Hi everyone, a very brief overview of the skills development program at Monash will be the starting point for this but then I'm also just going to focus on some very practical tips for face-to-face sessions which a lot of us are running or planning to run in future. And then I just wanted to spend a little bit of time at the end giving you a very idiotic perspective on what some of the future directions might be as I see them. So in terms of what happened at Monash during my time there, we did build up a fairly significant program over time but I guess what I wanted to say was that it did build up over time. And really by the time it had started there were several years of existing work that had already been put into building governance structures and policy frameworks and putting infrastructure in place. So this maybe wasn't as new to people at Monash as it might be at some other places. We did start small and we built up over time which I think is important to know. You don't have to try to do everything all at once. You'll see from looking at the screen that as well as focusing on HCI students we did also focus on superbazes and that came later and it was partly due to feedback that we were getting from the HCI students. We were saying that it's all very well that you're telling us this stuff while we're in this training course but that's not the message that I'm getting from the superbazes. So we really wanted to make sure that that message was getting out from the superbazes as well. We very deliberately decided to piggyback on existing programs where we could and use the advertising channels and networks that were already available. So that does mean I guess that you have to compromise sometimes and what perhaps you would like to deliver. So I mean it wouldn't for example have been my choice to get the last 15 minutes of a full day long seminar to talk about research data management to a big group of superbazes. But it took about two years of lobbying to get that slide in the first place so I was happy to take it when it did come up. And just to note that all the copies of the presentations from Monash are available on the refreshed Monash Research Data Management website and they're all available under an open license so you can use those as well. In terms of the feedback on the HDR seminars most people found them useful or extremely useful in terms of the feedback and the sorts of qualitative comments that we got back. You can see on the screen there and I guess what I would point out I suppose is the one on the bottom right. Rebecca was talking last week about the importance of really being fairly honest about what you know and what you don't know at the moment. And I guess when I've been delivering this training I've always made it clear that I don't consider myself an expert in this area and I'm still learning all the time and we're all learning together. Of course all the feedback wasn't you know totally 100% positive and we did do a lot of work evaluating this from the library perspective getting information literacy experts in. And the kinds of things that we realised were issues I guess the learning objectives weren't as clear as they might have been. We weren't really addressing discipline specific needs and some people wished that we would. On the other hand other people said they liked the cross-disciplinary nature of it so you're never going to please everyone. People wanted the sessions to be more interactive and hands on and I suspect everyone gets that feedback. And I mentioned the mixed messages that people felt that they weren't getting a consistent message in this course from what they're getting from other places. And there was also other logistical problems from the trainer perspective so in particular just getting low numbers when you've got a five campus university can be had to get everyone together. In the numbers that make it sufficient to run a workshop in the first place and we did have the perennial problem of people booking and they're not turning up. So sometimes 50% of people would be no shows and that's always hard on the presenters. We did get about 150 HDR students through this in that three years which sounds great but then when you look at the fact that there's kind of nearly 4,000 PhD students. When I show you all you do start questioning whether this is really the best way to do it and I'll talk a bit about that later. I just wanted to move on to some really practical things that I have learned in my time from delivering these face-to-face classes. And I'll apologize if they seem really simplistic but they were the things that really I found made a big difference in how effective the classes were. So the thing that I'm showing you now really works best in a longer session. You probably need an hour and a half or two hour session to do this and it has to be a session with not too many people. So what I would do at the start of the class was ask people to introduce themselves, say which department they were from and give a very brief description of the research topic. And then a little bit later, maybe about 5 or 10 minutes into the session, after I'd given them an overview of the different kinds of research data that people might be generating, I asked two or three people in the class to describe their research in a bit more detail and to start drilling into the kinds of data that they thought they might generate as part of their project. And as they were doing that, I would kind of probe a little bit so they said, I'm going to do a survey. I would say, will it be online or printable? And what are you going to do with the results? Will you put it in a spreadsheet or how are you going to analyze it? If they said interviews, I'd ask them if they were recording it. Would it be audio or video? What device were they going to use to record? Would they do transcripts? That kind of thing. And what that meant after I had done that little exercise, which really only took maybe 5 minutes, was that I had these real-life examples up on the board that I could come back to throughout the class. And I just found this really, really helpful. When I got to the ethics part, I could go back to a real example that someone in the class was likely to have a particular kind of problem that I wanted to talk about. Someone was going to be getting data from somewhere else, so I could talk about their particular third-party IP issue and so on. Now, it does mean being able to think on your feet. No, no, that's not for everyone, but I found it really helpful. The second thing I found quite helpful, which I didn't do until very late in that three years, was actually give people a visual overview of the range of things that they were going to have to think about in order to be able to manage their data effectively. And I guess I like that this shows that a lot of the things they need to think about aren't technical things. I think they came to the class thinking it was all going to be about storage, and they left knowing that it wasn't just about storage. And what I liked about having this one slide overview was that you could start to draw out the interconnectedness between the different decision points. And so the one that I quite often used was to talk about the kinds of consent processes that they would describe in their ethics application as being really important in terms of the effect that it could have on how they could publish and disseminate that data later. Tip three, stories are always good. So I increasingly used a case study kind of approach during my termination. These were a couple that we used in that supervisor accreditation program that I mentioned earlier. This probably goes back to what Anna was talking about, having your kind of champions that you can get nice quotes from or preferably will them out in person, but you're not always going to be able to get the associate dean of research of your faculty to come along to your training courses. But these can be really powerful. And just before I left Monash, I did a really great training session for the subject librarians and I used scenarios in this. And I think this is a really important point for those of you who haven't built up those case studies from real life because you don't have to have real life examples. You can actually cobble together scenarios or personas that are based on what you know the common kinds of issues are going to