The next Mario is Pikmin. These are the words of Shigeru Miyamoto. During the development of the first Pikmin for the Nintendo GameCube, Miyamoto was certain that the game would be the next big thing for Nintendo, the template by which the company would rescue itself from a life-threatening situation. Nintendo's market share was dwindling. Sony's PlayStation had far outsold the Nintendo 64, and as Microsoft looked set to enter the home console market as well, Nintendo needed to change their strategy if they wanted to survive against two rivals with such deep pockets. Nintendo couldn't compete on graphical fidelity. The company needed a new way to stand out. With the benefit of hindsight, as Pikmin 4 finally launches over 20 years after the first game debuted, it's clear that the franchise is hardly a media juggernaut in the same league as Mario. Nevertheless, Pikmin set the stage for many of Nintendo's successes in the years since its release, with the company's focus on innovative gameplay and simple yet deep game design rather than chasing the latest graphical trend. What's more, Pikmin became Miyamoto's first experimentation with filmmaking. Pikmin's short films walked so the Super Mario Bros. movie could run. This is the story of how Pikmin dramatically changed Nintendo in directly saving the company from irrelevance. This is why Pikmin matters. Attendees at the Spaceworld 2000 Expo saw perhaps the most exciting and misleading Nintendo presentation of all time. On paper, Nintendo's presence at the Expo did its job perfectly by drumming up support and media coverage for the upcoming Nintendo GameCube. Much of this attention would ultimately backfire though when the games that released for the GameCube didn't actually match what Nintendo had shown off. The most famous example is The Legend of Zelda The Wind Waker, a cartoonish, cell-shaded game which received a lot of negative press at the time of its release because of its art style. A tech demo shown at Spaceworld 2000 had featured a more realistic Lincoln Ganondorf doing battle and fans were unimpressed with the brighter, cuter game that ultimately released. Fans had assumed that the demos shown off at Spaceworld were representative of actual games that Nintendo was making. But the presentation merely showed ideas that had yet to crystallise into their final forms. Case in point, Mario 128, a game which Shiguro Miyamoto had been talking about to journalists since not long after the release of Mario 64. The demo showed off over 100 small Mario's running around in a single environment, an impressive feat that wouldn't have been possible on the Nintendo 64. Miyamoto had in his head the idea of a game about directing hundreds of characters. At a time when Nintendo's rivals were focusing on ever more realistic graphics, Miyamoto instead wanted to use the new console's greater processing power to display more characters on screen. Where Sony was focusing on quality, Miyamoto saw an opportunity to increase quantity and complexity. When elements from Mario 128 finally released, most people didn't even notice them. Miyamoto later clarified, the one question I'm always asked is, what happened to Mario 128? The purpose of that demo was to show how the new technology in the GameCube could dynamically change the nature of Mario games. So when people ask me what happened to it, I'm always at a loss as to how to answer it, because most of you have already played it, but you played it in a game called Pikmin. This game featured one element of Mario 128 that allowed a large number of characters to operate independently and as a group. It's advanced AI. But of course, if I was to tell you all that this is what happened to Mario 128, you'd all be pretty angry. Had Pikmin released as Mario 128, it almost certainly would have sold better. The GameCube might have sold better at launch too. Because of the decision to strip away the Mario branding and create the new Pikmin IP, the GameCube launched without a Mario title. Luigi picked up the slack instead, but this didn't have the desired effect for sales. Creating Pikmin was important for Miyamoto though. This new franchise reflected a change in him, and in the way he viewed the world. As he got older, he began to see things differently, and the chance to present the natural world from the viewpoint of tiny, fragile, very mortal animals was something he just couldn't pass up. Everything changed for Miyamoto when he reached his 40th birthday. Facing down middle age, he committed to living more healthily. He quit his two big vices, smoking and pachinko. In their place, he decided to exercise more by taking up swimming. What's more, he decided to surround himself with the natural world by spending more time in his garden. It was here, as he contemplated the world around him, that Miyamoto had the idea for a new game that would define the next era of his life. He watched a line of ants working together, and decided that this was it. He wanted to make a game about tiny creatures who work as a team. He later said, Ants, as you know, always have a leader, and tend to be carrying things, and as they move, they create a kind of rail. And I started thinking about a game with lots of small people carrying things in a line, following a leader, with everyone going in the same direction. When we think about video games, we always have the idea of a start and a goal, and it's like a race between individual players, who can make it and who won't. And I thought, why does it have to be a competition? Why can't everyone just move together in the same direction, carrying things as a team? Who made these rules in the first place anyway? Pikmin was a rejection of the gaming trend of the moment. Shooting games were becoming more prevalent than ever before. Before long, games like Halo would come to dominate the console gaming conversation. Miyamoto's desire for a friendlier game about cute little ant-like creatures stood in direct contrast to this. Pikmin wasn't just intended for entertainment, though. Miyamoto wanted to create a game that taught something, about life, about caring for others, and about facing death and moving on from tragedy. In 2014, Miyamoto, along with four assistants, met with members of the press in the luxurious Mandarin Oriental Hotel in Tokyo. The occasion? The premiere of three short films, all about Pikmin, in a move which would pave the way for the Super Mario Brothers movie and one of the highest-grossing animated films in history. In an interview at the screening, Miyamoto explained exactly why Pikmin matters so much to him. He said, In Pikmin, the characters die but they're reborn, or new life appears in their place. And this is how nature is. I thought trying to teach children that there's always an end to life, but a new beginning will follow shortly was worthwhile. When working on the first Pikmin, back when the GameCube was still in development, Miyamoto had been pondering the role of narrative in games. Nintendo's main rival, Sony, had been releasing more cinematic games, aided by their choice of using compact discs over cartridges, with lengthy cutscenes to tell more complex stories to give context to gameplay. Should Nintendo do the