This is John's work with Pierre Lanfouc, okay, so let's base cryptography is an important topic, and so it's one of the few, one of the few type of problem where we have both security guarantees, many efficient construction, and it may be post quantum cryptography too. So in this presentation, I will describe the Bloom-Kalai Wasserman algorithm for binary LWE and the improvements we give, and also the cryptographic application to subset some and then true, and also other applications which are fully in lattice problems. So the binary LWE problem, we are given an unlimited number of samples, where the vectorial part which I call A is uniform, and the error which is E is sampled according to Gaussian, and we are given a scalar product with the same binary vector, and the goal is to find the binary vector which is S. So because we are using binary vectors, the modulus in Q is kind to the precision, so we can divide everything by Q, and this will be simpler for us to work. So for this problem, we know that it's unexpected to have an algorithm with a running time which is below to the end of a log N, but all previous algorithms work in exponential running time. So our results, so first we find a sub exponential algorithm which is, which runs in time to the end of a log log N for most parameters, and we can even have the same complexity for larger secrets. Also N true can be reduced realistically to this problem, and then can be solved with the same running time, and it also works for a subset sum. Each time you have a density which converges to zero, then it will be sub exponential. So the first BKW algorithm, I will start by recalling it. So first being LWE sampled is a somewhat linear property, so the difference of two samples is another sample, but we are adding more noise each time we do that. So what we do is we partition the coordinate into K blocks, and one coordinates that we want to discover with high probability, and so each time we will compute the difference of two samples such that one new block of coordinates will be equal to zero for all generated sample, and if we repeat this K times, then there is only one coordinate of the secret, and if the noise is not too large, then we can discover it. So here is a precise analysis. We can define the bias of a random variable X over R as this, and then we know that the binding of lemma, which is at each step, the bias of the error is squared. And so because our running time will be close to exponential, we know that we can distinguish a bias which is only almost exponentially small, and so if we start with a Gaussian of standard deviation which is alpha times Q, then at the beginning we have a bias which is exponential of minus alpha squared, and we want to end up with almost exponential of minus n, and so if we define beta as the square root of n divided by alpha, we can take the number of blocks which is K as almost two log beta, and therefore each block is of size n over K, and so because we want to have a list of samples where you can subtract and remove n over K coordinates, then the complexity is Q to the n over K. But it was observed before that there is no need to fully reduce each coordinate if the secret is very small, and in particular binary, and so what we only need to have is a small bias for each coordinate. So here what we remark is that having different block sizes is better, and we search the block size such that all coordinates have the same bias, and we also add a new idea to maintain independence in the error so that we can prove a faster algorithm. So we will partition our n coordinates with K values, which are the d i's at the beginning of each block, and we also have quantization coefficients for each block. So here is the algorithm, we start for all input samples, we extract the coordinates in our block, we multiply by the quantization coefficient, and we round this number, and then after you look in the table and if there is nothing then you store the sample, and if there is something then you output the difference, because then the difference between the coordinates of the difference will be smaller than 1 over Q, and you empty the tables so that you have independence in your output samples. So since the coordinate, any coordinate at step i which is reduced is of size 1 over Q i, we can compute the bias as being around exponential of minus 1 over Q i squared, and then at K minus i subsequent subtraction, and so the bias is squared K minus i times, and we want for each coordinate the bias to be around 1 so that the total bias will be around the exponential is small, and so we can compute the Q i as being around 2 to the K minus i divided by 2, and because if we want to produce a large number of samples, then we can compute the length, because the number of possible quantization must be somewhat below the size of the list each time, so we can compute the length as being 2 log m divided by K minus i, and then where m is the size of the list, and then we can deduce m from the parameter, so in this case we have a complexity which is linear in the size of the list or polynomial, and so the final result is that the running time is 2 to the n over 2 divided by log log beta, which is substantial for even small beta. So we have implemented the algorithm for binary LWE with many samples, and so for dimension 128 the previous result was we need time around 2 to the 74, but we run it in 13 hours with a lot much less samples, and it's still even if it's asymptotically fast, in practice lattice reduction is much faster for this kind of parameters. So now we can consider another variant of this problem, which is we have only n samples instead of unlimited, but we have binary noise, and the way we can solve this variant is that we take a small linear combination of samples, and we can generate this way of a large number of samples, and we can prove that it works. Also for the n-true cryptosystem, if we want to recover the key, then we need to find s in this equation, in the ring zx divided by x to the n minus 1q, and we can view this as being a binary LWE with n samples and binary noise, because each time s and e are binary in this setting, and we only know a, and so we can view this as a vector matrix product, and so with a struct on matrix, and if we forget the structures, then it's exactly the problem that we described, so realistically it also works for n-true. Now the subsets on problem, so it's a very old problem. We are given a vector of integers, which are uniform between zero and aim, and we are given the scalar product with some binary vector, and we want to recover this binary vector. So we define the density, which is n over log m, and for small density, it was known that lattice reduction algorithms are efficient, but if the dimension is not too small, then it's more efficient to reduce it to binary LWE with beta, which is 2 to the 1 over d, and so therefore using the previous algorithm, you can solve it in sub-exponential time for small d. And one cryptosystem was based on the subsets on problem, and the density they used was 1 over log n, so this gives a fast algorithm for this problem. So finally we know that LWE is proven hard, so this means that if we solve LWE, then we can solve a lot of lattice problems, and so when you modify the reduction given, we have this problem for lattices, and this is only algorithm known, which can solve them efficiently. So the first one is ability, so we're given a basis of a lattice and a