it's important for everybody but especially for junior faculty and we keep seeing it here we just it's just something you need to look at people when you speak not look at the board I'll really not spend time on this one okay this is more interesting to me so the last question there I had in the very first slide was what are your goals now we talked about students goals setting context and knowing what they know etc let's come to what are your goals now there's two parts to it first part is what are your goals for your students and there's this idea called learning objectives and in fact right now we have a big mhrd project which is being anchored by different IIT's and what we're doing is every course many not every many science and engineering courses we are writing what students should be able to demonstrate for every unit let's say unit is a lecture for every module which is a series of five or six lectures together so it's like a chapter maybe a lecture course these are specific performance based outcomes so I'll tell you what a learning objective is not give me tell me a topic okay pointers let's say learning objective is not be able it's not understand pointers it is not be able to appreciate quantum field theory it is not develop confidence it's not these is because how do I know if a student has appreciated quantum field theory or not it's not a demonstrable outcome so a learning objective for example could be I'm going to go back to the slope because I'm more comfortable there learning objective could be be able to calculate a slope given a graph of a straight line and given two points so now if a student has it's very clear has done this or not done this so we need to be extremely clear about our learning objectives textbooks don't have these, notes don't have these this is not a very commonly done thing not even in IITs definitely not in the university systems but the clearer we are about what exactly we want our students to be able to do and to be able to learn it's much easier to set exams setting exams is very easy once we have this learning objective document the downside is writing a learning objective document for a course firstly it's a few maybe 30-40 pages because it's excruciatingly detailed it takes a few months this big MHRE project we are working on we are writing these and then we are going to post them for did Professor Kannan talk to you about the national mission on education through ICT so this is part of it but I would encourage you to take maybe a small unit maybe just one lecture so usually one unit or one lecture has four or five learning objectives no more than half a dozen because then it gets too cumbersome could be just two but nothing about understanding or appreciating it has to be apply, design define, describe if you want there is a set of verbs that is recommended that we use for these things actually I have that if anybody wants to send me email I will send it to you I didn't put it here the next thing is when we are doing something well we have these learning objectives but we need to communicate it with our students there is some really complicated derivation this derivation will help you apply XYZ to ABC at some point students not at some point often students need to be told this and the final one is what I very firmly believe in we all want them to do good problem solving etc but we have to explicitly teach them strategies not as a theory but within an example it's not these skills are not unfortunately they are not implicitly learned and unfortunately most of us believe that if I show them how to do it they will get it there is nothing implicit about it if you want them to draw a graph or a picture to solve a problem put the first step draw a picture make them do it force them do it it's boring for them initially they'll complain but after 5 times they'll do it in the test say draw a graph then solve this problem so explicitly teach and explicitly expect them to do reasoning reasoning is the same thing let's say you have a problem which is based on a concept part A could be explain why this bulb is brighter than that bulb or B calculate the wattage of this bulb and the wattage of that bulb so when they explain they don't use numbers they actually have to use words or pictures so this is our goals for our students what they should learn many questions at this point and it comes under this general umbrella of learning objectives but I think I have a second part of our goals and it's our own personal growth, intellectual growth career advancement things like that so I'll just end with these couple of slides there is a lot of research being done apart from technical areas but also in education research but domain based so all these education research things I'm talking about today is not coming from psychology or behavioral science but from the domain experts, physicists and biologists and computer scientists there are many universities now that are doing education research that is trying to understand how students learn concepts of computer science what strategies work there's a whole thing on visualizations and animations I didn't even touch upon it but little bit it comes under multiple representations if you have access to a computer bring an animation to class where to find animations there are many open source animations available on the net, ITB is developing a big there's a big project again if you're interested we can talk about it the first one all of you are doing research in your own technical areas bring it to the classroom when the context is correct students love the new hot things and you say this is forefront research bring it to the classroom I've heard this from a lot of teachers not a lot, but from some teachers especially people who say that academia is not paying well and I'm still junior I have a lot to go so the thing is what is it that an instructor like us can learn from the classroom that is portable also to the industry so you can use and this is really not so much for you this audience here but if you have to convince