same thing? No. Miyamoto decided that he didn't want his games to borrow from the conventions of cinema. Should his games be more artistic, though? Maybe. According to Motoe Okamoto, who worked on the first Pikmin, Miyamoto has long been interested in interactive play and creation tools, not just pure video games. When game consoles like PlayStation and Nintendo 64 introduced 3D visuals, he considered that perhaps these consoles could also introduce fun interactive art that players could continue to touch and play without a clear goal or creative tools. Pikmin then was Miyamoto's answer to the more cinematic games of the early 2000s. His work would not borrow from cinema as his competitors were doing, but would instead use the GameCube's greater power to create games brimming with interactive emotion. The world of tiny animals, though, was only the surface expression of Nintendo's idea. Deep down, the game was fundamentally an expression of the same game design philosophy that the company had perfected years ago, all the way back before the existence of Nintendo home consoles. The idea for Pikmin didn't come first. Long before the game settled on a story of tiny creatures, Miyamoto wanted to use the then-indevelopment console to render hundreds of characters for the player to control at once. This was the basis for the Mario 128 demo at Spaceworld, although the developer's first approach was a game called Adam and Eve, a god simulator, not unlike the then-popular titles like Black and White. Said Miyamoto, in the beginning, the idea was only to watch their lives. I thought that, in the point of view of the producer, this was an interesting idea. Watch their life was the theme. To give them love or make them fight. Pretend to be God. Depending on the decisions of the player, they could build a nest and have children. When we were developing this idea, we reached an impasse. What were the objectives? To find a gameplay challenge for his new title, Miyamoto went right back to the basics, drawing on lessons he learned at the foot of his mentor, Gunpei Yokoi. In one interview, he said, The thing about Pikmin is the style of play is actually sort of like cooking. If you think of cooking, cooking is a process and in that process you're simultaneously doing different things. You're working on this set of ingredients while you're cooking that and then over there you've got to start preparing the next thing. So it's a matter of managing these different processes together. The gameplay in Pikmin is very much like that. This is far from the first Nintendo game to use this kind of gameplay. Many of the company's earliest titles are built on the idea of multitasking to complete several relatively simple objectives at once. This was the design philosophy proposed by Gunpei Yokoi, Miyamoto's mentor and creator of the Game and Watch series of handheld games. With limited graphics and only a few fixed visuals to cycle between, Yokoi came up with a way to make tremendously basic gameplay endlessly addictive. Miyamoto once explained the lessons taught to him by Yokoi, saying, Let's say for example that there's one action in the game that the player can perform easily. Then let's add another simple action. These actions may be simple in themselves, but when the player is required to do them both at the same time, it becomes a whole lot more tricky. This philosophy was at the heart of what Miyamoto wanted to achieve with the GameCube. Pikmin then was an attempt to take Nintendo's core game design philosophy and expand it endlessly, creating something soulful, thoughtful, and artistic. But Pikmin wasn't actually Miyamoto's idea. At the tail end of the Super Nintendo's lifespan, Nintendo began preparing for their next console. The Nintendo 64 was to have then unprecedented computing power, and two developers, Shigefumi Hino and Masamichi Abe, wanted to see how far it could be stretched. The pair were trying to come up with a game in which the player controlled a group of AI characters. Along with junior programmer Yuji Kando, they experimented with ideas around giving these characters different moves based on computer chips in their heads. While the Nintendo 64 was a lot more powerful than the Super Nintendo, animating a large number of 3D characters simply wouldn't have been possible, so the team planned to use 2D characters instead. Things simply didn't click with this project. A year after Kando joined the project, an artist, Junji Mori, was brought in. At this point the game's creatures, called Pikki, had yet to develop their signature look. It was Mori who, inspired by Tim Burton and the French animation La Planète Sauvage, came up with a wiry bug-eyed Pikmin design that the team fell in love with. While the design of the world was universally popular among the team, the limitations of the Nintendo 64 made the project unfeasible in this hardware, and the developers really weren't certain how to turn what they created into an actual game. Said Hino, although the character and world design, as well as actions like stick, throw and carry, had been decided, it took us a while to finalise the gameplay loop. There were various elements floating around and we couldn't quite fit them together and figure out exactly what the characters should do and what would constitute completing the game. Thus the project languished through the entire life cycle of the Nintendo 64. Until gearing up for the GameCube, Miyamoto decided to push the team's prototype to become the game he had in his head. Miyamoto's plan was ambitious. He wanted to show off Pikmin at the 2001 E3, a year after his Mario 128 presentation at Spaceworld. This meant taking a prototype that had been in stuttered early development and turning it into a working game in just a few short months. It was clear that this would only be possible if Miyamoto took the helm himself. He later said, as the producer of the game, I pleaded to Abe-san, I'll join as a director, so please give me three months, I'll step down if it fails. Miyamoto went through everything the game's designers had put together thus far. A lot of world building, but very little actual gameplay. He organised these ideas into a flowchart diagram that showed how their disparate components could work together and, crucially, give each level a satisfying objective for players to achieve. Said Kondo, only after seeing this diagram was I finally convinced that it would work as a game. Just two months after Miyamoto made the diagram, Pikmin was revealed at E3. Right up until the last minute, Miyamoto kept making changes to the presentation, asking for tweaks to the game's trailer. While Miyamoto announced the game as if Pikmin was ready to play, behind the scenes the team knew otherwise. They had created just a single level at that point, specifically for E3, while the rest of the game had yet to be finalised. Miyamoto, though, was unconcerned. He had faith in Pikmin. He said, in my defence, I made the announcement because I believed we could pull it off. I was confident that we'd finish the game. The first Pikmin game didn't meet Miyamoto's expectations. From a design perspective, it hadn't been possible to get more than a few dozen Pikmin working