be. And this session went really well and I think partly that was because the librarians that attended this training session really realised that you could actually identify that something was problematic without necessarily knowing what infrastructure or services or expertise might be available to address the problem. Even if you don't know all those things, it's actually pretty easy and in a lot of cases just common sense to be able to spot the kinds of potential issues that might come up. And I think that really built their confidence. We're all in the data management space and I think that we forget that most people don't get involved in research because they're passionate about data. They're actually passionate about their research topic. And we often, you know, we love life cycles and we often work through data management in a fairly chronological kind of way. And I guess one of the things that I've found really helpful and this works not just with students but also with researchers. And that's to talk to people about what's going to happen when your project is finished. Who do you want to get your work out to? Who will be interested? What kinds of channels have they got available? Often those channels are not going to be, you know, expensive subscription journals and databases. Once you've got them thinking about their audience, then you can go back and ask them to think about what they need to do in terms of decision making and research practice to achieve those goals later and what role can their research data play in that approach to dissemination. So that was the top tips. I'm going to very briefly move on to talk about some future directions. I guess I currently see data management falling down a bit of a structural gap between research and education. Our skills programs have largely come out of funding agency requirements like the CODE and best practice guidelines coming from ANZ. And I think we really need to be aligning our data skills programs much more closely with teaching and learning drivers. So the Australian qualifications framework, whatever the graduate attributes for your institution are, and government strategies like the one that Belinda mentioned. I mean, I don't know that many of us are really framing our research data management classes in the context of the future needs of the research workforce and I think would have a better chance of getting resourced if we could do that. The second thing I guess, I mean, most of us have probably been fairly focused on delivering sessions face-to-face in the classroom. It's been talking heads and slide shows. I think we know that there's more varied ways of developing and delivering content that could be more effective. I guess we've had feedback that suggests that a more discipline-specific and embedded approach might be good and that has definitely been behind some GISC training projects and I mentioned the work in their arts faculty which would fit into that discipline focus model. I really wonder whether that is sustainable and I guess I've been wondering how more methods or topic-based approach would work. So if you think of the silos and this diagram as being the disciplines, I'm trying to think of what topics there are that would cut across disciplines. So for example, something on managing the data that's generated by surveys could be applicable across a wide range of faculties while still meeting the need of something that's more targeted to specific kinds of research. I've been observing for a while that despite the fact that we're all evangelists for sharing and reuse, we actually don't make it very easy for other people to share our work and I think one of the ways in which that would be easier would be to more clearly distinguish between the content that's specific to our institution. For example, how do you apply to get data storage at Monash and content that covers generic concepts that could be really easily repurposed. And I think we might be better off spending time developing smaller and more targeted chunks of content that maybe address just one or two learning objectives and that could be combined in different contexts. And the UK data archive is one organisation that's gone down this path and so if you look at the creation managed data training resources you see not just that they've put a slide show up but they also have various quizzes separated out into questions and answers so you could imagine using that in a face-to-face class or repurposing it online. And finally, I guess I just really am a bit surprised that given the collaborative nature of most of us at work in this space we really don't yet have a collaborative approach to developing and delivering this material. I would personally like to see us move beyond sharing the final products of what we're doing to actually sharing the work required to build those products in the first place. And so I've just popped a few ideas up there, just my thoughts but certainly the one on the top left, sharing learning objects in a central repository with open licensing is something that came up at a recent meeting of the Australian e-research organisations and I think that's a great idea but they need to know that there would be support for that and that people would use such a repository in ways that would make it worth building it. And that's it from me, just wanted to finish with a thank you to the Folkup Monash. Obviously a lot of these materials have come from my work at Monash and I'm not there anymore but they're always very happy to share materials with the ANS community. Thanks, Sam. That was terrific, some really practical tips and tricks as well as some nice ideas to think about for the future. So that's the last of our three presentations for today. There are a couple of questions in the question pod so I will...


You know, I suppose it had to happen that even the channel like mine We get caught up in the retard net of Google's restricted content I mean mine's not a political channel or anything like that. You may not be going against what Google would deem to be correct information or What they would deem to be anything else? but look If I this is the the video that I put up yesterday, right? Now I've had to do it in this browser because when I when I checked it in when I was logged in I don't want to you know give the information way I don't want to give my email address and stuff because I got enough bomb parlance on my server as it is By I don't know what you should call them, but never mind. So let's just get down the bottom here As you can see it's working. So let me put this restricted mode on because you know, we all need this in our lives, don't we? But it's restricted mode on save that and look at that And it's not just on this what I kind of wants to go through the whole lot but a lot of my videos the comments aren't allowed because I Don't know some weirdo. I don't I don't know what these buffins are doing, but they're not buffins So are they I mean like Google's stolen. It's a stolen word in a way It just means very large number spelt differently Google, but it's still a Google Google Chrome isn't really Google Chrome It's Chromium ripped off by Google because if you don't nail it down with a paint since you'll get a Corporational like Google come along and say hey, that's ours and claim it as being theirs and add a few bits and pieces Change the color of the logo only and just chuck in a load of ads another crap and then call it theirs Do you know if this wasn't a free service it just wouldn't be worth it would it but that's that this is it This is This is what they're doing and So now what I've got to do it seems because there's no way you can contact these weirdos You can't just email them and say why are you restricting this particular channel? I don't understand now you've got to write to them or you've got to fax them You got to write to these people so the customer service is absolutely bullcrap now. I did look on a There's apparently there's a whole help center dedicated to me at my my email address And I was going to show you but it doesn't like just get rid of my email address up the screen I'm sorry for the help part. It's all for me and it's all talking about Samsung TVs iPads iPhones and Mac operating systems and none of these things I have and there's not one thing on the so-called help thing That which is specifically supposed my email address my account.