your colleagues you'll have colleagues who'll say why I'm just doing this for a year, two years till I get a good job in industry so these are things you can help to convince them so these are some of the areas in science education research I had done a little bit of literature and let me stop here questions, discussions etc welcome yes please regarding the question papers what you were discussing about the implementation level questions normally since it's as a deemed university we have the freedom to set question paper and it is always the implementation level questions what we have most of the questions why just to invoke the thinking process like what you said and normally what happens is last year we were handling the computer programming paper and since they are coming soon after they are plus 2 to a new environment when the students face a question paper there is a chance to lose their confidence especially for the average and below average students however they try they are not able to answer and come up with a good grade which they were not used to in their previous 12th standard and personally I have heard from some few students that however we try we will not be able to answer the questions because in the examination hall we have to struggle with the questions because it will not happen through their preparation because it's last year question paper was too tough even the faculty members took little time to solve and come up with the answer key and all so personally I feel if it is for a first student we need to have a balance I agree with you that raise their confidence level so that in the second semester onwards maybe they will be able to cope up with such papers and grow with such standard this is very similar to the point Dr. Sangita brought up that you want to train them to get to a certain level and one more little one of those little strategies there is this idea called scaffolding in English if you are familiar with what scaffolding is if you go to a construction site you see these big bamboo poles and the ropes that's scaffolding so it's a visual metaphor for what we want what we should be doing as instructors so it's a very powerful idea in education that we need to give scaffolding when required but then we need to slowly remove the scaffolding when the building is built we remove the scaffolding so scaffolding are the intermediate steps or make the first exam easy or have a blend of easy and hard questions or in class where marks are not important have them practice these exams these questions so give scaffolding a lot in the beginning we are not there to prove how smart we are and then once you have to make a judgement once the time is right start removing the scaffolding so the scaffolding gives them the confidence I am just talking about the first semester it's too short to train them in 4 or 5 months but you can start including bits and pieces so I have made this mistake as a novice teacher I set an exam I was really thrilled with it very conceptual and my postdoc advisor she saw it and she said no you have to rewrite she just rewrote some of the questions and I said these are stupid questions they are not thinking questions and her point was this she said if you write 15 questions all of them hard and first they won't do well and they'll just hate you and they'll never think about these questions so out of 15-12 were extremely straightforward and 3 or 4 were these little challenging thinking kinds this was again first year biology students learning physics and those kind of things so yeah


This I know and nobody never looked at it like this and me and him had this conversation I share with y'all right on boss talk. I never told this Mike it was had to come behind Chris Tucker Man like so Being with my give what do you some things you when you see his comedy in the way he carry his whole dynamic? What what do you see in him for his being up because he liked the og in the game for you, right? Mike is smart and it's all about marketing with more. I mean well, but Mike Mike if you know this what he did He took what he did in the movies And brought it to the stage No matter where he goes.  It's up Like it and the reason I just see how man the movies I'm watching all about the Benjamin the other night like shoot our rocks with them. They could move that nigga can act That's our acting nigga. He got it. It's just certain roles, man Think about this. I know and nobody never looked at it like this and me him had this conversation I share with y'all right on boss talk.  Mm-hmm Mike. It's was so good.   Yeah, good. Everybody is to tell you it's cool You take the compliment boy Mike.   You know what I mean in my mind. I'm always like that has to be how they really are in person Well, how is he in person Mike Epps in person?   I probably don't know now I ain't know the boy was calculated Yeah, real calculated Mike Epps is a like I said a damn good actor But have it when he really ain't been he's been focusing on his He got that show a dump shot When you like him damn show do the upshot so that's what he's been doing. He's been chilling I think just him in there on that big screen him and ice cream. Oh, yeah, they got the strike going on right now Damn right a strike face on call me about that man.   