in a game level at once. Miyamoto had hoped for far more. From a sales perspective, Pikmin was far from the groundbreaking new IP that Nintendo had hoped for. The game won a dedicated cult following, but Miyamoto was determined to try again, again and again. Now, after a decade of promising Pikmin 4, Nintendo has finally released the long-awaited game. Meanwhile, the mobile game Pikmin Bloom has brought the series to mobile, making it accessible to the world's smartphone users. More broadly, the lessons learned from the Pikmin franchise have helped Nintendo to carve out a niche in the modern era of gaming, as the company aims not to compete with rivals, but rather to use the technology available to create innovative experimental games that don't follow an established formula. While Pikmin may not have the clout of some of Miyamoto's other creations, it certainly achieved its goal of transforming Nintendo. Said Motoi Okamoto, I understand what Miyamoto meant when he said the next Mario was Pikmin. Pikmin was his launch title for GameCube, and is now seen as one of his masterpieces. He'd created a great game with Mario, and was trying to again create the next big thing in games. The moral of the story is that the world is more interesting and varied when we work together, but don't all follow the same path along the way.


For more than a decade, the Professional Supplement Center has been providing pharmaceutical grade vitamins and supplements to the public. Through our vast knowledge of the industry and manufacturing processes, we've developed our own line of high-quality professional grade vitamins and supplements. Handpicked by our qualified healthcare professionals, we present Magnesium citrate, required by every cell. Magnesium is crucial for metabolic functions, enzyme activity, and the maintenance of normal muscle and nerve function. If you have any questions about this product or any other products the Professional Supplement Center carries, please call, visit, or email us, and one of our knowledgeable staff members will be happy to assist you.


What's good Josh your boy Ross back again with another video, so we're about to check out who is the king of the stunner now Let's be honest here y'all. I'm sure stone cold is in this clip Stone cold is gonna be my number one. I'm gonna just keep it a buck I'm sorry. I know there's other people that have hit the stunner, but when I think of the stunner I think of the stone cold stunner. I think of grass. I said grass glass breaking all hell being raised JR Channing stone colds name over and over and over stone cold stone cold stone cold You know I'm saying that's what I think of when I think of a stunner, so I'm sure I know Kevin Owens does the stunner I believe there's some other wrestlers that do a variation of it, but When it comes to stunning people is no one better than a jort wearing beer swelling Stone cold assassin that is stone cold. So let's get into it man. Appreciate our love and support Road to 20k man. We're almost there. Thank you guys so much. Let's get into it. I know I believe he had Got the approval from Stone cold to actually use this done it which is pretty cool. I didn't know Dorado use the stunner This is new for me That's nice. I like that one. I like that one. That was that was he uh The handspring stunner. I like that. That's pretty that's not bad That's that's that's actually that's pretty dope man. Oh, I see Not bad. Not bad.   I this is before my time clearly Yeah, definitely before my time What they call it? What they call it? Yeah, this is definitely He saw that he saw that Tell me man. It's just I'm just waiting for the stone cold clips. I'm sure it's gonna be at the end I'm pretty sure everybody's waiting for the stone cold It looks different. Hell, though This is this is all new to me man. Oh Okay, oh man. That was that was nice. He kind of Transitioned into it So he goes it seems like he likes to go through like the second rope to hit it. It's cool Oh Geez Does has I think John has done it John has done it. Yeah Yeah, he he started incorporating some new moves his spring rope stunner I think that was one of the very first times he's ever done that because John's seen the moves They think you know they they got in stale you knew what you were gonna get with the five moves of doom and Of course John being John kind of played into that and I think that was one of the first times He actually did that at WrestleMania 31. Let me go back to that. I think just one of the very first times He's actually ever did that Yeah, it's like he kind of switched up his moves He kind of switched up his moves his moves set just a little bit. I mean, it's okay It's it's his version of it's okay.  You can you can hear the booze He didn't really get all of it. He didn't get all of it Kevin Thorne Face look familiar.  Oh My god. Yeah It looks Yeah That this variation of it looks nasty It looks pretty brutal. Oh, not nuns. Yo, I think that's nuns. Yo Jeff Hardy he has a man. This line. This is new for me. I mean, I guess I guess I Mean to be honest with you. It's it's Yeah, if you really want to break it down He goes with a gut punch and then he just kind of he adds a little motion to it. Yeah Yeah, you can say that Mike you whip whip wreck Whip wreck. Is that right? Shout out to my guy for getting all this footage. This is old ECW. This is new to me. So comment down below Comment down below. This is if you're if you're familiar with this wrestler. Yeah, this is definitely VHS old-school ECW right here He sold it though. Wow whipper snapper. That's what he calls it It's a nice Joey sounds is killing me whipper snapper Joey sounds is killing me right now He says it the same way every time whipper snapper are true. He got the variation of us. You know what? He kinda does Advantage His is actually pretty cool His is actually pretty cool. I'm not even lying to you I never really paid attention like this is actually pretty cool. It's like he flips them over his shoulder and their momentum Follows with it like now that is No, I actually like his his is very unique. I never I mean our truth is actually pretty pretty dope This is wwe's only really used him as more of a comedy gag, but That I like that variation I believe I've seen leo rushes.  It's like a spring springboard off the rope.  He sells like nobody else But that's pretty dope I like his I like his done it. I like leo rushes and I like our juice so far And it works when the rest of the sales Mark andrews don't know who this is I don't I don't know I don't really watch too much of 205 live. Oh That's Please tell me that's not the name the name of his finisher Stunned dog millionaire. It's actually nice and fluid And he goes into it's actually pretty dope.  This his it's fluid though. The name is kind of kind of crazy, but it's It's it's dope Because it's it's a move that It's easy to Like convert encounter into something else Look at this. Oh, that was nasty. That was that it's it's so good at countering That yeah, that shit looks pretty dope Now you got a lot to eat I like Kevin Owens because I like Kevin Owens as a wrestler So it when he started using it. It was weird to me, but once I found out he he definitely got the approval From uh from stone cold I was like, okay I'm okay with that Because I feel like if you're gonna hit a stunner And you know, it's the one of the most iconic Finishers and it's synonymous with stone cold. You got to have some stone cold isms.  