point which is close to the lattice, and in the whole problem we add to find the lattice point, and in this one we also know that the vector coefficient is small, and here you can see that the smallness is expressed as L2 norm, because our algorithm also works for binary LWE, but also if the secret is small in N2 norm, it can be modified. There are also equivalents in this setting of all problems, so the unique SAP problem was there is a short vector in lattice, which is much shorter than everything else, and the goal is to find this short vector, and if we add the condition that it can be expressed as a small linear combination of a known basis, then this is this problem, and we can also solve it efficiently, and finally it's the same for gap SVP, so this problem is to distinguish between having a large vector, well only large vectors, and having one small vector, and we modify it with having a small vector, which is also a linear combination of a known basis, and so for all these problems, the complexity that our algorithm gives is 2 to the n over 2 divided by something which is complicated, but as soon as the large s is much smaller than a beta, then this means that we have a sub-exponential algorithm, and this was not known before. We only had a lattice reduction algorithm to solve these kind of problems, which take time, expansion for now. Okay, so there are a few open problems on this subject, so the first one is is it possible to combine BKW and lattice reduction, because the lattice reduction is very fast in practice, while BKW is not so fast, or at least only asymptotically, and also it's not very useful if the noise is very small compared to the modulus, lattice reduction is much faster, so it would be a great thing to combine the two. Another problem is what if the secret is very small, in particular it can be sparse, and this was used in several crypto systems, and here the best algorithm we know is essentially blood force, so we should be able to do better. Also, do we need a zero to be independent from the vectorial part of the samples? This is required in an analysis, but every time we test in practice then everything is fine, and in particular this would allow to solve the learning with rounding problem with the same complexity than LWE, and we don't know how to prove this yet. And finally a problem which is related to the previous one, it's what's the best way to run BKW with a very small number of samples. We know that taking linear combinations works, but at least for now the best, we need to take a quite large linear combination, and this means that the noise we have in our samples will be very large, and we know in practice it works with much smaller noise, so it would be great to prove things with a much smaller noise. Any question?


Next year, October 18th, we will bring the Forbidden City to life right here in Vancouver Argyres in the city of Vancouver. We are presenting the exhibitions of the Forbidden City inside the court of the Chinese Emperor. This is a historical moment. It is a very first opportunity for Canadians to view the imperial treasures and experience life inside the Forbidden City. It will provide a rare opportunity for residents and visitors to Vancouver to encounter stories from more than 500 years of Chinese cultural history. And we'd be presented with artifacts that will reveal the ceremonial, institutional, and personal daily lives of Chinese emperors of the Imperial Palace, from the Ming to the Qing dynasties. This is one example of how we can bring Chinese culture to bridge the ocean between us that many would see as a barrier, but instead I see as the place that connects us. We are an outward-looking place. We are a city and a province that embraces the world in every possible way. We want to be the most international city on earth and we will only do that by expressing ourselves through cultural institutions like the Vancouver Art Gallery and cultural events like this one we are so gifted to have.


It's hidden gems auto Tyler Stewart and cutter coffee That'll do it for your box. Thank you Austin appreciate it. Congrats on that coming arrow. We get these right out to you


So that's pretty simple, there's a straight punch on, so that's pretty simple. So when you're practicing on the bag, just imagine there's somebody doing the guard, so you want to be cutting over the guard, or cutting in from the inside of the guard, okay? So practice doing the straight punch, I mean, okay. So this is useful, people say, well, in boxing, people don't use the vertical fist, well, you actually use quite a lot. Benefit of a vertical fist is that it's narrower, so when people have a guard like this, there's a little bit of space in between the guard, so it can kind of wedge it in between somebody's guard. None of them, and people say, well, you don't want to do a vertical cross because you don't get to rotate your hand. That's true, but when you're in a close range, you see this, you see Mayweather uses this a lot, right? He's doing this, and then when somebody's closing, he wants to use it with your hand. He just does a quick vertical punch, just like that, okay? Because you don't have time, you don't have the rotation to rotate and do a, rotate your fist because it's so close, right? So instead of rotating, he just punches straight up like this, just like that, it's a straight punch. All right, so it's used in boxing, used in lots of different places, so don't think that just because it's Wing Chun, you can't use it. Actually, you can use a lot of Wing Chun and a lot of self-defense and a lot of practical fighting, okay? So we can practice those two things. Of course, you can always use the regular cross or use a regular jab, vertical. These are very useful too, right? I use them all the time, but we're here to practice something different, which is vertical, okay? So vertical, once again, is useful because you can get a little bit more reach, but then the trade-off is that you're going to extend your body completely. So in JKD, we learn how to do the Bruce Lee's in his book, right? Bruce Lee's Dialog, you can know, talks about the straight lead, how it looks like, and the reason he says it's good is because it gets the most reach, all right? So there's a trade-off, you get a lot of reach, but then there's more time, it takes more time to recover from it. So let's practice that straight lead, okay? So left hand would be, if it's right lead, it would be, if it's back, it could be like this. If it's back, it could be like this. So either side, if you're using it, straight lead, like that, okay? So the next combo you can do is just a one-two, right? So go straight lead and then punch. You can practice on the bag too, so kind of like one step into it, like that, one-two here, and you throw it into this one, sideways. On the bag, we'll be like practicing with the guard up, practicing with the guard down, practice with the guard down, practice with your hands completely down for your self-defense. Harder to see a punch coming when your hands are down, okay? See to see a punch coming when you're in a guard position because the guy knows you're about to fight. But you go like this, the guy doesn't know you're about to fight. It's hard to tell that you're about to fight and you're about to punch. So practice launching it from different guards, launch it from a peek-a-boo guard, okay? Launch it from a further distance, see how much range you have here from a low guard or a half guard, or from something like this, right, something like this. Hands completely down, man. So you can go from a completely relaxed position, make it in, and then throw an attack.  