Yeah, no need down. I'm gonna be in DC. No, no, no, we're gonna rock it out We gonna figure it out I got my he told me I got my cameras already if I get you and him together in the movie I Respect the face on bro, man, don't be honest with you I went to this dude show brother dude Just like you showed me so much love man It's been a few people that just really rock with boss talk 101 Chico bean too, but I'm just telling you man Phase on show that's crazy man. Love always trying to look out for boss talk 101 Don't call and check on us too. So that's that's live You know what I'm saying and you like I said man you you every time I talk to you you in some state on some state Didn't do it got to Child man stay booked. Yeah got to that's gone where I'm gonna eat. I seen you with a deal hugely Yeah That means why anything he asked me I was like, I don't know. I'm not I haven't done it yet. Why oh He's straight. Let's get it. Like he's an example of something to ask you He asked me about a couple comedy clubs. I haven't done yet and I couldn't explain to him I haven't done him. He got pissed off He got pissed off like he gonna ever want to talk to me again And I tell him he gonna know why he done show But let me ask you a question but for you to do a certain comedy show I mean a certain comedy club don't they have to reach out to you and say they want you at their show No, I can reach out to work two ways. Oh, that's real. That's what that's for you But only he gave me the connection. He gave me his manager connection to and made I get this brother here That's good. And that was your first time meeting first time meeting. He knew you or he didn't know what he said when he seen you trash I Screaming trash when I walked into the room Tell me love what I do.   I can hear you. I'm alive. I'm living That's real. I'm never too old and I never get too big where I can't Take criticism or learn from somebody because he been in the game 25 30 years and regardless what the people say Oh, he ain't that funny. He doing something right Doing something right regardless of what people say they say Kevin Hart at that point But he doing something right man, I can watch Kevin Hart movies all day Kayla that nigga be have me laugh and I don't know what it's just the movies like you said movies I'm with you mama. I'm a cowboy right now, right? It's up, but if the motherfuckers I'm switching side You ain't never gonna switch side.  You got wings on the way That's the only way man. Yeah, we on boss talk one on one. Yeah, we gonna talk


Good afternoon, ladies and gentlemen. This is the guest, the next guest of the second member. It's a pleasure to be here. I welcome you all to the very different session of this event. So far, we have been listening to various speakers, they have told us and sharing their experiences in many other articles. This is for the experts who are in the group of police in the industry. Women, large relates, who are in my opinion and under the conditions created to pass the threat is this one. All the visual insights give us a new perspective. Ladies and gentlemen, for the very different session, we are honored to have here with us Dr. Pritidakalika, Dr. Pritidakalika, women and children from the government and members of the community, as well as the state and the children and the children. May I now invite Dr. Pritidakalika, the chair of the committee, with different measures. I invite our honorable vice chancellor, Dr. Pritidakalika, Professor Raju Nathya Sattva, to the base and I will invite her. Next, we look forward to the presence of the members of the community for the treatment for the children today and I will invite the chair. I think the honorable attention in the street is for the very different session. Dr. Pritidakalika, as I mentioned, Sattva Nagaraya as a research assistant at the Indian Institute of Public Administration and in her work as a assistant professor in the Department of Political Science at National Law University in Kuala Lumpur. In the year of 2013, she joined the Council of Services and engaged in the course of Ex-Prior Assistant University of Kuala Lumpur. She was a certain officer of the Indian University of Kuala Lumpur and in addition to her commission to come with me in the year 2000. She was also engaged as the Deputy Secretary of the Social Development Department in the year 2000. She gave her an interview in multiple science from the Indian University and also an academic education from the Indian University. Besides her administrative education, she has taught at least a few publications in the Indian University of Germany in the Indian Journal of Foreign Studies. And she also has two initiatives in her study, public awareness in Indian, as well as management. Now, I'd like to request our Honourable Vice Chancellor, Mr. Rajaniprasad Bhaskar, to felicitate our Chief Secretary of the Indian University of Kuala Lumpur, Mr. Amal Nandu, and our people. I'd like to request Dr. Srinivas Choudhury Mr. Esik Singh, Vice Chancellor of the Indian University of Kuala Lumpur. I now invite Mr. Amal Nandu to present the seminar in the College of Kuala Lumpur. Good evening everyone. Honourable Vice Chancellor, Mr. Srinivas Choudhury, respected sit-guess of the Religious Administration, Dr. P. Deletha Dekar. Distinguished resource persons, esteemed participants present here at which has to be. On behalf of KKU State of the University and as the Governor of the National Seminar, I think we will be able to welcome you all to this very lecture session. It is indeed a great pleasure to organize this seminar in collaboration with the New Zealand's Commission for Women in India. The Commission of India has been encouraging and offering such kinds of programs for addressing the current issues and challenges related to women. I would also like to state that we have received the financial support from the NCW for holding webinars, workshops, seminars for the capacity-building of women, particularly for the State of Assam. This time, I along with my colleague Dr. Paukin sit-guess with the Siamic of the Seminar, and co-convenors Dr. Lula Pauko-Tutti and Dr. Syonika Sena-Tutti on behalf of our University, to conduct this daily seminar with support from the National Commission for Women on the team of the role of the State courts in delivering justice to women dated 28th October, in 1922, for making the stakeholders irrespective of gender aware of the legal conditions which have been trained from time to time, and we try to explore how women are able to access justice, legal aids and supports in various circumstances of their life. Today, this seminar was the collaborative and repair of BKRHS-Banipalmoka Kote-Risa Institute of this University and the NCW-Dindian and in practical address how it seems like women's access to justice or women's limited access to justice as well as the role of the judiciary should be addressed. Women in our society have been different of their rights and are often exposed to fewer opportunities, content to men starting from domestic sphere for economic participation, political representation, employment, access to education, human rights, legal protection and so on and so forth. One more area where we need this dissemination is protection against violence incurred on them.  