He's always been for himself and He's fantastic on the mic just like stone cold was I just wish they really kept pushing Kevin Owens like they should have He's definitely a main event guy So comment down below if y'all were cool with Kevin Owens using a stunner at first. It was weird, but I don't have a problem with it.  Oh and stone. Uh, I said stun. Oh and stun. I think that's what he sure says stun. Oh and stun Titles in jeopardy.  He's so dead. She look at this Shout out to Kevin Owens coming out to war games and getting one of the loudest pops that year that pop From the crowd Still gives me goosebumps.  It's stone cold, bro. Come on Listen to how the crowd pops when he hits it Look at that Look at that pretty horn So the stun is so well He started flopping on the ropes.  Wait, wait, wait, wait, wait. What was the noise Vince made? Hold on Classic match This got the classic. Oh my god, bro Yeah, the rock sold this one too Oh, man, bro This is Stone cold, bro Stone cold just like in the last video Eddie Guerrero obviously Has the best frog splash in that video in that compilation stone colds Come on stone cold stunner is the best variation of the stunner only because The wrestler behind it. I think leo rushes. I like his I like our truce variation of it um I forgot the other wrestler That's in 205 that I said that I like Not to say that the other variations aren't dope. It's just The wrestler made the move even better. You know what I'm saying the announcer sold it all the wrestlers sold it The crowd loved it every time it was hit. It didn't matter and That's that's one of the cases where the wrestler Really sold the move and made it even 10 times More devastating than it actually is but uh, it's stone cold, bro If stone cold ain't your number one As the best stunner. I don't know what to tell you man. I don't know what to tell you but comment down below What's y'all ranking? I'm pretty sure a lot of you guys are gonna say stone cold is number one What's y'all ranking up stunners from this video comment down below?  Be sure y'all love and support road to 20k. Appreciate y'all kicking with me See y'all in the next one. Peace


And in the remaining 20 minutes, I want to discuss with you online as to what should be our approach to the common syllabus. But I would request you to look at the website. In fact, I have, so this is my course homepage. The way it is organized is announcements, general information, syllabus, text books, etc. So, look at the textbook. Textbook is by Davidson and Kuhun and there are other references. Pre-requisites, high school mathematics, that is it. Let us go back to lectures and problem sets. All the lectures are here. So, you go to any slide, for example, let us say, slide 17, this is what I showed you yesterday of the analysis of the question paper or that image display and so on. The most important link perhaps is resources. If you click on the resources link, you will see resources, demos and samples. Now, there are tutorials, there are useful links, there are other references and there are old websites. From 2000, Professor Shukumar, 2001, Diwan, 2002, Ramesh, 2003, Pushpak Bhattacharya, 2004 and 2005, Sharach Channan, so this is Sharach Channan's link. There are some interesting idiosyncrasies that we have as teachers. He says, Instructor Sharach Channan, email, do not send email. That is his privilege. He says, I will not respond to email because I have not made such restriction and I get about 80 to 100 emails every day from CS11 students, just one eighth or one tenth of the class. Now, I cannot respond to them. I read all of them though. It does not matter whether I have to work till 4 o'clock in the night but I read every mail. That is a teacher's responsibility. These are the problems of scale. However, if you have this lab page, if you have all the lecture plan, for example, this is his schedule but let us go back to the resources. This has gone to a new page, I think. Let me close. Let me go back here. The online C++ tutorial, the online references and there are three more references which are added. Now, I will tell you the problem. All the resource page has been there from day one of the course. Recently I asked students, how many of you have seen these resources? The answer was hardly 5 to 10 students have gone through all of these. The fact of life is just as teachers do not have time, students also do not have time. An important aspect of our construction and organization of information must be such that minimally what we want every student to go through should be available separately. It should not be lost in general resources page. That is something I have learnt first hand by seeing what happens. There is an information overdose that the net is doing generally, web is doing generally that we are aware of but that it affects my own course I realized only recently when I asked this question. This is absolutely the best organization that the CS101 I have got as a heritage from the previous teachers and I am continuing to use that organization. So schedule for lectures, labs, batches is all autumn semesters announced, how are the batches? What are the lab sessions? Click here to check lab batches. Click here for detailed instruction on lab usage. So there are the detailed instructions. Now we generally do not have such instructions consolidated at a single place and made available. Typically in our colleges we will issue either Xerox sheets to people for instructions or we will tell them verbally. I would suggest that using a local area network and using Moodle or such course page should reduce your involvement on answering the same question for different students to a great extent. There are, if you look at the labs for example, so these are the lab assignments and there is some extra material to be done. So currently this lab is going on so you can look at the lab statement for example. It is worthwhile looking at a typical lab statement here. This lab is about handling large volumes of data involving character data type. So as I said and this is immediately fresh in their mind is their mid-sem exam. So they have given their mid-sem exam and I am saying that the spreadsheet is used to collect their mid-semester marks. And this data is then exported to a special text file of the type CSV. Note that they do not know these things, comma separated values. One line contains data for one student various fields are these. So serial number, this is a running sequence number, role number, name, a string of up to 39 characters. This may have leading or trailing banks. Lab batch, two characters may have leading trailing banks. Marks, normally a value between 0 and 45. The value may have been entered either as an integer or as a decimal number. As a special case students who were absent have been shown to have negative marks. This data, some sample comma separated records are shown below. Now this is the data file. I do not know whether you can read this. Let me, let me. Whatever. Now the purpose of showing this is as can be seen, blank fields are indicated by consecutive comma. So you see this fellow does not have a name. This fellow does not have a batch.  