Completely relaxed, and then throw it up, and you're throwing it up. All right, so that's how to throw it, how to combine it with a two. So now on the dummy, practice some more coordination. So how are you guys liking this so far? All right, Macy, is the dummy clear? Okay, so how do you use it in sticking, right? So the reason we have a low dummy is so that we can practice, you know, against some of these arms, we're like this basically, right? So anything from like this, how to like this, we can use the dummy, right? So the dummy's arm is sticking out like this. So just imagine the two arms sticking out like this, and how do you practice that? Is anything, arm like this, is still a vertical, is still something vertical here, right?  So basically, when you're punching here with the wooden dummy arm, you are practicing utilizing this space outside of the person's arm, or inside of the person's arm, okay? So this is outside, this is the inside. So when you're practicing, you're cutting over, you're practicing that sensitivity so that when you do cut in, you feel it. So at the same time, when you're cutting in, you're not just punching, but you're also pretending at the same time. You know, that's one of the, one of the foundations of JKD is to attack and defend at the same time. You can do it with both hands, or you can do it with one hand. What do you mean? Well, when you're cutting in like this, you're actually defending because what's happening is here it is, this energy is coming this way, but then I use my forearm to shift this energy, and at the same time, my fist is hitting them. I'm just exaggerating, but you can see that my arm's on here, I just need to move my arm slightly, and it actually shifts the dummy arm, I'll show you, I'll do it this side. So I'm punching, if I turn my fist slightly, it actually shifts the dummy arm, and then I hit the target. So I just punch here, I just turn my forearm and it shifts the dummy arm, just every time. So you want to get with winching dummies, you can go to my site, glifestore.com, we've got really good deals on winching dummies. Okay, so, and you get a dummy, they can train with me every week and practice what I'm practicing here. You're going to tell your kids I'm Bruce Lee, I'm not Bruce Lee, I'm David Wong. Okay, so after the drill, so we're going to do one, two, right, so go one, two. So you're going to practice cutting into the arm, two, punch on the outside, so the key is to feel the cutting into the arm as you're punching. I'll strain, but not about accuracy, sensitivity on the outside, let's go practice the inside of this arm. So here, you're going on the inside of your arms, you're conditioning your forearms and you're practicing slicing into somebody's arm, what are the guys' arms like this? How can you do it? Well, regardless of arms like this, where do you punch? I'm not going to go around trying to punch it, I just go straight in, right? So this is only training when there's something in between your punch and the other guy. So now there's all the surface here, there's all the surface on the inside, right? All the surface on the outside, I can cut into on the inside, cut into it from the outside, cut into it from the outside, okay? So that's what this drill is for, okay? So now you know how to do it with one hand, let's practice doing it with two hands. Hey guys, what's up? Very simple wooden dummy drill will be done, it's called a pop and hit, right? So pop, pop and hit. So here we go, we go, we do one, two, okay? So here you are basically hitting or redirecting inside, punching through, punching through. Okay, we're going to switch around, we're going to do this one, punch through. On the outside it'll be like this, right? What it is on the dummy, so how do you do it in boxing or in any kind of other striking is you would parry and then punch, right? Parry, punch, jabs coming in, jabs coming in, parry, punch, parry, punch, right? Parry, punch. It'll be closer, it'll be parry, punch, parry, punch, but then if you're in a kind of a distance, it'll be parry, punch, right?  Right, punch, yeah? Jabs coming in, parry, punch, jabs coming in, I parry and slip, parry and slip, parry, slip, punch, right, parry, slip, punch, parry slip punch, parry slip punch, right? So you do it very quickly it'll be, parry slip punch, parry slip punch. Here's the punch, here's the punch, here's the punch, here's the punch, here's the punch, here's the punch, okay, here's the punch, so you can do practice that with the shadow box like this, we'll break those these favorite moves, Harry and Batfist, it's hard to block this one, and if you block it, they actually want him to block it because if you block it, they just grab it again and do another Batfist, right, grab it again and do another Batfist, okay, so develop some more power on that, you can practice on the dummy, I mean on here, so basically I'm going to be parry, parry punch, right, so you can go either way, you can come in, you can parry and punch, or if it's coming this way, you can parry and then cross, parry cross, but you have to be careful with this one because if you parry too much, you open up this side of your face for counter, so make sure you do it very parry, you bring it back really fast, and you're going to launch a cross right away, okay, so practice those two, let's first practice the rear parry and punch, so this one will work better if one hand was a little bit lower, because when you do the parry, if your hand is here, you just hit your own hand, so this works better if your front hand was lower, okay, so you would parry and then you'll bring this over top and then you would punch and bring this back to guard, so parry, bring back this over, punch and bring this back to guard, make sure you bring this back to guard here, okay, just practice that one, so you practice, just imagine there's a jab coming in, you're going to snip and parry and then this one comes over, you throw the punch and you come back, okay, or you can throw the second punch, right, so parry, punch, parry, punch, parry, punch, parry, punch, okay, kind of do it different different steps, parry, punch, parry, punch, you can also do parry, punch low, parry, punch high, parry, punch low, you can even chop this way, can't do it in boxing but you can do another, like MMA you can probably do that, parry and chop, okay, now let's try the parry and rear, so maybe you see a cross coming, somebody's throwing a cross, so you can parry like this and then throw, it's kind of like this, okay, so cross is coming, oh fun, you're parrying with, in this case, not a good idea, safer if you use the whole forearm to parry, because the cross is pretty heavy, right, so you're just using your right hand and your left hand and parry, it's probably going to get destroyed because this is right hand is going to be pretty heavy, probably not going to be stopped with just a hand and just grab it in the air, unless you're really, really good, so for most people, so for most people it's much safer to parry at right with something like this, with your whole forearm, because at least when you, when you hit you, it's going to hit your forearm and that is safer than if you just hit your hand, because you hit your hand, your hand's kind of small and then flimsy compared to your