Therefore, for addressing these particular issues more meticulously, we have invited five endless speakers belonging to Bahati High Court, Assam Police, organizations like Nordus Network and Women in Governance in India. The seminar began with a brief introduction by Dr. Rokinsen, District Director of INSERTS of the KRL and Seyam Nagrishmi to highlight the importance of addressing the issues of gender discrimination and access to legal protection and judiciary support for women and also the need of the hour is to have a people centered and gender-responsive justice approach to create an environment where women can seek remedies without fear of negative consequences and create as their rights to timely access to justice. He also stated that for this seminar he was trying to probably form a platform for various stakeholders belonging to the field such as the oldest department that is investigating, organizations and agencies working for the cause of women and the members of civil society who became a completely justice system for the greater welfare of women as they were. In the end of the session, for this one I am going to talk about the Education Advisor, Nagrishmi Prasam, who was invited as the guest provided a glimpse of the milieu of crime against women in the state. For this one amount of cited according data that reflected a more interesting crime rate across various districts of Assam. Also for this one amount of highlighted the various proposals as well as issues regarding the functioning of the first state courts in resolving access and delivery in timely justice. Rumi Kumari Fukon, Richard Zaz Bohathir Haipo, spoke on the ramped atrocities on women in the state where nearly 8 times victims suffered in silence. She provided a convinced idea on the provisions, proceedings and mandates of legal structure that aimed at ensuring bias priority. Fair and speedy crimes and most important the time is justice to women. Our leader to present Syriza Papuza-Razimio Koushadas deliberated on the importance of women empowerment and the various issues of justice in the state. He looked at there, does the leader of crime Assam needs to be addressed and tackles by all stakeholders particularly the police, policy makers and the government to provide family justice to women and works towards creating a larger society. At the end of the administration the register of the university Dr. Dorjevi Solway offers his book of things and looked at the right to exhaust women in a democratic quality like India. The annual session was coordinated by Dr. Swaringa Senabadi that opened later of the seminar. In the first technical session the speaker of Syriza Papuza-Razimio Syriza Papuza-Razimio Koushadas delivered his presentation on the topic of aspect 4 the necessity of the hour. He spoke at the end about the appropriate judgments that have set the foundation for the justice delivery system. The basic premise of his deliberations were based on his own experiences and thoughts. He then goes on to speak about two theories of punishment difference and reformative as far as the nature of reformative is concerned. It is supposed to be for the headistar of hinders. The speaker of the second session was Onrita Phadok, the coordinator of North East Network. Syriza had her lecture on the topic justice to women issues from the classroom. Syriza talked about the need for setting up a solid justice delivery system and the role first that courts play in the society. The first speaker was Papuza-Razimio additional space special brands as some police. Her title of the topic was the role of police in delivering justice to women. Syriza talked at length about the role of police have been playing in killing crimes taking women away. Syriza specifically highlighted on the different forms of crime against women most special among them being kissing, cyber-stopping, cyber bullies and financial fraud. She then goes on to speak about the mechanism to deal with the cyber crimes including crimes against women and children. In the post-last session, there are two technical sessions. Onrita says you are one of the women in governance in India and the director of her personal trust in Johan said they are not an external topic law, legal aids for the court on text messaging that issues of the victims with regard to social justice. See elaborated on certain reports and discrepancies in the way the legal system comes on sometimes which needs to be addressed seriously. Also see look at the importance of understanding the struggle of victims for social justice. In the last period of the technical session 5 was also number a senior advocate Gohani High Court who delivered this lecture on the topic impact and new analysis of the judiciary system in the context of protecting women and girls side. He spoke on the importance of gender equality and the legal provisions in the case which needs to be follow his brief and in the true sense. Also he expressed that optimism in forward to the day where everyone would be truly queued before the law. So as a commentator of the seminar I would like to offer my sincere thanks to our former Gohani senator sir for his continuous support in holding this seminar. My heartfelt thanks to Dr. Kolnabhi Gogol and Dr. Krishan Gauravogha for being the reporters in various sessions of the seminar. I would also like to offer my thanks to my colleagues particularly the members of the four committee and other committees of the seminars. Without most support it would not be possible to organize this seminar. As a commentator of the seminar most importantly I would like to offer my