But in any real life situation involving large amount of data this will not up. So they have to be told that there has to be some special consideration in your program to take care of such missing value. So they have given these values and then they are told that as can be seen blank fields are indicated by consecutive commas. So make reasonable assumptions as to what you are doing to handle missing data and state these. I expect the better students to say this student's batch is missing. Please do something. Because he knows he cannot set a batch by default. But giving warning message, error message, then I give them the task. Task 1, declare appropriate arrays, read data, count the total number of students, find the average marks. Task 2, sort the data in descending order of marks code, print the roll numbers, names and lab batch codes and marks for top 10 scholars. And task 3 which is to be submitted, extend your program to calculate the batch wise made same and print the report listing for each batch, batch code, number of students and average marks for the batch. So this is one lab. They are not required to submit in that lab itself. They can submit up to end of next week. So their last submission date is for them is for Monday. But every time they come here, they will experiment, do something, go back home, write some papers and they can upload it from their hostel or wherever in the moodle. What if they copy?  If the copy is caught, it does not prevent people from copying. I am still struggling to find out what to do. So I am making an announcement that this is something I am trying. I am sharing with you. I will perhaps report back to you whether my trick worked or not. I am going to make an announcement this Monday lecture that we have discovered large scale copying case. I will tell you how people do these things. In lab assignment, whenever you log in, you go to your own login ID. So there is some directory, whatever, whatever, slash your roll number. And then you get a dollar symbol. That is the way. And here you are supposed to compile your program, edit, store, etc. And finally, you make a tar file and submit it. However, if you just say cd dot dot, you go to this directory. And this directory has directories of all the students. Now within that, you choose any student who is a brighter one. Go to his directory, find out what files he has, cut and paste them and submit them. This we did not realize. We had not set the file permissions appropriately. Consequently, anybody can read anybody's program. So this is what I call the second mover's advantage. The first mover has actually done the assignment, submitted something. The second mover simply comes in who has done the best assignment, copies and submits it. So the announcement I am going to make on Monday is that we understand that there has been unfortunately a large scale copying. As announced at the beginning of the course, all such students are to be awarded fail grade. We have asked our TAs to use some automatic means for all the submissions made so far to compare them and come out with the people who have such copying instances. After they finish their work, all the students will be given F grade. Since we do not know who is the original author, we will request the original authors after we'll publish who are the people who are being given fail grades. The original authors must come to us and convince us that they have written this. All others will get fail grade. However, since this might be too harsh, people are being given a chance. If within the next five days, all those students who have copied any portion of the assignment on their own, immediately confess to their last TA in writing that they have inadvertently copied such and such assignment.  Why I'm raising this is, I want to know what is your reaction? How do you think students will react if I make such an announcement? 50% success rate can be expected. 50%? My opinion. Yes, the problem is I cannot give empty threads. So if only 50% people agree that they have copied and assume that about 30% people have copied, then what you are saying is only 15% will admit.  I will have no option. And please note that IIT system permits me to give them a fail grade even before they have completed the course. Because I have made that announcement formally at the beginning of the class, at the beginning of the class. Now my dilemma is most of the teachers in our colleges do not have such option. For copying in an assignment, I don't think any university will permit an F grade to be given. I don't know. Probably the student can be expelled from the college.  I don't know how it is handled. Now, this is the dilemma that a teacher has. I don't want to waste our time discussing this further. But I want you to also tell us about the mechanisms that are used at your place. Because we must discourage people to put their own world without geopolitizing their career or without actually giving them too much punishment. There is no single solution to this. I'll be glad to hear what your solutions are. Let's go back to our discussion. So this is just a sample thing. You can actually see that there are assignments of this type everywhere. But in general, you will agree that many of you would be organizing your course material on home pages like that. And why I demonstrated this is I would like to learn from you what different methods that you use to organize the subject home page. And I think there could be a lot of mutual learning. You can take something from here and we can take something from whatever you are doing. But you would agree that together, we should try to define a subject home page structure which we should make available to every participating teacher to be used at his or her college with ready made components, ready made spreadsheets, ready made resources, ready made lecture, whatever. Do you think this will be useful? Yes. No, I will tell you, for example, setting up of designing my own lecture slides. You will notice that in this slides that I showed, I have shown many slides curtsy Professor Sonia, many slides curtsy, Professor Ranade, yesterday's thing slides curtsy Wikipedia. Now, this permits me to do that. This is because these people have put their work in public domain. If it is copyright so and so, you know, you see these books. You can use these slides provided, you don't make a copy, you don't print, you don't do this, you don't do that, et cetera, et cetera. If you want to do any one of these, take my permission. Now, how do we expect 150,000 teachers to take permission individually from Kuhun? That is the reason why we are saying that no matter what, we shall be releasing all the content that we assemble in open source under creative commerce laws. No questions asked. That is because we want, let people use it. The worry that some of my colleagues share is that, what if some people make commercial use of it? I'll let them. Knowledge has been used for commercial purposes, which has not been