forearm, right, so if I was going to parry somebody's cross, unless I'm really good, immediately accurate, I would parry with my whole arm, so the fact is this one, parry and then throw your own cross, parry, throw your own cross, so try different distances, so long distance, long distance, medium distance, short distance, remember you don't have that much room to rotate your hand, so I'm just going to do a speed punch, just a, just a sling, go, those are different kinds of parry punches you can do, on the dummy, just to show you how it works from there, long distance would be like, long distance lead will be like, a little bit different, right, long distance, I use a back fist because generally has a long reach, medium I'll put, I'll do a regular, regular horizontal punch, close distance I'll use a vertical punch, different distance, different technique, okay, okay, so you're practicing this at home, you practice just the different ones, right, so one, just do long distance, so parry, back fist, parry, back fist, long distance, so your body should be completely straight, give you the maximum reach, you'll get the most power, but this is more of a stunning, stunning kind of a shock attack, not meant to knock someone in and out with a back fist, unless you're really good, but meant to stun, meant to be fast, right, so boom, keep everything loose so you'll be faster, okay, so parry, back fist, and the other one, parry, and parry jab, parry jab, parry jab, big jab, big jab, big jab, parry jab, and then we got a parry and close distance, more like a ring chin style, okay, parry punch, parry punch, close distance, okay, and then practice that a few times, let's do again, so let's do 10 of each, one, two, three, four, five, six, seven, eight, nine, ten, medium distance, one, two, three, four, five, six, seven, eight, nine, ten, let's try the short distance, one, two, three, four, five, six, seven, eight, nine, ten, got this, the other arm, ready, 10 on this side, one, two, three, four, six, seven, eight, nine, ten, medium, one, two, three, four, six, seven, eight, nine, ten, short distance, one, two, three, four, five, six, seven, eight, ten, okay, pretty simple, right, so now let's practice it with a combination, so we're going to do long and then cross and then that's it, okay, so we're going to combine, I'm one more thing, so back fist, cross, back fist, cross, back slap, still pretty powerful, you can hear them on the thing, just my fingers, doesn't take much on a person's eyeballs to be painful, right, you guys every accidentally scratch your hand or your eyeball with just your finger actually accidentally grazed it, it's like shit, right, so it doesn't take much, just a flick of the fingers to stun somebody in the eyes, so you can practice just the fingers, you practice the whole hand, practice the back fist, or you can practice the entire arm, pretty powerful, okay, so you practice just the fingers, practice the entire back of the hand like a back slap, okay, practice the back fist, using these two knuckles here, so practice using the entire forearm, actually also practice using the hammer, which is all this part, hammer fist, so a little bit slower but you got a lot more power, like that, okay, so that's another one, so now the combo would be like backhand, you do slap, you do awkward hand, so backhand, slap, well if it's all defense, safer for you to slap than to punch, you can still cause quite a lot of damage with the slap, you hear it, right, don't have to knock the guy out, you just need to cause him a lot of pain and shock him enough so he can run away, right, he don't want to stay there, so so just, just back fist, back fist, straight palm, back fist, straight palm, very back fist, straight palm, very chop, straight palm, very, very whole hand, you can do a reverse hand like this too, use this part before throwing, so you can do that, let's practice the little bit closer range, so go closer range, so I'm here trapping punch, reverse lunge punch, reverse lunge punch, I don't know what it is, that's what I'm doing, okay, practice the other side, so I'm doing parry, back fist, palm, parry, back fist, powerful, so parry, back fist, does Wing Chun teach about meridian points of the body, Wing Chun, yeah sure, but Wing Chun they don't talk much about it, but they do emphasize just the center line, they keep everything simple, right, the center line, yeah lots of meridians, pressure points on the center line of the body, okay, now you've got your nose, upper lip, chin, throat, right, sternum, solar plexus, groin, right, so all this is the center, those are all meridian and pressure points, now you can attack is really quite effective, okay let's go back to the drill, so medium range would be like, okay, so palm, you like a parry punch, punch, right, it's called a wing, it's called a wooden dummy, yes it is a comfort thing and you see a lot of comfort movies, because that's why they used to train with, back in the hundreds of years ago, they still train it with this, there's different versions of this, but this is the most common one, it's a BMW i8, okay, so any questions, just got a few more minutes left, okay, so now let's just maybe add a little another thing into there, it's more of a defensive, you probably want to stay your distance, so you're doing a parry, back fist, and then I'm going to do a side kick, toe kick, so defensive, so I'm going to go from that toe kick to the groin, now we're going to step here and then reset, okay, so I'm in front of it, 12 o'clock, parry, and then as this comes back, as I pull this, I do the pendulum effect, so this comes out, when this comes back, this comes out, do a toe kick, step here, and then the same thing, okay, step here, and that's as far as I can go, this is a little bit behind here, okay, so do a back fist, groin kick, step here, yes, groin kick, step here, groin kick, step here, on this side same thing, right, parry, so you got your back fist, and then you've got a quick groin kick, don't need any power, you don't know how, you know, if you're a guy, you know how much force you need to hurt your balls, right, not much, so back fist, and kick, step here, step here, and switch, back fist, kick, back fist, okay, so it works better if you lean into it, and then you bring your pendulum, as you bring your head back, you pendulum your foot up, right, so without, without stepping, staying one place would be like this, all right, so those are some things you can practice, okay, so this is a recap, what we learned today, we learned how to cut into the outside of both the backs, cut it on the inside, put it on the outside, both the backs, put it on the inside, put it on the outside, we learned a straight punch, straight lead punch, one, right, or one, straight lead, we learned combo, straight lead punch, or straight lead, cross, right, straight lead, cross, we learned a parry, back fist, and then cross, parry, parry, back fist, and cross, back fist, and cross, back fist, and cross, back fist, and cross, carry back fist, and cross, and back fist, and cross, or a shorter distance, is pop hit, and hit, pop hit, hit, pop hit, hit, pop hit, hit, pop hit, hit, hit, kick, all those techniques, and the last one is a long distance kick, going out the eyes, and the balls, right, we need dirty fighting, but that self-defense, eyes, balls, eyes balls, eyes balls, eyes balls, eyes balls, eyes balls, eyes balls, all right, I'm on a black belt, you know what I'm saying, I'm