sincere thanks to all the participants for their active participation during that day long delivery session. Thank you all and see you again. Thank you. Thank you Dr. Krishan Gauravogha for the continuous support presentation of the seminar The chief guest for today's seminar Dr. Krishan Gauravogha you are invited to speak and invite us to have a moment with us. The secret of the seminar I would like to introduce to you our state of the university Dr. Krishan Gauravogha for the popular national seminar Dr. Gauravogha for the popular of this seminar the distinguished speakers of the seminar the invited kids and the participants of this seminar. I feel honored and we used to be even stater to be a part of this national seminar on the role of our state force in delivering this institution, organized by one of the most popular students at this prestigious Krishan Gauravogha state of the university. First of all I would like to present to you all the amazing speakers of the seminar for the participation in this seminar and I would like to thank Dr. Gauravogha for all the such a seminar on such an important topic like this. I strongly believe that for the first time I have already discussed the importance of this force and the other importance that has just now been summarized in front of us from which we all have not only understood and gained immense knowledge but also have been very very very special for us. As such I will not go into the details of this topic of this seminar today whether it is technically time and time to me I would just like to express some observations and see the angle of the government for women and details. Evolution and development are two wheels of progress for society and all the women same as the ease of women lives too. This sphere of life has two dimensions one is good and one is bad one is the definition of being a very strong person to person the definition of there is a time limited to evaluation of knowledge and law set up in society. However the definition we cannot omit and find the left because the concept of there is sometimes circumstantial and sometimes psychological too. We have reduced several process of evolution development of both and that and our human society has progressed to more scientific and technical reforms and our human lives progress have been controlling with advance and sophisticated methods of crimes, crimes including crimes against women child being the easy target of the society. Both and the government of women has the demands and women has broken many barriers to which what they have today yet they tends to be an easy way to be sophisticated due to the biological women of women. As such laws have also been omitted now to cope up with emerging new forms of crimes that have come such as which has already been discussed today with the addition of prevailing crimes like rape molestation and child abuse etc. One of such steps is the setting of the past state courts for real justice to women at the fiscal of the low and the hard list and present on the recognition of the government of my court for more sessions, journals, and other such states by courts have been unified as the past state courts and I am sure after this full full seminar we have all area of this and specifically to try the cases of rape women and children as the idea of the women's speaker have mentioned we have the box of debt and the box of courts specifically set up and the government has now sanctioned we have been led to inform that there will be now child marriage and girl marriage in the box of courts we are having different laws which have become the protection of women from domestic violence at 2005, protection of children on sexual offenses that is the box of 2012 sexual harassment women at work place, prevention and prohibition, repressive act 2013 our various activities specifically looks at women with the setting of national commission program all the states have the state criminal commission and the Assam state criminal commission was also constituted Assam state commission for women in 1994 and since its inception it has been significantly functioning to investigate and examine all such methods relating to the state girls provided for women under the constitution and other laws now on it is the commission also in its campaigns and takes so much changes on methods relating to deprivation, violation of women's rights, non-independence of laws relating to protection of women etc. now legal advisory program why I am mentioning about it since because while deliberating people we have come across who are not yet aware of it so the purpose of the assembly is not just one it is a two-day approach there is a legal advisory board in the commission we have a set of the commission has a set of forms which needs to be filled up which is not very complicated which is simple women can state her company data and on specific dates especially in centuries legal advisory and here is the cases and I am also equally aware that there will be a legal itself which will also be set up in some state commission for women at all four days the government commission helps various legal awareness programs and also ties to those legal awareness programs at a very decentralized level even in mind that it is the women at the bathroom which are related to the survival of her parents and along with this the commission also provides various trainings on various things every step of this I would also like to state that there are different compensation schemes for women which also are not women are better distinguished participants in this and also just for recognition that there are schemes which the national legal service authority the district legal service authority have a respective compensation schemes for the use of gangrene, ordinary or acid throw that is also very important prime which has been observed and similarly women chair development department also has financial assistance and support services to victims survivors of rape which includes pain rape, rape of minor pregnancy and