Let us take stock of where we are. We introduced dynamic games three lectures ago and particular extensive form games and our main conclusion was that in the previous lecture was that these such games will inherit equilibrium from informationally inferior games. So, a dynamic game inherits equilibria from informationally inferior games. So, what this implies is that these such games will in general have a large number of equilibria because all the equilibria of inferior games will also show up as equilibria here. Now, if you want to find all equilibria, to find all equilibria of a game, all equilibria of a game, what we need to do is go to the normal form which means we have to list out all the strategies of all the players, make it into a table and then find the Nash equilibrium treating that as a simultaneous move game in this space of strategy. The big challenge with this sort of approach is that it obviously takes a lot of effort because you have to list out a large number all these strategies. Usually the strategies are exponentially many in the number of actions and number of information sets. So, this is not going to be an easy computationally or even analytically an easy task. So, another alternative is to analyze the structure of the game. If you really want to find all equilibria you have to go down to the normal form. But if you want to find some equilibrium, at least one equilibrium or then what you could do is analyze the structure of the game and from the structure of the game try to assess if you can argue what the likely mode of play is going to be. So, one of these we had done earlier also if you remember in the first game that we saw we had this L1, R1, L2, R2 type of game and what we did was we started arguing about this game by saying so this was player 1, this was player 2 and the way we argued about this game is that we said let well if the game comes to this node then player 2 would play a particular strategy then player 1 has to decide whether he takes the game to the left node or to the right node and then based on that you decide player 1 strategy. Now this way of reasoning through the game actually gave us an equilibrium of the game. So, now this fact is actually more generally true so that is the thing I want to point out to you it is not that hard to show but we will skip the proof. So, if you have a game of perfect information if G is a game of perfect information then its equilibrium can be found its equilibrium or then an equilibrium can be found by backward induction. Now what do I mean by backward induction? By backward induction basically I mean this process that you start with the nodes that are the parents of the leaf nodes. So, these are these 2 are your leaf nodes take the parent of the leaf node there will be some player acting at that node and since this is a game of perfect information that player has knows exactly whichever is that player he knows exactly that that is where he would be that is the node he would be at and so then in that case you can ask what is the best action that the player should take at that node then what you do is remove if you once you once you know that what action is to be taken at that node you can just remove the rest of the this part of the tree the part of the tree that starts from this node and replace it with the payoff that the players that that player and all that the players would get when this player takes the optimal action at this node. So, let us just take a so the zero sum game was that this is player 1 2 actions L 1 R 1 then player 2 3 actions L 2 M 2 R 2 now and here are the these are the payoffs this is for player 2 player 2 is a maximizing clear he is looking for the largest value player 1 is the minimizing clear looking for the least value. So, what you do is you start with as I said leaf but the parent of the leaf node. So, take so these three leaf nodes have this node as the parent. So, I started so assume you are here so assume that the game is here if the game is here what would player 2 play player 2 wants to maximize the player 2 would play M 2 right. So, player 2 would play M 2. So, then what this means is I can now say well this tree has been condensed to something like this this part of the tree has been condensed to something like this where player 2 has already played M 2 and the resulting payoff has been accrued. So, that means this the tree now is something like this R 1 to R 2 now at this what about at this node now here again play it is player 2 is turn to play what would player 2 play if you would play R 2 you would R 2 to get 7 right. So, then what this means is this further reduces in the following way in this form and now player 1 is minimizing what would player 1 play he would play L 1 right. So, at so technically we should actually be going from here directly here but the so long as you are careful it does it should not matter the point you start with all the leaves first go and then go to their parent then you take the next the leaves of the of the next tree that you get go to their parent and so on and so forth. So, this is how you so by doing this what you have effectively found is an equilibrium of the game and how do I understand this as an equilibrium of the game well. So, this is sorry player 1 how do I understand this as the equilibrium of the game well the equilibrium is that player 1 is playing L 1 and player 2 is playing like this player 2 strategy is that if player 1 plays L 1 he would play M 2 and if player 2 player 1 plays R 1 he would play R 2 this clear. So, that is how I am interpret this strategy. So, essentially what this what this has done is it has told me what to do at every information set right it is told me that at this information set player 2 should be playing M 2 at this information set player 2 should be playing R 2 this is clear now this is very easy to do in this kind of structure because there is every node is a separate information set every node is a singleton information set the game is of perfect information. Now, imagine you had something like this I will give you a more complicated example. So, suppose you had a game like this with three players this is player 1 this is these are nodes of player 2 ok player 2 cannot tell between these two nodes I do not know I am not going to give them names to the actions with the important thing to see is the structure then this is player 3 ok and player for player 3 the information sets are like this. Now, how would you do this how would you apply extend this logic. So, the first immediate trouble you encounter is this that if you start from leaf and go to the parent of the leaf you can you cannot look at this sub tree in isolation you cannot look at just this tree in isolation just mark this here look at this yellow tree can you look at player 3's decision on just the yellow tree in isolation it is not possible because player 3 does not know that he is on the yellow tree he is confused about whether he is on the yellow tree or on the blue tree player 3 does not know whether he is on the yellow tree or the blue tree. So, the decision for player 3 you cannot decompose it like this that you say ok well what is he going to do at this node the point is at this node is not a well defined question because player does not know that he is at this node he just knows he is at one of these two nodes. So, whatever action you take has to be a common action that would be prescribed at either of these two nodes either on that will be that it should be the action that he will take on the blue tree as well as the yellow tree is this clear. So, then how do we proceed further then which part can be made ok. So, this has can be made into a of P2 and P3 see there is a trouble here also right. So, you may think that well what I can do is let me take a simpler example I think I before I jump one second let us take this example first. This is a simpler problem now what would you how would you proceed no we are not this is we are not playing security players are playing optimally you can the way of the numbers do not matter the logic is that is the point is how are we going to decompose the game. I am not asking which specific action is to be chosen but how do we decompose the game is the issue a specific instance you may be able to solve once I put in the numbers that is okay that is a different matter. So, now well player 3 cannot you for player 3 you cannot decide between these two no you cannot basically reason separately for these this node and this node. Now you can but you can do the following you can okay let us go one step further into the tree from this node onwards this particular this part of the tree let us let me call it something color it with something else let us call this the green tree this part of the tree can I reason separately about this I