an equivalent of a black belt and higher, because belts don't really mean anything, there are no belts in Kung Fu, but if you're compared to me to a black belt, you can say I'm a black belt equivalent or higher, but it doesn't mean anything, belts mean nothing, all right, belts are just for people to feel like they accomplished something, they need something measurable and very viable to show progress in their training, right, so you give them yellow belt, whatever, green belt, blue belt, and so on, right, so they can feel it like you're progressing, but in, you know, when people train Kung Fu, in China, they don't have belts, because you're just supposed to progress, there's no limit to progressing, right, so after a black belt, then what, what, second degree back belt, third degree, 10th degree back belt, it's more of a system to help people compare themselves with other people, so they know who is their elder and who is behind them, so it helps them structure their school better, but when it comes to reality, the belts mean nothing when it comes to your own personal progress, because there's no, because your progress and your potential is limitless, there's no limit to how far you can go, so when you hit the, maybe when they hit black belt, they say oh I've done, I know everything, but they fight against somebody who doesn't have any belts, who's a really good fighter, and they realize that their belts really mean nothing, does it make sense, okay, so don't count on belts, and don't look at somebody's belts and determine how good they are, it means nothing, okay, all right, so thanks for tuning in, make sure you join me, uh, Tuesday nights like this, around this time, let me know in the comments what's your favorite time to have classes like this, I tend to do it on between 6 p.m. to 10 p.m. PST, but it'll be good to know when you guys would like to have this on a weekly basis, I also have a Tai Chi and Shigong meditation class on Sundays, afternoons, so you're welcome to join that as well, and we just launched a 30-day Shigong challenge, so if you want to learn how to meditate, learn how to calm your energy, control your Chi energy, we all have Chi energy inside of you, we can all access this energy inside, you all have this inner power, so I have a 30-day Shigong challenge that you can follow, it's totally free, go to learnsuperhuman.com and you can sign up for free, just enter your phone number and it's going to send you the next day's challenge every once a day for 30 days, so that's free and you get to become part of my private group and you get to meet all the other people that are doing the challenge right now. Alright, so until next time, use the Chi and prosper.


This is the definition by the NCCPE, the National Coordinating Centre for Public Engagement in the UK. They say public engagement describes the myriad of ways in which the activity and benefits of higher education and research can be shared with the public. Engagement is by definition a two-way process involving interaction and listening with the goal of generating mutual benefit. So here we have one possible definition, the one of the NCCPE, and the thing we might want to keep from this definition is, first of all, the myriad of ways. There is, and we'll see this in the upcoming examples, a myriad of ways to do public engagements, and there is no bad way or better way. But they have various impacts. They also will involve you in various different ways, and it will be up to you to find yours. But there is obviously at least one, if not several types of public engagements for you. The other thing is that as you've outlined yourself, it's a two-way process, which means if this is a space in public engagement, it's a process where you will not be here only to explain things, but also to listen to other, to have some feedback, to realize something about your research, maybe, or about how it is perceived. But don't expect in public engagement to be just disseminating your results. It's going to be a real meeting with a new stakeholder. Involving interaction and listening and generating mutual benefits will come this a bit later. We will not in this training tackle all the benefits for your research of public engagement, because I think this is tackled by the master classes you're having with Excite, where you can also see some much more detailed analysis of the various impacts on researchers of public engagement. So this is from the website of the NCCP. On the same website they mentioned a few practices and names that you've already mentioned here on the board before, such as patient involvement, where, especially in health research, we're going to involve patients in the research, so they will also give ideas, give their views, and think about the ongoing research and influence the ongoing research. I would reach, as you've said, community engagement where you will work with a specific community, collaborative research where you will actually really do the research and produce knowledge with some citizens, life-long learning, participatory arts, where you can use the arts also as a means for engagement or citizen science. But let's have a few examples. First of all, here you can see the first question we may ask ourselves is when we do public engagement, who should do the public engagement? Should it be the researcher or facilitator? In whatever action you will do, both are always possible. It's always possible to go yourself speaking with the audience and doing the thing yourself, or if you have to interact with the audience, you may ask a professional to do it. And you can also have both at the same time. So in the upper left part of the screen, you can see from University of Bristol, this is from the three-minute thesis scheme where researchers share their research and explain what it is in only three minutes. So this is a very simple process where a researcher comments in three minutes, my research is about this. This is why it's so important and interesting and try to be engaging with it. On the right side, what you can see is once again me a long time ago as a facilitator, as a demonstrator here, and here I'm not as a researcher. So I can do things from my own skills as a demonstrator like being held by the audience. I asked some people in the audience to come and hold me in the air so I could throw this bottle up. I know ways to engage the audience, which is great that researchers don't know, but there is something I don't have when I'm here on the right. I am not a researcher myself, which means I cannot say, this is what my research is about. This is what I'm crying at night about because my results are not the right one I was expecting. This is what excites me in the morning when I go to work. This is the very last results I just got from my lab, or this is something that's been blocking me for month and month. I cannot share what is the real research process and what is the real daily research life in a lab. I can tell about it, I can story tell about it, but it will be something very different than experience as having a real researcher meeting and discussing so that we can understand what their life is and how research also changed the perception of the world. In the bottom part, on the left, you can see lots of students and here I was leading a workshop with researchers, meaning we had both in the room, the researchers and myself, which means that I was leading the workshop with students, but researchers were