consequences of rape, custodian rape etc and along with this there are the points of sandals which have now been set up and where women at space has their teams who work at this have we said this we have the laws, we have the schemes we are trying to evaluate the masters here again the cases when we come we see the newspaper or when we think of the the thing about media we see that there are work of cases various cases of crimes against women and child so what as I just mentioned just be citing some observation as to why this situation is emerging one positive aspect in this community is also there that now now in these cases are being reported I hear there was a girl there was a girl she was molested she would not go to the police station immediately or she would not report the case but there is a trend especially in Asan we have seen that the cases are being reported which also one really is a positive activity it shows that the report of the National Crime Bureau showed that Asan has many cases of violence against women actually first among all 10 but the answer to that is also that the cases are being reported which is a positive aspect in the sense that at least people are getting aware and they are not bounded by those 10 years or 10 years that what will happen if I go to the police station the society is not going to accept me and all those concepts are notions that we have earlier but I mean as just mentioned about the wound and the bad motion one specific observation is why can't we start to build up it from our wound I would just like to give an example like you see in the newspaper if there is a case of rape or there is a case of molestation or if there is a patient run by therapy where was the girl was she in the bus stop where was she, was she in a crowded place or an isolated place what type of dress was wearing I have shown all of us who have been to this that these are the questions which comes up whenever there is a case reported so my feeling is but not at the same time when we say we've been girls like I have been brought up our parents have been given as not only women but but not really everyone do get them and everyone most of the time we are told what not to do there is a risk of a space of what not to do for girls but I wonder if any time we have such a risk for the virgin why not tell the boy also let's see this girl is going out, she may go for her school, she may go for her children, she may go for her separately because it looks like you do I don't know teacher and the type of laws which if you violate or which if you don't follow you will be in trouble with law can't do it in the same way because what I feel is movements of a society is evolution as I just mentioned is of time and ongoing process we cannot even be deliberating we have the laws yet where the mindset will go until we understand we don't respect each other that kind of society which we deserve all we are trying to achieve we need to respect each other that kind of society which we deserve we need to be possible at the end of this day these are some thoughts which I feel that we should ask to ourselves and after the end of this session when we go to practice with all the distinguished speakers they have spoken about also few states have written like for example women are in this program whole women when we discuss with the participants they are called some women from very short suppose they are having a chat they are always called women because it is related to women in this program but at the same time why can't we call the husband why can't we call the family members and also let them know that we are talking about what is the what is being helpful for the running of the sun or for the male members also equally understand the law inside they don't know the law they don't know the law actually we know the so-called law but at least if we get into it if we keep talking about it then the influence or impact we need to have a siphon thoughts which comes to the mind and which given this opportunity and trying to share. And as just mentioned that long-term and short-term, there are various laws which was just mentioned. There are some measures but it is us who can actually do something for the society or for the next generation. And we always try for equality but people understanding on it will really get into a society. I am hopeful that the purpose with which the vast reports have been set up for very good injustice to children and children will be achieved in the nearest future. And with self-determination and will along with all the stakeholders of the society. And if we build up a common aim and purpose will be definitely able to curb violence against women and children we will not be able to eradicate it and this will be able to calm it down. And our next generation will be a better kind of society. At the end of this military session I won't take much time and with this I would like to sum up my speech and I think I have already been here and about to cross the line so before crossing the 10 I would once again like to thank the organizers for allowing me today and giving me the opportunity to speak with all the learned and distinguished kids and participants of this seminar. I would also like to specially thank Dr. Chanika Sanapati, co-permanent of this seminar who has constantly been coordinating with me. I would like to thank you all for the patience you are in and for everything in my department, anyone. And at the end, thank you to all the participants here. I end my speech and thank you all. Thank you. Thank you so much for your insight, for the directions and observations for issues of disability. And you have mentioned about the road of Assam State Women's Commission and women and children who have been fighting to item 8 to women and children with different services. May I now invite our honorable Vice Chancellor and the President of Kerala Thank you. Thank you very much for giving me this opportunity. Thank you. The deepest of his, I really prefer comes in. Dr. Greta, all the distinguished