created by me. That is normal. But anyway, this is a ideological question. We will not get into it. Finally, we are also growing because so many other people have put it on the net. Actually, I'll tell you, amongst all the social components of a society, teachers understand the importance of open source better than most others. But there are many others also who are understanding that. The open source software movement is well known. It is not so much in other engineering disciplines as it is in the computer science or IT field. But we want to use this opportunity to extend it. So, coming back to this common syllabus then, I just want to share some ideas on how do we evolve this, because this is what we had done in the last workshop as well. Firstly, the subject which is taught of computer programming is unfortunately not taught as a single subject. But many colleges have two subjects in two different semesters. Typically, I have seen one is a C programming and the other is C++ programming or one is C programming and the other is Java programming. So, this is typically paper one and this is typically paper two. Can I take it that in majority of the institutions, the organization will be like this or three papers? So, this is a second organization. So, this is organization one, this is organization two. Unfortunately, nowhere there I have found a subject which says programming principles. You have it. We have a separate subject like PPL, principle of programming languages. Under that, we cover prologue and C++. That's a completely different subject. Principles of programming languages is not a first year course for all disciplines. That's what I wanted. It's only for CS. Java also I think is not for first years in the universities where it is there. You see, we are so used to calling things by names of programming languages that we intuitively say Java is also not meant for non-computer science tools. There is absolutely no reason why non-computer science tools cannot use Java. It is just that the Java programming as a mechanism of programming is used only for computer science students. Frankly, I expect a large number of my students of this course who have not uttered a single word called Java in their life doing this course to be able to become expert Java programmers in tenders flat on their own. If they can't, I have not taught them programming well. Now, this should be the extent of confidence that our teacher should feel while teaching the first course. That is an ideal. How much we approach is a question. Now, here is a point. Our course as you saw is a composite course on both of these. You would agree that today if I have to teach paper one exclusively using constructs in C programming language which is by far a very detailed language and therefore I have to start with things like null terminated strings, f print f, things which are not at all easy to understand. Is that a good thing that we are doing? But that's a question that even if teachers answer negatively saying no, we are not doing good thing, they may not be able to do anything about it. If they have to teach it, means they have to teach it. Here is my suggestion. We will put together the entire course that we teach at IIT Bombay along with the resource page, expose it to everyone saying this is the general background available. However, and this is how we will conduct our training for teachers because thousand teachers also need to understand programming better. You will agree you would have seen surrounding colleges to your own place. Whether it is Suratkal, there are colleges near what Nitte and there are at least 15, 20 engineering colleges there. This is true about area surrounding Skoemtur. This is true around area surrounding Kanchipuram. This is true about area surrounding Pune, whatever, whatever. And the fact of life is that many of the teachers who teach programming unfortunately are not themselves good programmers. It is natural to happen because after all many of them did not want to become teachers, they wanted some job, they did not get some job so they have come as teachers. Their commitment is limited and they are probably looking for an opportunity to leave this. So when the commitment to teaching is limited, you cannot expect them that if we assign them teaching programming as their task then they will spend midnight oil burning to write some programs and do something. So therefore this is an opportunity. There are of course some people who will be excellent programmers. For them it will be revision. But the proposal that I have is for the first 6 days of the course of 15 day course or even up to 10 days. By the way, the 15 day program is not a 2 week laser program Monday through Friday, holidays for marketing on Saturday, Sunday, etc. These 15 days means first day, 8.30 they start, last day 6.30 they leave. There is no shoot-tea, no leave, no nothing. It is a hard program. If we want to do a relaxed program of the kind, we should run a 3 week program. Now assembling people for 3 weeks I thought will be more difficult than assembling people for 2 weeks. Because we want to do this for up to 15 core courses in engineering across next 3 years. So you can have only 15 days, 15 days in December twice and 15 days, 15 days say 3 or 4 times in summer. You cannot have 3 week kind of thing. That is some thought process I would like to get feedback from you. But as far as the common course is concerned, my suggestion is for 10 days we will teach them programming the way a composite course will teach. So we will give them exactly the same kind of lab assignments, exercises that we do for a composite course. In the last 5 days we will tell them that the lecture material that has been collected here plus the additional lectures which are already ready. This plus this can be used for paper one and this plus this can be used for paper and they can use this material so that quiz questions and other things that we ask. We will ask in the context of a common course but we will tell them that this partition will make the material ready for a course in C and this partition will make the material ready and useful for the second course. Do you think this is a better approach? Because by this approach we will be also emphasizing to our 1000 teacher colleagues that look our ambition is to teach people programming rather than this particular language or that particular language. Can we look for problem solving over here before getting to a programming language? In short what we do here is the problem solving is at the back end. In fact all the questions that you will see or lab exercises they are always about a problem. A problem is stated and they have to write a program but we do not have the notion of an algorithm development as a separate notion here. Because I have seen the syllabi that the previous coordinators have shared. What is the thing is we have some students do not have the max background. Yes. So they are lagging in the case of computation. Correct. So that is why I feel to have this problem solving where they can learn to compute how it has happened over there. This is a good suggestion. Let me write it down because this will get recorded on the screen. So