can because this tree is sort of a game in itself it starts with player 2 and player 2 knows that he is at this node because because this is a singleton information set for player 2 player 2 knows that he is at this node and then player 3 what does player 3 know at this this information set p2 has played one of those two actions what else does you know so if I call this l1 and r1 so l1 and r1 so what does player 3 know at this at this information set he knows that p1 has played r1 right that information is there see what what player 3 knows is that he is at one of these two nodes and the only way the game history could have come to one of these two nodes is if player 1 has played r1 clear so from this the although he does not know what has happened after player 1 has played r1 he he does know that player 1 has played r1 okay so essentially we are now getting to the question of what exactly do players know and how does that knowledge of what players know how does that help us decompose the game so here player 1 knows r1 has been played he also knows that p1 p2 has played but he does not know that p2 what p2 has played this clear he knows that p2 has played but he does not know what p2 has played okay so therefore he for the therefore this green game is a is a game in itself it is p2 has played something okay and now it is p3 is turned to play all right likewise p2 essentially knowing that he is at this node knows that this is going to become essentially a simultaneous move game between p2 and p3 from here onwards because he will not p2 p3 will not know what p1 is what p2 has played and p2 obviously p3 has not sorry p3 does not know what p2 p2 is going to play or has played and p2 does not know what p3 has played because p3 has not played yet clear so therefore this is effectively a simultaneous move game from here onwards so this green tree therefore can be analyzed as a simultaneous move game okay likewise there is a green tree here on the left also this green tree also can be analyzed as a simultaneous move game okay so now these are now games in their own right you can analyze them simultaneous move games find their equilibrium assuming an equilibrium exists and all that okay this once that is done you can then come back to this level where p1 has to decide between L1 and R1 okay and the payoff that is coming from at each of these nodes the payoff that comes from this red node on the left and the orange node on the right what is this payoff going to come from it is going to come from the simultaneous the equilibrium of the simultaneous move games the red one will come from the equilibrium of this left green tree and orange one will come from the equilibrium of this okay and then now you player one can now say okay which of these two is better for them and then play that once again you are you this would again specify for you strategies because what you would get is that at each information set you would know what player is doing so player 3 what he is doing in this information set will come from this sub game and what he is going to do at this information set is going to come from this sub likewise player 2 also okay and then player 1 is this clear so this is how you would analyze this sort of game so now let us come to the earlier game that I that I had drawn and let us see how if there is a way to work around this so now suppose if you had this structure what could you do so okay so again let us ask who knows what what does player 3 know here what does player 3 know here at this information set p2 has played yes p1 has played okay so if you want I will give names here so what does p3 know at this information set that he knows that p2 has played he knows that p1 has played anything else he knows p1 has played r1 right he knows that p1 has played r1 because he knows that he is at one of these two nodes okay when he is at one of these two nodes it has to be that it has come from this part of the tree so he knows that p1 has played r1 p2 does not know however that p1 has played r1 although p1 has played before him p2 does not know that p1 has played r1 but p3 knows this is clear so now it turns out that this cannot be decomposed further because of this issue okay this is this is this this thing this one cannot cannot be decomposed further because of this particular problem okay now let me show you another one which which also has this problem okay we need to think clearly about what each player knows L2 R2 L2 R2 L1 R1 and now I will draw an information set which stretches like this so let us call this let us call this the orange information set and the other one is a green information set okay this is for player player 3 is turned to play here now tell me what does player 3 know at the green information set to begin with he knows that p1 has played r1 it is a singleton information set so he knows the exact sequence of actions that led to that okay so he knows that p1 has played r1 and then p2 has played r2 okay what does he know at the orange information set so he knows p1 has played of course p2 has played okay what else so what Ashwin was saying what what were you saying p2 has not played R2 right p2 could have played R2 but he could have played R2 here right so you have to be careful what it what he knows is that r1 r2 has that that particular sequence has not occurred every other possibility is there means player 1 has played R1 and player 2 has played R2 that the end of these two has not happened okay it could be that player 1 has not played R1 which means L1 has happened and something else has happened or player 1 has played R1 and player 2 has not played R2 which means in this case player 2 has played L2 is this clear so this is so the extensive form basic is essentially capturing for you the entire history of the game the once you know which node you are at you have perfect history of everything that has happened to bring you to that node okay when you have in perfect information like this it means that there is some loss of state information essentially the node of the game is the state the node that the game is at is the state of the game it tells you where you you know think of this as a game of chess for example you know players have various moves the game keeps moving from one stage to another game chess is a game of perfect information because players can see where the what the where the game is right the exact configuration of the game okay so that gives you a game of perfect information and being at a particular node you can you node means not a node just not just does not just mean the exact position of the pieces okay the same position could have a reason for multiple histories node means the exact history that has got you to that okay players are observing all of that that entire history is recorded so the players know are aware of that but there are versions of you know more fancy versions like there is blind chess or and so on right where where players are where certain only certain things are revealed to players then players may not know which what is the exact which of the several histories that could have led to a certain configuration have actually occurred is it clear okay so now let me ask you a trick question here so let us take this okay the way we defined information sets in in extensive form games we said they are a partition of the players player set right nodes of the tree are divided into player sets player sets of other partitioned into information sets now this information set is of player 3 so we know we were talking of what player 3 knows of at this information set suppose I ask you a question what does player 1 know at this information set if you think about it the way we modeled an extensive form game we said we players have some information and that information is at their information sets and information sets are subsets of are subsets they are formed from nodes that where it is the turn of the player to play right now this means that I am not even defining for you what the information is of another player whose know whose turn it is not to play right so at this node it is the node it is the turn of player 3 to play I am not even telling you what is the information of other players at this node so player 3's turn has come to play now but you might want to know what do other players know at this juncture right so this is actually not modeled in the game okay the question is does it matter does it matter what player 1 knows at this node yeah exactly what matters is what he knows when his time when it is his turn to act it is of no use knowing so what someone else knows when it is not your turn to act right okay so what matters is what you know when it is your turn to act okay now here suppose further after this it was player 1's turn to act at that time we can ask okay what does he