speakers of this one day national seminar delegates from different parts of the state and the media friends. It is a great pleasure for me, again to present the variety of functions with the objective to express our gratitude. Thank you very much. Thank you. Thank you. Thank you. Thank you very much. Thank you. Thank you very much. Thank you. Thank you very much. Thank you. Thank you very much. Thank you. Thank you. Thank you very much. Thank you. Thank you. Thank you. I agree that there is injustice to women if it was here. But the magnitude of injustice to women in the country has been declining significantly. It is declining. It is declining because of the awareness. It is declining because of the cooperation of each one first. The bare partner part and single partner part. It is declining because of the understanding which is applied with the blogging that country peace is not source of development. Overseas is the source of development, improvement and peace and prosperity of the individual relationship of the society relationship and it is the ultimate prosperity for the nation. So that understanding has again emerged in our society in different parts of the state, in different parts of the country. Because of which India is becoming powerful divided. You know, majority of the women in our country in different states and the country are occupying very important positions. Look at the president of India. Look at the finance industry of the country. Look at many chief ministers of the state. Look at different senior police officials of the state. They were just other than looking at the vassir of the Delhi kind. Look at the way the police officials are handling the crimes. A women police officer. It is not possible. It is hardly possible. The success behind every word is depending on the situation. No doubt only intervention is required. Because in fact of the advocate Anson Mohan is sitting or Gora is sitting. And I know that he is one of the leading advocate of the high court. Let me tell you that as a student of management I have understood that relationship is always bipartite. Any relationship, whether it is a wrong relationship or right relationship, it is always bipartite. And if there is understanding relationship you can do or undo anything understand. If there is no understanding relationship then there is conflict. Anything can happen in conflict. So my emphasis is that that understanding should develop in the relationship. And that understanding is possible whenever there is education, awareness, literacy. And that is possible whenever people support it. Third party intervention we are discussing. Half track course. Third party intervention is always business. Whether it is a court or any individual. You know relationship is a binary. Whenever the court comes, court can take its own time. We have to depend on the court.  You court, this is a therapy meeting your desired objective. You may not solve your problems. Whether it is a wrong relationship or right relationship. That will make it intensify the difference and conflict. So what are any personal feelings? But any level, whether it is a village level or an individual level or a group level. Whenever there is a relationship between husband and wife, boyfriend or girlfriend or anything. It should be understanding. There should be understanding that understanding based on experience, awareness, education can shut out any problems. Number one. We people, we should not argue to the problem. We should argue to the problem. Then we can sort it out. We can sort it out. Court goes out. Court has its own limitation. It is time to solve the problem. Whenever we support people, whenever we advise people properly. Rather we should discuss with people why we are going to court. It is a relationship.  So people may not go to court. We may not meet large number of courts. You know, it is a public money. We have to spend in the court. It is a lot of bias in the court. We will respect the court. Because for many, you know, as we are discussing, the number of courts is required to be created. The exclusiveness of the court requirement is not made by the government. Because government has its own limitation. We say that public court was supposed to be created for certain of these women issues. But public courts in different states are given different types of responsibility. And the reason they are given from their target, their responsibility. So what I personally think. With the passage of time, as I told in the morning, women are being better than men. We have to accept it. And a new trend has evolved in the society today. People believe that a daughter is a daughter from a wife, a son is a son, three acres is wife. So people are in need of daughter and sons in their life. Even though this concept is which was widely opposed by the people in Haryana and Punjab, that concept is now that this statement is going to be followed by people in Haryana that daughter is a wife. And because daughter is a people, daughter is empowered. But first of all, we are confident, we are comfortable, we are supportive, we are ready to face any type of event that is in our society. So in the morning, we talked about some of the issues in this view, specific to our state like Assam, that these problems can be addressed. These problems can be addressed because these problems can be addressed socially. Whenever it comes to address these problems socially, we people have to play a hero. We educated people have to play heroes. We ourselves have to play heroes. Our research scholars have to play heroes. The students who are engaged, who are enrolled in our universities, they have to play heroes. Our university opening university has been such a large number of students played after the stage. So we have to sensitize them. We have to think of what force of action we have to adopt so that our students can be sensitized to speak about this issue, to continue speaking about this issue, to start out the issue if it is arising in their villages, in their towns, in their