also present to discuss with the students and present their research and that was a nice way to have both advantages, like a format that is very well defined, but also some direct contact between researchers and people and audiences. Now it's time to tackle something that is impossible to avoid when we speak about public engagement, which is deficit versus dialogue. Have you ever heard about this deficit versus dialogue paradigm where you can write yes or no in the chat of the Zoom call? No, not much, all right, it's a very classical paradigm for public engagement professionals. So dozens of years ago, the deficit model of science communication was built, which was the idea that if people maybe did not, were not so as interested as science as we thought they should be, or were not accepting everything as we thought they should be, that was probably because they were not knowledgeable enough, and that's because they just didn't know science enough. So we had plenty of activities to teach, explain science, have people understand science, discover science, and we did a lot of this. And that was in the 1990s, we had a lot of activities this way, but quite soon we realized that this was actually from studies, we saw that it was not fully efficient, and that very often people were having sometimes some opposition to scientific fields or to some science questions, not because they didn't know enough, they knew a lot, or if we gave their knowledge, they were happy to have knowledge, but they were not more engaged for this. What they needed is a space to dialogue, a space where they could speak up, where they could think and share, not just listen and be told. And many dialogue even started to rise up like the science cafes where you go in a cafe and you meet a scientist, and the scientists would tell you about their research, and you will of course be able to ask questions and discuss with the scientists. And on your right here, you have a picture from another European project which was called SPARKS, and that led reverse science cafes, meaning that here you have a scientist, but the scientists will speak very little, will introduce their research, and actually the conversation will really be led by the audiences who will think, who will give their views and ask the scientists questions, but the scientists will have less time to present their research and more time to react to the views, questions, and elements presented by the non-academic in the room in the cafe. And so in the upper part, you have an example of the Royal Institution, which is a wonderful example of a classic deficit model action where we have a wonderful conference from a great presenter showing us their great results of science, and this is wonderful. Please do not do not think that deficit actions, deficit model actions are always bad at all. They are some wonderful ones and they are part of the landscape of the engagement. And here we have the Royal Lectures from the Royal Institutions, which are a huge institution here in the UK, great quality conferences. And you have the opposite on the left side in the down part, where you can see some young people discussing together. And here there is no scientist, there is no researcher, no one is giving them the knowledge. The little bit of knowledge they have, very tiny bits, are actually on the green cards and the blue cards that you see on the table. These young people have little cards, it's a game called play decide, and some of these cards contain some a few science facts, but just a few tiny bits. Some others contain some questions, more open, complicated questions or controversial questions. And some others will tell, will be story cards, well you will see a character telling you, I am an activist in that field and I think that or I am a mother of two child and I think this. And using those cards, these young people are going to start to reflect and debate. And they will debate on a topic that can be about genetic disease, it can be about a wide range of topic very often health related because there are a lot of controversial topics or at least good topics for debate there. There are a lot of topics on your science, so you can, if you go on the play decide website, you'll see a huge wealth of play decide games that have been designed by science professionals or science engagement professionals, you can also design yours yourself if you'd like. You have all the necessary tools there. It's also quite long game this this one it takes more than one hour but you have some much shorter ones as well, which aim not to give a lot of content but to give very little content and have people with that little content start debating, start reflecting and most of all start confronting to the others opinions and seeing can they do have a consensus can they build some kinds of consensus somewhere. So it's also very much a critical thinking exercise. Another question you may ask yourself when you do public engagement is what role do I want the audience members to have the publics as we say, although publics are very diverse crowd. What role do I want for them from them. Do I want them to respect data, do I want them to be actor and when I say actor how much involvement will they have a very simple involvement is given on the picture on the, on the left, which is from science gallery Dublin. And this is from their, from their exhibition which was called trauma science gallery Dublin just closed unfortunately but you have other science galleries in the world now it was the first one that the one in Dublin. And they had this beautiful exhibitions on mixing art and science, always on a very interdisciplinary topic like love or happiness or trauma. And here on this one on trauma was also a lot about memory of course. And the picture you can see is a kind of closet, which is for laundering memories. So when you arrive in the exhibition, you would have a little sheet of paper given to you, and you would get two memories on this sheet of paper, a good one, and a bad one. And the facilitator in front of you will take this piece of paper will put it in one of the drawers, close the drawer with a lock and a key, give you the key so you're sure no one can open it when while you are not here, and you will go visit the exhibition, and at the end of the exhibition you will give back the key will open the drawer and will give you back your paper. But meanwhile, something will have changed. What will have changed is that this little paper with your memories would have been slightly amended by facilitators meaning that it now state not the original memory you have written, but it will state now the memories modified by time. And for this, the Science Gallery team will use the current research on memories showing how with time our mind is changing memories, removing piece of information, adding some pieces of information, changing some, and they will use this to show you how a memory is affected over time and how it changes. And so this is a very simple activity. But through this, there is something a little bit more involving the lecture in this process, which is the audience, give their own memory here. You do not tell them what is amended usually memories. Everyone can see their own memories being actually changed and working with your own elements of your own life is a super efficient and involving elements in public engagement. So, this is of course a question for you, for you, all of you, are there ways in which your