know I mean this general knowledge about what is going on in the game is of no is of no consequence okay so that is why the way we modeled this is what play what the player whose turn it is to act knows at that in at the time of acting is this clear okay so one one thing which you have realized now is that the whether you can decompose or not really depends on how the information is spreading through the or how it is structured through this through the game right so if your information sets are such that they can help they can they are sort of they allow for this kind of decomposition then you can do some decomposition based arguments okay so this leads to this whole theory of what is called information structures so information structure the information structure is essentially a description of who knows what okay in the game okay who essentially describes who knows what okay so in particular here as I said the here P3 knows that P1 has played R1 but does not know what P2 has played etc here P2 knows that P1 has played but does not know what he has played etc etc okay so whether you can decompose or simplify games really depends on what the what the information structure of the problem is so the information structure actually tells you whether the game has a any kind of admits any kind of algorithmic type of solution it means where you can once you can decompose you can try to make an algorithm out of it right otherwise you have to write a big normal form and so compute directly where if you can do what the information structure decides whether you can do something analogous to backward induction in a game okay now backward induction for those of you who know a little bit of dynamic programming would immediately realize that this is actually nothing but dynamic program right you are starting from the last time instant you see what we would do there come take that as the cost to go then go to the time instant before and so on and so forth okay so this is essentially a multiplayer analog of dynamic programming now what this also means is that even if you had a single player problem whether you can do dynamic programming or not has something to do with the information structure of the problem okay for instance this could very well have been although I have written here player one player two player three these could very well have been you know player one followed by player one again right it could be player one whose turn is this to play first but then he forgets what is played then he has two actions and then he has some partial memory well if he had played R1 and R2 then he remembers otherwise he does not now whether you can actually compute a policy recursively like in Bellman's equation dynamic programming and so on depends on these information structure of the problem okay so information structures are fundamental essentially to any kind of dynamic decision making problem information how information from the previous time step is passed on to the next time step is fundamental okay this is also related to many other phenomena I mean loss of information for example in thermodynamics physics and so on all of this is somehow closely related to this closely related to you know whenever dissipation happens for example you lose information from one time step to the other and therefore there is fundamentally an uncertainty about you know what the configuration is okay all right so this this is so this so information structures are fundamental now what we will what I will quickly tell you is generalize this particular fact here which is you know backward induction so we were we can do backward induction when the game is of is a game of perfect information when the game is of perfect information of course you can do backward induction but what about the structure allows for backward induction is the question okay so for example we just saw that this kind of structure gives you some form of backward induction though not exactly but some kind of decomposition is available okay this one does not this one does not and so on so we will just I will give you an overview of this about when it is possible when it is not possible then so on okay so at the heart of it what we want to do is we want to take a general dynamic game and decompose it into either you have perfect in games of perfect information okay in which case you can they can be decomposed further or you get to a stage get to a single turn node from where a simultaneous move game begins is this clear so we want to get to this kind of a structure so either you have a game of perfect information say something like this or a single turn node from which if you go down take the subtree starting from there that subtree is a game of is a simultaneous move game once it is a simultaneous move game we know how to analyze and there is nothing more to decompose and because there is a single turn node to start off with it means that that is a well defined subtree because the starting player knows that he is at that node is this clear so this is the decomposition and frankly there is nothing much beyond this this is the max we can do in terms of decomposing because information structures can be very wild here you as you can see this this is just one example you can have some some crazy information structure like this stretching from one level to the next very very complicated information structures can be there so in a given this kind of the amount of variety there is in information structures best we can do is you know in this in these kind of settings okay.


Hello everyone, once again I welcome you all to MSP lecture series on transformative chemistry. I am sure you are enjoying the classification of ligands by donor atoms and in my previous lecture I was telling about how important it is to make right kind of phosphines so that you can perform catalysis very efficiently under homogeneous catalysis. So let me continue from where I had stopped ok. I was telling about the choice of catalyst and for catalysis why we prefer bidentate ligands even when you have bidentate ligands why we prefer unsymmetrical bidentate ligands or dysfunctional ligands having hemilabial nature or of hybrid in nature. So now let me show you these things I showed you and also I showed you are the advantage of bidentate ligands versus monodentate ligands. Now I shall try to convince you using these following cartoons why bidentate ligands are much more efficient and have longer life and can yield products with high turnover number and turnover frequency. Let us assume this palladium tetra crystalline phosphine 4 ligands are there and metal is here and now we have to activate couple of bonds the moment you put into solution what would happen? Two bonds would be getting activated as a result what happens? The bond distance also increases that means they are slightly ready for cleavage you can see and also it is activated. So in the next step they are completely detached completely detached. To imagine a father goes with four children to some sort of meadow where millions of people are there in case if he loses two children it is highly unlikely that they will come back to father. It is highly unlikely that it will they will come back to father and like that if hundred parents are going where a millions of people are gathered I am sure at least few parents would lose their children they go empty handed or go with few children in case if they are coming with four children with them. This is what happens to tetra crystalline phosphine palladium compound in solution when we are using it as a homogeneous catalyst for a particular organic transformation. So that means basically regeneration efficiency is very low as a result what happens? Number of catalytic cycle one can perform will decrease and in case what happens moisture intervenes of course these compounds are highly susceptible for oxidation phosphines can be readily formed phosphine oxide as a result what happens? If the moisture comes what happens the entire metal complex is decomposed and you can never get back this one from this condition. So this is the fate of metal complex having four monotonic ligands when you want to use them in homogeneous catalysis organic chemists what they do is they use large excess of that one as a result what happens they are not worried about the catalytic efficiency what they want is small quantity of catalytic product they should be any problem but if you as an inorganic chemist if you want to use this one in very small quantity with efficiency like 1 mole percent 0.5 mole percent I do not think it is an ideal case when if you think about monotonic ligands. So let us look into bidentate ligand in the same context now you can see the difference between them is these two children are again tied now father knows that it is likely