Hi there, Psych2Go fans! Here's to wishing you continue your journey with us into 2020. We at Psych2Go look forward to your continued love and support. So, let's begin. Respect is one of the things in life where it must be earned through our actions. We're also taught that in order to gain respect, we must first give respect. However, at times in our lives, we may find ourselves doing things that may affect the level of respect people have for us. Here are eight common habits that could probably make people lose respect for you. But fret not, for after watching this video, you'll know the things to avoid and how to handle certain situations. 1.  Frustrating, right? If you find yourself constantly being interrupted and you let them get away with it, people may lose their respect for you. It can give off the impression that you're unable to stand up for yourself. Even if you're being courteous, you should know where to draw the line. Some people may take advantage of it, thinking it's okay to disrespect the speaker. It is normal to be interrupted in a conversation, but you should try not to flinch and carry on with your sentence. Then get back to the interrupter. 2. Interrupt when others are still talking On the flip side, do you wait until the other person pauses before you open your mouth? Or do you habitually interrupt others when they're still speaking?  However, it's generally in bad form if you interrupt when it's not necessary. 3. Pushing opinions onto others like sales No one likes to be pressured into buying anything. It's alright to just be introduced to a product, however, pushing sales to family or friends can often feel suffocating and people tend to do it because it's convenient. The same goes for your opinions and beliefs. If you try to make everyone align their beliefs with yours, they might see you as overbearing. It will likely cause others to distance themselves from you. It's hard for people to respect those who don't respect their right to think for themselves. 4.  Do you often make your plans public even before you set them into motion? You might want to be careful. Not following through these plans can often affect the respect people have for you. Telling others about your plans sort of holds you accountable for carrying out those said plans. If you sleep on them for too long despite frequent mentions, people may peg you as the all talk without actual action type. As time passes, people may disregard whatever you tell them as they feel there will only be an action. Thus, their respect for you will gradually be lost as well. 5.  Using the point above as an example, allowing others to interrupt you easily can make people lose respect for you. On the flip side, disregarding the interrupter in the conversation can also be bad as you may come off as being inconsiderate. Thus, you can include the interrupter by returning to what they were saying after you finished your conversation. 6. Being dishonest and lacking integrity Nobody can tolerate liars.  Whether it's repeatedly being unable to fulfill your promises or telling lies, the end result is the same and you begin to lose respect. This is because it gives people the impression that you're not trustworthy or dependable and you have questionable principles. Being dishonest and displaying a lack of integrity will only make people lose respect for you. 7. Bragging too much How do you do? I just graduated from Harvard Law. It sure feels cringy when people begin to advertise themselves to us without being asked, right? It's normal for people to take pride in their achievements and to share their joy with their friends and family. However, overdoing it can often lead to people losing respect for an individual. Talking about your achievements at the very beginning when you're meeting someone for the first time can make them uneasy, unless they have specifically asked. 8. You treat people based on personal gain Everyone has a right to think about self-benefits, right? However, if that's the only way you view your relationships, not only will you lose respect, but you'll lose friends as well. It's understandable to behave differently depending on who we're with, as we're closer and more distant in certain social circles. But if your behavior with people is based only on what you can attain from them, you'll probably not gain any respect from anyone. We're often taught to treat others the way we want to be treated. The same goes for respect as well. Treating people based on personal gain will only make people lose respect for you. Many relationships in life are built on mutual respect and trust. Respect must be earned through our actions. In order for others to respect us, we must first respect them and ourselves as well. It's a good note that we must not lose our self-respect because at different times in our lives, we may meet people who are not worthy of our respect as well. Do you think respect is integral for maintaining good relationships? Can you relate to any of these scenarios? Please let us know in the comments below. Also, share this video with anyone who you think might benefit from it. See you in our next video and as always, thanks for watching.