research can relate to the personal life of someone and where they can actually find a link and be more involved. On the right side, you can see another participatory process. If you see the big panel what controls our perception of time and kind of slowed down. This is not from Dublin. This is from Bristol from with a curious sand center in Bristol, which completely changed its ground floor and instead of dividing the sections of the main exhibition by disciplines for example, physics biology or by topics. What it did was gather questions from the citizens of Bristol. So in the street in the sand center in Bristol schools, as much as possible everywhere they gathered. I think 10,000 questions from the city, and they then try to curate the questions used also youth board to curate the questions with them. So those questions defined the main sections of the science centers and they try to use very interdisciplinary questions like, is there another me in the universe. So there is one part of the museum where it's written is there another me in the universe and you'll think about this question from, of course, a genetic perspective but also from an cosmology perspective is there another universe similar to ours somewhere from different disciplines in the photo the photo question. Can I become invisible. It will be tackled through optics, but it will also tackle through social sciences and what is social invisibility and you will have an association speaking about homeless people and how you can become socially invisible things like this. So, from drawing from people people's question, you can build quite a rich and engaging frame as well. And in the, in the downside part, you can see some people prototyping and this is part of the churfi festival, which is used the living lab methodology where people are designing their own ideas, testing their own prototypes. So this is a methodology where the audience is actually the main lead, and we are supporting them to build their own projects, and to be part of a research process or an innovation process as really co lead of what's happening. So the questions that some of you had in the survey is in real life or online all the examples I've given so far were in real life. But of course you can engage a lot online. And the first project I wanted to present you is a very old project it's from 2008. So I don't know if you remember 2008. I'm not sure you already had to Twitter existed but at that time you probably didn't have Twitter yet your Twitter account yet. Facebook did exist but didn't make much money at what wasn't the first cash for positive cash flow Facebook 2009 so it's really the very beginning of social media. So 2008, we have this team at the University of Nottingham, especially the most hairy one with Professor Polyakov, who decided to have this periodic table of videos, and they make this very low cost, the very low cost website which is honestly not pretty at all it's great. You can see a periodic table of elements. It's not very engaging in itself but they make it anyway. And they decide to make in one month, one video for each element so a short video, very homemade, not really not beautiful at all, telling about hydrogen telling about lithium for every element you click on you will have a YouTube video on it. So it was done very quickly. It was not very costly, and it had quite a huge success. And they were quite clever in the way to build on that success and today it has, I think, 50 million views on YouTube, their videos, they have something like 350,000 followers for their channel so it's a huge success. And for me the lessons that this tells us is that for online engagement. The great thing is you can start really low, you can you can do your video even if it's not good if the first one is that it's okay. You can start engaging, not at a very strong level and you can start testing formats, testing some ideas. And from all the discussion I've had with people who engage online on social media. And in the recurring phrases, we never know what will go viral. We'll never know what will go viral and sometimes something completely unexpected. So, the only way to know is to produce and strangely enough on online, especially on social media. Many people who are successful are focusing on quantity rather than quality which is quite shocking for me as a professional I try to have always the best quality ever. And people who said no, I make a lot of videos, some not all of them are good but it's okay, but I make a lot of them that's the most important thing has been quite quite a shock. But it's the interesting thing is that it means you can start really small, you don't have to design a whole thing have a beautiful image, a wonderful website, you can quickly start engaging here. On the, on the lower part you can see a satellite on the left, which is done by TinkerCAD and it's linked also with the small YouTube videos from the Abbess Foundation that you can see close to it. And this is part of a work I'm doing with the Abbess Foundation, where at some point we offered people to watch short videos, 90 seconds long videos, and do some activities on TinkerCAD which is 3D design. But very simple 3D design, it can be done by an eight year old child, where you will react to the video by building your own satellite or your own rocket drone, moon rover, or whatever to to to respond to the video. But if you now look on the right, you have a few examples on social media. And I voluntarily didn't choose Facebook or Twitter but I looked for a bit more recent ones. So on the other part, you can see microbiology, which is the Instagram account of Dr. Heinz, and Heinz shares his research. You can see here, beautiful photos of what he's doing, he shares also stories about how the research is going and what he's doing daily on his research, he has a huge number of followers, I think as 144,000 followers. And that's, that can be a very simple and nice way to share your research online. If Instagram is actually quite, quite efficient here, on TikTok, we don't have yet many researchers on TikTok. But we have a few ones I did put you here, Rachel Brenner, who is sharing a lot on TikTok. So TikTok is strange because it's a lot for entertainment. On TikTok, people don't go there to find content or to find very deep content or documentation. Usually they go there to entertain themselves with funny videos. And on this channel, so Rachel Brenner does some TikTok videos, meaning they are funny videos telling about her life as a PhD researcher, then her life as a researcher after her PhD, the questions she has. And she actually has quite a lot of followers as well, it works very well. And I don't think, really don't think all of them are PhD researchers or from the academia, even though obviously a part of them are. And this is, it was interesting to me also because usually I used in the past to focus a lot on the content when I would engage online. Here we can see on TikTok, people engaging in a very shallow way with the content and sharing much more their personal life as a researcher and really intertwining their life as a researcher with the content to share. And I think that's one of the big strengths of public engagement where you can yourself tell not just about the topic you're studying or researching, but about who you are, what's your life, what makes your day miserable today, what makes your day wonderful today. And you can have fun with this and engage people with a