that you know you cannot control all the four together and even if his attention is diverted little bit these two kids can go away as a result what he does is he ties the hands of children like this in that case what happens in case if he loses the grip on two children they cannot go because their hands are tried with another one which he has a firm grip as a result what happens these two try to go away but they cannot go away they are in the vicinity of father and they will try to make bond or try to establish a bond and once the oxidation is over and reductive elimination is also completed they can establish so that father can go happily with four children no matter how many people are gathered it is highly unlikely that he loses children here this is what exactly one can compare with bidentate ligand in homogeneous catalysis due to some reason what happens if it is getting oxidizer that means you get wounded let us say wounded baby or if the phosphine getting oxidizer to form a p o bond and now p o bond means it is a hard donor atom now p is no longer a donor atom but oxygen lone pair is can be donated to the metal sometime it happens if you take THF diethyl ether they can also bind to metals which are soft so as a result what happens now it is no longer a trivalent phosphorus is a pentavalent tetra coordinated phosphorus having p double bond o and o has lone pair and then from this one once the reductive elimination is over still we can establish a bond so that he will go with two wounded children and then they can be taken care so now the bond is established here so that means again you can generate a more active species compared to the parent catalyst and it is much more easy to dissociate these bonds because this is a soft center and these two are hard centers dissociation would be very there is a competition to dissociate this one and this one you know that these bonds are soft soft stable and that is what we want they want to be answer ligands they have to be held on to the metal whereas these two bonds should be cleaved so that is what exactly happens now in the second cycle if this happens second cycle even much faster that means some damage that happens to uncoordinated or dangling phosphorus moieties can enhance the catalytic efficiency something unusual unheard of but yes true that happens in case of phosphines and this is the advantage of having unsymmetrical phosphines I am sure now we are convinced why we are very particular about designing appropriate phosphines with appropriate characteristic so that we can use them efficiently and also they can be more durable when we look into the phosphorus bound metal complexes their application are plenty and of course when we talk about phosphines we come across variety of you know groups and phosphorus they can be phosphines are also called phosphines phosphonides phosphonides and phosphorus nitrogen compounds we have and of course pincer chemistry comes into picture and then in coordination argumentally chemistry they are second to none and coordination polymers metal clusters and metal cages phosphines play a major role and of course homogenous catalysis they are the leading ligands and of course with less toxic phosphorus one can think of them in anti-cancer studies and they can also show interesting photophysical studies and also they can be very handy in material applications. Now we should look into this bond enthalpies and if you see here phosphorus to fluorine bonds are quite strong whereas phosphorus to iodine bonds are very weak and of course these compounds are quite expensive and not very easy to handle but on the other hand PCL and PBR bonds can be handled nicely in fact PBR3 is also used as a brominating agent in organic chemistry and the most appropriate and economical compounds are phosphorus chlorine compound that means having three chlorine atoms on phosphorus are phosphorus trichloride. Phosphorus trichloride has optimum properties one can perform a series of nucleophilic substitution reaction to generate desired phosphorus compound either by using lithium reagents or grignard reagents or even Fidelkruff reaction for that matter or several other reactions where one can replace chlorine with right kind of substituents to have moderate or desired steric and electronic attributes on it. Now how to replace in my previous lectures when I was talking about several metal complexes I showed you how you can generate labile complexes and eventually replace those with phosphines or the other ligands. For example, if you have astronitrile, benzonitrile, cycloctadiene or narbornadiene are there they are very easily replaceable ligands one can make those compounds as intermediates and then under mild conditions one can generate a phosphine complex whether monophosphine, bisphosphine or even a phosphorus compound having tridentate properties. So now I will show you how one can replace carbon monoxide using simple condition under mild condition for example one can also perform photochemical reaction you can shine UV light and you can detach or dissociate CO and in its place another phosphorus ligand can come or one can also do thermal reaction by reflecting in appropriate metal carbonyl with ligand in a right kind of solvent. But how to do substitution of carbon monoxide with phosphine under mild condition say room temperature where there is an option one can use trimethylamine N oxide let me show you this trick. So let us consider a hexacarbonyl so it can be molybdenum or tungsten then treat this one with one equivalent of trimethylamine N oxide this is also called as TMNO if somewhere if you read simply TMNO you should understand that it is trimethylamine N oxide then it forms an intermediate of course here you should remember it has something like this bond is polarized here forms a compound of this type here. So now we have best charge and we have negative charge here now what happens it readily loses a molecule of carbon dioxide and a molecule of trimethylamine to generate a vacant site on metal this is a vacant site now. So now if we add at this stage a tripe a tertiary phosphine we can make very conveniently a phosphine complex something like this of course one can do stepwise now we can add one more equivalent of trimethylamine N oxide and we can substitute for one more carbon monoxide we can keep on doing and if the phosphine taken is not very bulky and the phosphor substance are very strong electron withdrawing groups then probably we can replace all carbon monoxide from a hexacarbonyl example if we take trifluorophosphine this is one such ligand whose sigma donor and pi acceptor abilities can be compared to carbon monoxide it can knock off all carbon monoxide and one can form a homolyptic complex like this. So there are not many ligands we have which can replace all CO of course one can also take a nitrogen donor ligand if you ask a question take metal hexacarbonyl at trimethylamine N oxide and it generates a vacant site how about adding ammonia yes you can add ammonia triethylamine you can add you can add astronutrile still you can form but only thing one should remember is if you want to replace carbon monoxide with nitrogen donor ligands which are only sigma donor you cannot go beyond 3 you can not go beyond 3 and at most you can get M CO 3 L thrice L 3 where L can be any nitrogen donor ligands whereas in case of phosphines it is possible. So this is one mild reaction method where a carbon monoxide can be replaced at room temperature using a solvent such as astronutrile or even toluene. Now the next question is is there remain always ancillary ligands or silent spectators phosphines or is it possible to perform some reactions on coordinated phosphines yes I showed you while talking about orthometallation triphenylphosphine can undergo orthometallation through CH activation and then it can be added acceleratively and then if the condition is suitable HCl can be eliminated or H if the metal has a halide that can still retain having higher coordination number or higher access state but if we can perform reaction on coordinated phosphorus yes it is possible then again we are thinking of an interesting catalytic system. So let us look into what would happen if we make an attempt to do PC bond cleavage. So let us consider a complex like this we have some other ligands along with a triphenylphosphine and hydride. So if we take this one there can be cleavage of PC bond to generate a rhodium to phenyl bond and now we have a phosphido group is there and this lone pair is intact now and then it can generate a species of this type. So now let us say we are adding an organic compound it can give something like this this one can eventually eliminate triphenylphosphine as a different ligand now which can eliminate this diphenylphosphine moiety through this coupling