Okay, so let us continue with our discussion, so you know we are at the stage of trying to understand the meaning of open sets in the Saliski topology and I told you in the last class that an open set is always built up of so called basic as a union of basic open subsets and these basic open subsets are subsets which are given by the locus of non-vanishing of a single polynomial okay they are called the basic open subsets. Now you see there are there is a very important property about open sets in the Saliski topology which is what stating which I ended the last lecture and that was quasi compactness okay. So let me begin from there okay, so here is the definition a topological space is called quasi compact if given an open cover we can always find a finite sub cover okay, so this is the definition of quasi compactness in fact see if you study general topology this is the definition of compactness okay in general topology normally this is the definition we give for compactness of a space the compactness is if you give me a collection of open subsets whose union equals the space then from that collection you can extract a finite sub collection whose union will also be equal to the whole space this is what it means when we say that in every open cover you can always find a finite sub cover okay and this should happen for any open cover when I say and of course it means any.  Now of course each u lambda is an open subset okay now this is the usually this is the definition of compactness in a topological space okay this is the usual definition of compactness but if you have studied topology you will always find that just compactness alone is not a very good property usually you should also have compactness with housed offness and the most good type of space is a space which is locally compact housed off okay these are the nice spaces to on which you can do reasonably good topology okay. So but in algebraic geometry we especially in connection with the Zariski topology we do not use the word compact okay the reason is I will tell you the reason for that later but the more important thing is that we use the word quasi-compact okay and so the first thing that I wanted to notice about this definition is that this is the definition of what a compact topological space is in general but in the Zariski topology whenever you are in algebraic geometry you always use only the word quasi-compact you do not use the word compact okay and of course that should the technical reason for that is that compactness stands for something else and even there this something else is not called compactness it is given a different name it is called properness or completeness okay. So the word compact itself is kind of not very suitable for a algebraic geometry okay and another so you know you must remember that this quasi is especially in the in this case of the Zariski topology now what I want to tell you is that if you now take K to be an algebraically closed field and you take affine space over K and you look at the Zariski topology then the topology itself is quasi-compact I mean the Zariski topology is quasi-compact for free it is God given so it is nothing special okay but you must you can remember that when we study general topology compactness is a very special thing okay so you know in Euclidean space a subset is compact if and only if it is closed and bounded okay so if you take subset if Euclidean space which does not have a boundary point then it cannot be compact if it is not closed then it cannot be compact. So compactness means so many things when we study the Euclidean topology okay that is Rn okay n dimensional real space with the usual topology but as far as Zariski topology is concerned this compactness in the sense of every open cover having a finite sub cover that comes for free okay so that is why we reserve the word quasi-compact for that. So this is the last statement I made last time so I should say if you want proposition the Zariski topology is quasi-compact okay so let me write it now why is this happening so the reason is actually it is because of the noetherianness okay it is actually because of the noetherianness which I will explain as follows so what I am going to do is first is I am going to say that this follows this the proof of the proposition follows from a couple of lemmas okay so here is so let me write that the proof follows from the following the next two lemmas okay so the first one so here is a lemma and that lemma is that any noetherian topological space is quasi-compact okay this is the first lemma which says that you take a topological space that is noetherian then automatically it is quasi-compact alright and the Zariski topology is you know is noetherian in the sense that if you take any affine variety for that matter you take any closed subset any algebraic set in affine space then you know that the it can be broken down it has noetherian decomposition and affine space is of course noetherian okay affine space if you take affine n space over k okay which is just k n with the Zariski topology k n algebraic closed field okay then you know the affine space is a noetherian topological space for the Zariski topology that is just because that just translates to the noetherianness of the ring of functions on the affine space which is the noetherianness of the polynomial ring in n variables which you know is true because of Hilbert's basis theorem okay so I am saying that the quasi-compactness just is a result of the noetherian property so how does one prove this proof is pretty easy proof is well what do I have to show I will have to show I have a topological space which is noetherian then I have to show its quasi-compact so I assume that the topological space is called X I assume that U lambda is an open cover for X I have to cook up for U a finite sub cover I have to find finitely many indices lambdas such that the corresponding U lambdas finitely many U lambdas their union is also equal to X okay that is what I have to do so what I will do is so let U lambda small lambda and capital lambda be an open cover for X that is X is union for lambda U lambda okay I will have to show that there is a finite sub cover from this collection for X okay so