I will just mention suggestions. One, I will call it a prelude on problem solving. Is that right? Yes. What could be the duration of this prelude? So normally maximum 10 lectures. Here is the problem. For a limited two week program where we engage these thousand teachers it will be impossible to conduct this. However we have said we are setting up a collaborative mechanism. Now in case you or other coordinators are willing to do this. No, no, no. I am talking about not to the teachers. In the angle of students the teacher is going to teach. But teachers are going to teach. But we have to prepare material for those teachers to use. Okay. And we have to tell them that we have such ready made material. So normally engineers will be the teachers. So they know the background of mathematics and all. The thing is the new coming to the college the student is according to the student I expect only am asking it. We usually have such courses. For example we do that when defense officers come to join our MTech program. They have forgotten their maths because they have done engineering degree 10 years, 15 years, 12 years ago. So we do a preparatory course. I have conducted several such preparatory courses. What you are talking about is essentially a preparatory course of this kind. Of course. Now should we take the responsibility of creating such a preparatory course on ourselves when our primary ambition is to create the collaborative content for this course or should we say we identify this as an important issue but we leave it to the mission saying please engage another mechanism to prepare this preparatory course. Once that material is developed we will be glad to announce it on the web portal that there is a preparatory course available. Could you help us because you seem to have some thoughts on this.  No normally we have in the part of mathematics we have this. Part of maths you have. Yes. I would request all colleagues here to go back and examine whether either they have done something similar or their colleagues have done something similar. But we would be very glad to provide our infrastructure for recording of these 10 lectures. If somebody comes up with a plan that these are the syllabus these are the problems that we would like to illustrate and we would like these lectures to be recorded audiovisual recorded. These are the script, these are the problems, they are the solution accompanied by the text material. If somebody is ready with that we will be very glad to invite such proposal people as a part of this mission. We will bear all their expenses. We will keep them here in our guest house. 10 lectures will hardly mean they can be covered in about 4 or 5 days time. So one week outing on your part somebody during the time when our recording facility is free we will put that and we will put the entire assemblage after editing with of course the credits given to those who make that thing along with the project in open source. Of course. That's perfectly fine. And by the way this offer is open for any additional thing that you would like to make. No issues. Another thing we can do is why some problem solving mechanisms can be we can incorporate in the programming itself. While programming is start I think these things can be incorporated. Is that right? Incorporate problem solving in the subject syllabus itself. Actually I will tell you intuitively all of us who teach programming will be necessarily doing this without consciously calling it problem solving. We know for example that without that proper understanding of programming will not develop but what I am glad is that it is coming out as a area which should be focused explicitly. We perhaps do not say that this part of my lecture is problem solving or something like that. You would have heard professor Ranadeh saying that he always starts a lecture by saying this is the problem we are solving and then incidentally introduces this. I have tried to invite that philosophy not necessarily always succeed but perhaps together we can do this. So if you have any suggestions on this. Here is my request then. My own course will go on up to whatever middle of November. And I will be busy making those lecture slides etc. And as I said by and large for the first 8 or 10 days I propose in that last workshop to conduct the course roughly in a similar fashion. Very hard type thing with actual online quizzes conducted using those clickers. So I will dispatch about 30 40 clickers to each one of you. Whatever be the number of registration and whatever and then we will conduct this. But in the last 5 days we would like to expose teachers to doing this bifurcation. Let us go back to the previous slide. That is we should have material ready which will extend the paper one in further details and which will extend the paper to in further details. Our first course does not emphasize object oriented programming concepts to the extent that a full-fledged object oriented programming understanding is developed. We do not for example handle template libraries. We do not handle all that what Professor Ranade explained yesterday. And it is my guess that even though you might have a paper on paper to C++ I doubt whether you would be able to do the complete C++ coverage as is envisaged in a C++ is two Baroque language, two bigger language. Only comparable thing I find is PL1. Those of you have heard of that. Too much of a language. So I would like to know from you the actual limit up to which the C++ concepts are covered. You might ask a question what is inheritance. But are you able to demonstrate through either the project or some problems very clearly where inheritance is working? If we are not then they will like a parrot they will say inheritance means this. That is my worry. Of course if that is required to be done by the university so be it. But I think we should be consciously aware of the limitations. In short I am saying that the composite common syllabus for the thousand teachers workshop let it be a common syllabus which is a composition of these two. But designed such that even in a single lecture I should be able to identify this portion is not to be covered if I am teaching this as part of C. And this portion is to be extended if I am teaching it part of this. Designing modules out of these lectures is going to be the biggest challenge. I had talked to Dr. Baras who comes from Rice University. I do not know whether you have seen this site. This is an extremely important site and I would suggest all of you should see this. This site is called Connections. They have some audiovisual contents but most of the contents are text contents. And what they have are modules on teaching or modules of explanation. So they will have some module on let's say link place some module on something else whatever whatever. Each module is submitted by a different individual. And the best story I have heard is that one person was in Malaysia. He was requested to give a course to some 50 students on a particular topic. And he says I had about 10 days to get the course material ready. I used the connection site. I identified those 20 or 10 or 5 or whatever modules that I required. I wrote a few of my own and then there