reaction that means it is possible to activate a PC bond of coordinated tertiary phosphine. Now what happened earlier we had a phenyl group was there here if you see and now phenyl group has come out and then in its place we have a new moiety here. So that means this is a typical a PC bond cleavage and also this is also called as r group reshuffle or r group shuffle. So this also comes very handy in generating a new kind of tertiary phosphines having different substituents on phosphorus. So another advantage I shall tell you more about this kind of reactions at later stage in fact in our own group we have seen PC bond cleavage and also migration of phosphorus bond group on to the metal very interesting chemistry carried out recently I shall tell you sometime before I conclude phosphorus donor ligands. And another advantage with phosphines is 31p NMR. So NMR spectroscopy comes very handy in diagnosing the complexes and nature of the complexes and also reactivity of the complexes because phosphorus depending upon what kind of groups we have and also what is the access state whether trivalent phosphorus or pentavalent phosphorus they have very distinct chemical shifts that vary that range from plus 250 to minus 300 in general or it can go from plus 600 to minus 600 in special cases or in some cases it can also go from plus 800 to minus 800 and here 31p NMR nuclear spin is half and it is 100% abundant. As a result carrying out or performing NMR phosphorus NMR would be very easy and here we are using 85% phosphory acid as a reference and that chemical shift is considered as zero whatever comes on the left is called downfield region whatever comes on right region is called upfield region or this is shielded and this is D shielded and low frequency shift and high frequency shift we also call. I shall if time permits I shall introduce interpreting NMR spectroscopy to make you familiar to interpret spectra while characterizing metal complexes when we have nuclear active species in it. I shall try to do that at the end and now just you can see here when you have different substituents they have very distinct chemical shifts for example trichlorophosphorous or phosphorus trichloride appears 220 ppm whereas when you start replacing chlorides what happens it will be more shielded and when it comes here it is more shielded and it appears at 36 and as I mentioned phosphoric acid has zero reference and then when you have this one minus 2 is there triphenyl phosphine minus 6 like that what happens they have a distinct chemical shifts are there when you react a metal complex with phosphine whether the metal complex has formed or not or if we have any unreacted phosphine or whether it is decomposed where it is oxidized all this information comes simply by looking into 31 PNMR of the species. So this is where it comes very handy in diagnosing the reactions and reaction sequences and also sometimes one can also perform kinetics using 31 PNMR spectroscopy. So now I will show you very interesting feature here for example when we have 4-membered ring okay this is a bisphosphine having one methylene group is there and it said DPPM bis-diphenyl phosphine or methane we have bis-diphenyl phosphine and ethane we have bis-diphenyl phosphine or propane we have. So all of them are forming 4-membered or 5-membered or 6-membered rings and now again chelate ring size also has influence on chemical shift that means electron density and the phosphorus can also vary okay with the ring size okay. So that means that also sometime assist us in understanding the reaction sequence and also how much electron density resides on phosphorus and all those things all those things. For example now if we look into this chelate complex and let us say in case of DPPM if you want to imagine two simple mononotentate ligands the best would be having so we have methylene group is there so the best mononotent ligands that come very close to the property of bidentate ligand or methyl diphenyl phosphine okay for example it is here okay. This one is more or less comparable to two donor atoms present in these three chelate rings and now what I have done here is to show you chemical shift for this metal complexes here okay and then plus or minus charge indicates the shielded or deshielded. So this is for the complex and this is for the free ligand DPPM and similarly this is for DPP and this is for DPP and this is for the free ligand here and then the difference what is this this is called coordination shift coordination shift is nothing but the difference in the chemical shift between free ligand and complex okay so that one is given here what is this one this is called coordination shift of a chelate complex. So here this value also give you some information this is taken by considering this value from this one okay for example if you take this value here and then the difference would come here in the ligand chemical shift and this one should give you this one okay. Now we can see DPPM is more shielded and DPPAD shielded and again this is shielded and this one is shielded. So that means some information it gives okay so that information we can effectively use in analyzing some of these reactions and also to understand the nature of donor properties and also the stability and all those things. Let us okay try to do these things as and when okay we get such okay opportunities. Now just I will show you the donor and acceptor properties of phosphines how one can analyze or how they can impact the bond parameters okay I have taken two examples here with cobalt having one CP group okay cyclopentadienyl and two triethyl phosphines one is positive okay and one is neutral okay so okay. So that means here we are taken a cobalt one and here we are taken a cobalt two and now similarly in iron case also we have taken one neutral okay and then one had taken so that means one a positive one and a neutral that means in this one electron density is less and here electron density is more okay. Now let us look into the metal to cobalt to phosphorus bond cobalt to phosphorus bond distress is 2.218 amstang units here in this one whereas in this one it is 2.230 okay 2.230 that means okay the bond is little bit elongated why it is elongated there is less back bonding from cobalt to phosphorus because it already electron deficient. So that means this one certainly gives a hint that yes there is back bonding is there and back bonding can strengthen metal to phosphorus bond the way we see in case of metal carbonates where excessive back bonding from metal to carbon monoxide okay increases the strength of metal to carbon bond and decreases its length and also CO bond length is increased or it is elongated okay. So in the same context you can also compare here okay in this one bond is little shorter whereas here little longer because CO is not a very good donor here because of positive charge same thing one can see here okay in iron compound okay 2.146 and 2.261. So that means again here iron because of one electron less it is a weak pi donor and then how that impacts of course here what happens if the back bonding is more metal to phosphorus bond is strengthened on the other hand what would happen to phosphorus to carbon bond okay you can see here in this one it is 1.846 here 1.846. So that means bond is getting elongated okay PC bond is getting elongated of course that should happen I will show you later and then here okay the bond not much back bonding is there as a result what happens the bond okay PC bond is little stronger here okay 8 1.829. So that means the impact has not only alters metal to phosphorus bond but also dramatically it alters metal to carbon bond also that can be seen here okay in extreme cases what happens one can think of leaving PC bond this is what exactly happens I showed you in my previous slide okay so same thing analysis you can make it that means okay if we have careful analytical observation we can see all those things and we can understand the properties in a much better way okay like this okay for example we take when excessive back bonding is there and that means more and more electrons go to the sigma star as a result what happens this R group can come out as a carbon anion and then it will carry a positive charge if that happens whether we can use this moiety okay in a catalytic manner for as an alkalizing agent okay yes we can do it no one has done so far but if you want to do it we have to see how again we can bring back another alkyl group here if we can catalytically using a suitable reagent if we can furnish again formation of PR bond yes we can use this one very interestingly as an alkylating agent okay let me stop at this juncture and continue talking or discussing interesting phosphorus chemistry in my next lecture until then enjoy reading phosphorus chemistry.