mixed thing where there will be some elements of content and some elements of other things that will make the content a bit more human. So it can be an interesting and mean as well. No, the question you another question you ask yourself, if you are, if you are doing public engagement is where will I do it. We have seen online space but even in real life space. Should I go in a science center, you all probably have science centers in your cities or in your regions do with do will I do it in a science festival, and you have great science festivals all over Europe. Or will I go where people are where people who don't go to science festival people and that's the virtue of something like going on tiktok as well is you reach people who would never go in a science engagement event or platform. For example, you have the leaf lab photos here, and this photo is on the upper left, and this photo is in Scotland. It's a shopping mall, and we it's a program of scientists in residency in a shopping mall so people who go shopping with their families who would maybe never go to a science related event. Just come here and wonder what's happening and the chat with a scientist doing their research the chat with some facilitators and do a few activities, and you can reach a whole different audience. On the lower part, you can see Bristol fairy on the t-shirt of the lady that's here, and she's actually making a pompom and that's part of fun palaces or a great campaign for art and science activities that is community led all over the UK and now even beyond. And here, the as an activity related to health, we had the people in the Bristol fairy actually make pompoms stick some little health advice labels on the pompoms right to health advice on the label and decorate the boat with the pompoms. So the ferry boat was all decorated and this is a small ferry boat that goes all day long back and forth in Bristol. And that means that actually transportation time of people is a time that often they don't know what to do with. So it's a great time to engage with them if they want to. And it's also a great space to reach people once again that may discover that they're fascinated by your by your research, but would never, never, never come to you in a space that is rich research labeled. So you can come to them here and you have something similar on the right, which is also part of one palaces. This is the train in Bristol that goes from in various cities and many people use it to commute in the morning and evening. And during that commute time, we had here a drawer drawing pictures of people and you can build an engagement activity as well in in the train in the subway. So you have to find the right activities for the right element but but you can really use those spaces. As a last very last slide and then we'll do a couple of minutes break. What will you engage people with if you do public engagement with your research results or with your results research process. So very classical thing you can engage with your research results and that's wonderful for example in the upper left, you can see a board game. It's a part of an activity that was led by malignar to in France, and they built with researchers board game to understand what how we can have a better energy mix of their use energy sources for ecological reasons but that would be still acceptable for economical reasons so they made a board game out of this, and we they even had some students test it feedback transform the game. And that's great. That's built on the research results from that group of researchers.   She's taking some samples analyzing them. What is her daily life as a researcher.  And on the right, you have this little colorful box and disposed it. And this is an activity from the science museum in London. And the goal of this activity is to the mystery boxes is to understand what the research process is in general and you have these nice boxes with numbers. And each of them has something different inside. And what you have to do is to discover what's inside so you have usually a group of children and they will try to discover what's inside. They cannot open the box, because the box are sealed. So they will very often shake the box and listen to it, they will weigh the box, they will use plenty of different tools to analyze what could be inside the box. So we'll make some hypothesis oh I think it's sand or maybe I think it's a little marble inside. Yeah, but how, how heavy is it is it a marble is it the same weight as a marble, they will start questioning themselves. And they will not open the box because the box are sealed. So they will just make these hypothesis, discuss together, present to the others, their conclusions, have their conclusion contested by the others because the others would say wait, if you say this then maybe it's a different question you should be, you should be having. So what they will go through is actually a peer reviewed process in between children, and they will discover all the skills, also the social skills and the variety of skills you need to do science, which is not just doing math or using a microscope, but also going through all this social process of peer reviewed research. So at the very end of the activity, the most cruel thing, and in my view, the most beautiful thing is that when the activity is over, you cannot open the box, because the box are sealed. So no one knows the truth, no one knows what's inside the box. What we only know is what is our best hypothesis, what is the most, the only results where we have a kind of consensus between researchers, but we never had anything where we said okay, we opened the box, we know the truth, it's over. It's never totally over, because we're always at risk that someone else might say wait, I have a new experiment that may change the result. So it's a nice way to engage with what the research process is, and once again, if you design your future public engagement action, you may try to engage on your life as a researcher on the results of your research, or you engage on how do I build knowledge, how do I go on and analyze things, how do I analyze things as an individual, and how do we analyze things as a research community, and how do we build knowledge. Just before I leave you, I would like to first thank you, but also leave you with a few questions. And these are questions for you to reflect during the week, the upcoming week. In which way could your research connect with people? Your research might be very close to people's life or very far away, but they are ways, they are metaphors, they are, they will be obviously ways. That's some questions that public engagement associate would tell you to support you. So in which way would connect with people, how much will you need to tell the research, or could you trigger a dialogue rather than telling the audience. What kind of involvement the public could have, how strong, how much of an actor, how involved in your research? Would you be more comfortable in real life, or would you be happy to try online or even go on social media and start dialogue maybe on Twitter? And what kind of spaces could you use? Are there some science centers or some museums around you, some NGOs working in public engagement in science that could help you? Maybe could you go and partner with a nursery, with a shopping mall, or with a transportation in the city?  These are questions for you to reflect to go on with your future project of public engagement.