colonies. So they know that we can even help the government without villages and the state to start out these problems. But if at all, what we should work to make a speech to women, government should take appropriate actions of findings of this seminar, the discussion which has been made in this seminar by very prominent people from Jewish year in and from Jewish academics, I think is going to give your right direction to the policymakers and thinkers who are feeling on this issue. I believe that the objective for which this seminar was organized is to give thanks, or small thanks to the organizer of this seminar to organize this program in a very short notice and I joined them just a week back they asked me to get involved and I am very happy and thankful to them and thankful to all the speakers starting from the chief patient evaluation chief patient evaluation of this program and thankful to each one of you for sharing your valuable time sharing your expertise to sensitize us, to enlighten us and I assume it's important to each of us. Thank you very much. Thank you once again sir for addressing the gallery and also for your presentation as well. I now invite the group on the right of the seminar to offer their own thanks. Thank you Dr. Chenyura Senati. Good afternoon. On the purchase of the W3 session of today's seminar I would like to thank Dr. Kavita, member secretary, associate woman's commission, honorable vice chancellor of our university Prof. Rajan Kursatlas, respected registrar Dr. Om D. D. Chaudhary, esteemed dignitaries, dignities and distinguished participants. Being the overbearing of today's seminar it is a great honor and privilege for me to propose the vote of thanks on behalf of the organizing committee. At the very outset I would like to express our profound gratitude to the National Commission for Women New Delhi for accepting our proposal and providing us with the necessary financial support to organize this big long seminar. And on behalf of the university express our heartfelt thanks and gratitude to the chief guest of the inaugural session Prof. Nomi Bukharnamanta, honorable education advisor to the long road of Assam for gracing the occasion despite his extremely busy schedule and also for a succinct, insightful and popular view in our speech. I would also like to offer my sincere thanks to Madam Justice Gumi Omari Bukharn, retired judge of Guwahati High Court for our excellent and comprehensive deal of address which has set the tone of lay down deliberations therefore. We offer our sincere thanks and gratitude to all who are the speakers of the technical sessions for their highly enlightening and engaging presentations which have made the seminar a meaningful one. I am sure all of us present here have been very significant from their deliberations. I also take the honor of expressing our sincere appreciation and thankfulness to the chief guest of the very big session of the seminar, Prof. Preeti Bekhadeva, a member secretary of State Women's Commission Assam for accepting our request and gracing the occasion. Her deeply insightful very important address today has made the day-long seminar truly a success. I also express heartfelt thanks to the esteemed dignitaries, distinguished invitees and other participants for accepting our invitation and encouraging us with your presence and for your indistinguishable participation in the deliberations of the seminar. I, on behalf of each and every member of the organizing committee, would like to convey our deep regards and heartfelt thanks to our honorable vice chancellor, Prof. Rajendra Prasad Das for his constant encouragement, continuous guidance and encouraging support to make this seminar a satisfying as well as a rewarding experience for all of us. Thank you very much, sir. I also sincere thanks to the registrar of our University, Prof. R. Ohtri Chakri for his constant support of all possible members to meet this seminar a grand success. Hearty thanks also goes to the members of the advisory committee, as well as other committees constituted for organizing this seminar for the available contribution in organizing this seminar. Special mention and thanks goes to Prime Minister Durga Pohla, Director of the U.S. School of Social Sciences, KKH SUU for his constant support all throughout running from helping us with drafting the proposal to finalizing the resource person and for all our collaborative contributions in organizing this seminar. I convey my gratitude to the media for advancing interest in covering our seminar. Lastly, I thank all the members of the KKH SUU for their continuous support in the smooth conduct of this seminar. Once again, I thank you all for meeting this seminar. Successful. Thank you.


This is my second U32 concert. It also happens to be everyone in this group's second U32. It sounds like a different band. So, here we go. It's called Stolen Castle by the composer Scratch. And our beautiful percussion section in Henry Hodges. So I think you will hear more from Brian with the strings. So, here we go. Star Splatter fanfare. Middle School Band 2. That's you people. We are up. Give us a little bit for a little fan change here. I had a couple chairs. This is the wonderful theme from Jurassic Park. John Walsram, everybody. We have worked since October, right? And good song, really fast-paced. It's all in a fast mood, you know what I mean? Yeah, I've worked by John Walsram, everybody. So, we've been working on those harmonies. And also, the last piece will play pepperoni pizza rock. It's an introduction to a little more rock vibe here. So, I want to introduce, in my back row, I'm having a blast this year. Our next song is called... One student did a concert introduction about this.  It's a pretty big opportunity. Think about, what are you going to stand up for? What will... how will you hold strong for a value that you have? It's been nice having these conversations and singing a spiritual feels really good. Here we go. We shall not be moved. And there might be some audience participation. Be on the lookout.