In the specific interaction, co-evolution, first the contents, definition of co-evolution, a role of nature selection in co-evolution, flowering plants and the nectar feeders are of the pollinators and hummingbird and the passion flowers. So first the co-evolution, students if we talk about co-evolution, co-evolution is also a type of inter-specific interaction, co-evolution be inter-specific interaction type in which usually there is a phenomenon in which different species interact with each other. So the interaction between species that is the inter-specific interaction. So what is co-evolution? Evolution means evolve, change. Co-evolution means that when different species interact with each other, both species they evolve accordingly. So by definition, co-evolution is the phenomenon in which the different species they interact in such a way that they exert a specific selection pressure or the selective change on the other species. One species exert a selective change on the other species. So the result is the evolution in the species. It may be evolution in one species, mostly it is evolution in both species. So how co-evolution occurs in nature? If we talk about nature, when is the co-evolution? So simply co-evolution basically it happens in nature when especially there is a competition between the organisms. Different species have competed, then there is a co-evolution that evolves. Similarly, the second type is the predated prey relationship. In predated prey relationship there is also the co-evolution. The predator evolves and the prey evolves. Similarly, if I explain it a little bit, what is predated prey evolution? Predator catches the prey efficiently. In different species, when evolution occurs, with the passage of time it will be better. So that it can capture the prey easily. So what is evolution in the predator? That is why to facilitate the hunting, the predation. What is the evolution of the prey? What will the prey do accordingly? It will modify itself. Because of which, if the predator evolves and becomes better, the prey becomes as efficient as possible to survive. So if evolution occurs on both sides, then the net result will be zero. It will be a balanced evolution in which both groups will evolve. But if one group evolves more, the other evolves more, then what will happen? The group that evolves more will ultimately evolve. If the predator evolves more, then the prey will not be able to survive in that habitat. The ecological balance will end. If the prey evolves more, then the predator will not be able to capture it. The result will be that there will be an ecological imbalance. There will be an imbalance in nature. So normally, when the species they compete, and they evolve, then natural selection favors the specific rectors. So what does natural selection do? It favors the specific rector. If there is a suitable rector, then what will it do? It will promote it. So again, if there is a balance, if there is a balance on both sides, in predator prey or in other things, then what will the net do? No one is the winner. So here we have some examples of co-evolution. The first example of co-evolution is the pollinators. Pollinators and the flowering plants. The concept of co-evolution is that initially, most of the plants used to be pollinated by the wind. What was there through the wind? There was a pollination. The wind would go through the wind and fall on the stigma. So this process would work. With the passage of time, the plants they operate some more efficient ways. The plant adopted some more efficient ways. Number one, the plants, they became more bright in color. The colors of the flowers became brighter. They also produce different types of scents. The scents would be nectar production. So what was the result? When different types of scents, like bright coloration, or different types of scents, the pollinators were attracted to the plants. What happened now is that to attract insects and birds, the plants evolved themselves. So this is the one example of co-evolution. What is one group doing? They are evolving themselves. Similarly, the other example of plants and pollinators is the hummingbird. Those plants which are pollinated by the hummingbirds. In nature, there are many plants which pollinate the hummingbirds. Normally, those plants which are pollinated by the hummingbirds are pollinated by the hummingbirds. That is, pollination. Those plants have red color. What happens to those plants? They have red color and they are tubular shaped. Now if we look at this, what is the red color of the plants? The hummingbird's sense of smell is not as strong as the red color which can be easily recognized. Because of the red flower, this specific plant will attract the hummingbird because of the red flower. The tubular portion of the hummingbird is long, so it can feed the nectar from the tubular flowers. When the nectar feeds, it will be pollinated. The second example, the next example is the hummingbird and the passion flower. The first example is the general flowers Here we have a very specific example. There are many species of hummingbirds. One of them is the encephera encephera. The encephera encephera is one species of hummingbird. There are many species of hummingbird. This specific species of hummingbird it feeds on the passion flower. What does it do? It feeds on the passion flower. If we look at the relationship between the two, the nectar of the passion flower is a very deep store. The nectar in the flower is a very deep store. The other birds cannot feed it. The other birds or other animals cannot feed the nectar so they cannot pollinate it. Only the encephera hummingbird will come to these specific passion flowers. They will feed the nectar and pollinate it. There are two important things here. One is that the passion flower is specifically pollinated by the hummingbird. The encephera encephera will only be pollinated by the specific species. The other important thing is that the encephera hummingbird is saved from competition. What is the specific competition? There is a reduced competition between the species.


called this Fucking called this when he was introduced Hey guys, so this is my review for a supernatural season 14 episode 19 and Jack's gonna be the bad guy or the villain of the season finale of this season. Oh, no I did not see that coming This was such a predictable outcome Because dab has run out of things to use he has So far introduced Five different villain sort of aspects in the last two seasons and he has not Fully committed to any of them We have had so many different changes so many story swap ups so many Unfulfilled storylines so many dropped character aspects that this was just a completely Predictable pre-season finale and that's a big problem the whole goal of the pre-season finale is to get people Interested invested and excited for the season finale and I honestly was like this at the end I was just sitting there going oh Wow and what I'm probably certain we're going to see is that the empty is going to arrive and this is Honestly dabs last chance.  He teased me with that.  So while this was a very predictable outcome.  I've seen him do in this Entire season this entire show when he tells them. Yeah, tell him how much we missed him and tell him what we've got Planned I'll give him credit.  Oh and Bobby came back For a second again. Anyways guys, let me know what you guys thought of this episode either way. Hope you liked the video I'll see you guys next time


The main objective of the project was to generate options to farmers, to provide new options to farmers that will allow them to increase food production without putting extra pressure on the environment of uplands which are very fragile. So that farmers are able to produce through higher yield of rice, produce more rice from less land and even using less labour. Another innovative feature of this project is that we did not look at the rice crop alone. We all know that rice in uplands is grown as a part of the overall cropping systems. So we focused our work on the rice based systems where rice together with many other upland crops are being grown in a way that the overall productivity of the system can be enhanced. So by working at the systems level the main idea behind the project was to not only to produce enough food but then through that process allow farmers to diversify, provide them options to diversify into other income generating activities and that in totality will improve their livelihoods. The key aspect of the project is to involve farmers from the beginning of the research process itself. So farmer participatory research and technology validation constituted the core research approach within the project. Farmers were involved from the very beginning, from the time when we started the research process to identify what are their technology needs to the actual testing of those technologies, rice varieties on their fields and it was not only done on their fields but under their own management. So we interacted with farmers continuously, received their feedback on what they liked, what they did not like so that we were able to modify our technology programs for the next cycle to better reflect the farmer's needs. With the development and the validation of quite a large number of varieties, improved rice varieties in these four countries, we focused directly on making those varieties available to the farmers. It is no good just to have the varieties if the farmers don't have access. So project directly was involved in the production of the seeds of improved varieties and making those varieties available to the farmers. In our test of these varieties, the farmers participatory trials, we established that these varieties produce anything between 200 kilo extra yield per hectare to as much as one ton per hectare extra yield. Now in upland environments, these are substantial gains and a farmer who is able to produce this extra yield and get more production then would be able to feed the family. The potential impact of these improved rice technologies would be to help reduce hunger by three to four months for an average upland rice family and that kind of impact is substantial when you think about the lack of enough food for these people. But not only the impact will remain at that level, we expect that the farmers would be able to diversify into other crops and other activities. Once their food security, they feel that their food security is assured and they can go into the more cash cropping and other income generating activities and through that process it will help improve their income and turn the outcome of this rice technology into a process by which the overall improvement on farmer's livelihood will start to take place.