is a mechanism in the connection site where a book is automatically created out of your selected modules. And there is a publisher to whom the whole content goes in a digital file and the publisher could actually print 60 copies for the 60 participants. In Malaysia they were delivered and every participant for the course had a printed copy of a textbook created for that course specially. It's like a customized book. And the books are edited by the person who was giving the course and individual modules created by the original names. All the original names are here. The beautiful modular design of learning material is the best example. Each one of you can create a book by the way in your own name. But you have to give credit to everybody who wrote those. Now the challenge here is can we define our syllabus, the common syllabus, not in terms of the modules that the university system has defined but in terms of teaching modules. So we typically have our minimal division as one hour or one lecture hour. Instantly our hour is 55 minutes. Is that so in most of your colleges or it is sometimes less? 50 minutes. 50 or 55 or 60. So 55 is a good median, whatever. Now can we make that 55 minutes into smaller modules? Can we make it into let us say 4 modules of 12 minutes each? Sorry, 4 modules of 12 to 15 minutes each. The idea is that at the end of every module I have a quiz. This is for the purpose of teacher's program and if they wish they can conduct similar quizzes later. The idea is that if I have so much of modularity then barring a large problem which I am solving where all the modules must be successfully dealt with I should be able to pick out modules separately. Secondly, individuals such as you and other teachers can augment those modules by giving more examples or something like that. The idea is people should be able to use these slides as they are by adding more slides of their own. All that they need to do is they should say some of these slides are from this place. Do you think that will help such a modular design or approach? Or we should keep one lecture as a module because lecture is coherent. I think our answer, I came to the same answer by the way. I have been struggling with myself to find out whether that answer comes from the fact that for 40 years I have been measuring a unit of time as one hour or because it comes from the fact that one hour is a genuine definition of a teaching module. I am not convinced that the second answer is true. Please examine this again. I have a feeling that modularization can be done. Further modularization. To what impact may not be everywhere but I will tell you another reason which Dr. Barras told me. Dr. Barras is the creator of this connection site. He told me that designing something in a larger context like one hour lecture or two hour lecture or 30 hour syllabus and then trying to modularize it is impossible. If you want to design modularized contents then you must add the beginning design on the module. That is one. Second observation from another aspect just like children have an attention span about a minute. You will notice therefore almost all advertisements are less than one minute. Similarly the attention span of elders is also limited. I have a 10 minute module and a 2 minute quiz. Now whether I extend the same module in the next module or I completely switch over the attention span starts afresh. A quiz actually works as a break point. Just like a commercial advertisement works as a break point. The quiz actually works as a break point. Now this could perhaps significantly enhance the quality of learning teaching that happens in the class. This is my feeling. We do not know. We do not have first-hand experience. May be let us not have five break points. Twenty, twenty minutes, three break points initially. Because ten, five break points will be little difficult. Every ten minutes breaking is very easy in design. You are not breaking. Your slides do not break at all.  This person is in a quiz. The quiz pops up automatically. After the quiz also there is no break. The next point starts. The break is only a mental break which we are perceiving to have been introduced because of the quiz. Any lecture will necessarily be a composition of some four or five modules. The advantage of a ten minute module is that if an individual teacher wishes to add two slides or expand an example or replace one example with another which may take three more minutes, the teacher has a choice of reducing four units into three units but doing a more elaborate. Let us call it a soft break. It is not a hard break. But from a design perspective the modules have to be separate. Now then there is a issue of how exactly these modules should be classified, what should be the nomenclature and what should be the style of slides which we make. You will agree that the slides that we make have several things hard coded. For example the slides which I am showing here CS 101 lecture two introduction to computing. Now this is hard coded. Dr. Deepak Phatak, hard coded. Slide number, hard coded. Slide number can change when I edit the slide but in order to change this I will have to do a lot of changes. Slide is organized which has IIT Bombay logo. The background color, the color of the font, the size of the font, the placement etc. In fact we have been asked not to extend. If you look at this, this boundary is considered the maximum and we are supposed to keep it up to here because what they do in live transmission when they use picture in picture they will generally put a teacher's picture in picture here because otherwise when the slide is visible the teacher is not visible. Please understand the fundamental difference between distance education and physical proximity. In this classroom you can see me and you can see this slide. You of course don't see both slimes simultaneously but your eyes will flicker and whenever I am speaking you may tend to look at me. Whenever I am speaking about a point you will tend to look at it. This great choice is not available to people in the remote centers. So that is why they use picture in picture for which the slides have been designed in a particular way. But our slides which we are designing for public consumption they need not presume this. They can be of the type which can be used by people directly. So these are some of the issues which associated with the common syllabus I would like your thoughts on. And my request is over the next two days because we have a session in the concluding day for the action agenda. If along with your presentations you can also paint your own thoughts and you can use these machines to meld them to me but additionally we can quickly share them in the gist in the last day that will help us create the appropriate component. This is the first time such an exercise is being done. So for the remaining courses we are following this up with I think thermodynamics there is another course on I mean they are almost all core engineering courses and I think all the teachers and other teachers like you for those subjects which they will come here eventually will benefit a lot by some of these design criteria. So that is why your help is most solicited.