what do I do I do the following thing I use I try to somehow make use of the hypothesis my hypothesis is that it is noetherian topological space now what I what is the definition of noetherian topological space if you recall there are several definitions equivalent definitions one definition is perhaps the basic definition or the usual definition is that there is DCC for closed sets that is if you have a sequence of closed subsets one becoming smaller and smaller that is every next one contained in the previous one then this sequence has to at some point it has to stabilize that means if it is a strict sequence then it has to stop and if you do not demand it is a strict sequence then it then all the terms of the sequence become the same beyond a certain finite stage okay this is the DCC that is a descending chain condition for closed sets okay and you know when you put this condition for affine space you know affine space in affine space closed sets correspond to radical ideals in the polynomial ring and therefore the descending chain condition for closed sets will correspond to the ascending chain condition for the corresponding ideals in the polynomial ring which is true because the polynomial ring is noetherian by Hilbert's basis theorem and this is what gives you the fact that affine space is with the Zariski topology is noetherian topological is a noetherian topological space. So that is one definition that there is DCC for closed sets there are other definitions the other definition is that since open sets are the compliments of closed sets okay you can say that there is ACC for open sets okay that is one that is one equivalent definition and then there is another definition of there is another equivalent yet another equivalent definition that is given any non-empty collection of closed sets there is always a minimal element with respect to inclusion this is one more this is one more definition equivalent definition of noetherianness of the topological space which in the case of affine space actually translates for the to the polynomial ring having the property that you give me any you know if you give me a collection of ideals there is always a maximal element if you give me a non-empty collection of ideals there is always a maximal element that is for example the ring theoretic definition of one of the equivalent definition of noetherian ring okay and then there is there is yet another yeah so probably I will use I will try to use that so I will try to use the fact that in this since the topological space is noetherian if you give me a collection non-empty if you give me a non-empty collection of open sets there is always a maximal element. So what I will do is so I will have to apply it to a collection what is a collection I will take the collection of consisting of unions consisting of finitely many members from here okay I will take all finite subsets of lambda capital lambda I will take the corresponding unions and take that collection okay that is a collection of non-empty open sets and that should have a maximal element and my claim is that maximal element which will be a finite union anyway by definition will be all of x and then I am done okay. So what I am going to do is put script S to be the set of all U lambda 1 union U lambda n such that lambda 1 through lambda m are elements of lambda and m is an integer m, m greater than or equal to 1 take this collection I what I am doing is I am just taking finite unions from this collection okay and I am putting that putting all these things together and hitting this family of subsets then this of course this family of subsets is non-empty okay because of course my x is a non-empty topological space and there is at least one open set and that one open set will occur here okay this m could be one small m could be one in which case even the single terms are there okay. Now since x is noetherian S has a maximal element x has a maximal element okay let the maximal let that maximal element be well U lambda 1 union let me call it let me give some special names lambda 1 prime to U lambda L prime where lambda 1 prime through lambda L prime are all elements of lambda okay. So there is some finite collection of lambdas which I want to call lambda 1 prime through lambda L prime and the corresponding open sets and that union that finite union is a member in this collection and that is the maximal element. Now take any U lambda okay then you see U lambda 1 prime union U lambda L prime union if I put together is U this U lambda also that will contain this element U this maximal element lambda 1 prime union U lambda L prime okay this is obvious because I have just added a added I have taken union with bigger set with another set so this is contained in this but mind you this is in script S because this is also a finite union okay but this is supposed to be maximal so what will tell you is that this is equality what is the property of a maximal element the property of a maximal element is that if it is if there is an element bigger than that then it has to be equal to that okay.  Now I will give you another lemma so here is another lemma and what this lemma actually tells you is that the property of a space being noetherian is a hereditary property namely if a topological space is noetherian then any subset of that topological space given the induced topology also automatically becomes noetherian okay. So let me write that down if X is a topological space is noetherian topological space and Y in X is a subset okay then Y is noetherian for the induced topology okay any subspace over noetherian topological space is also noetherian that is in the property of a topological space being noetherian is a hereditary property okay. Now how does one show this so that is proof of that is also pretty easy so proof so you know I will have to show that Y so Y is subset of X I have to show that I know that capital X is noetherian I have to show that capital Y is noetherian so what I will have to do is for Y I will have to verify DCC for close sets okay so what do I do I take a descending chain of close sets in Y okay let T1 containing T2 and so on be descending chain of close sets in Y okay take a descending chain of close sets in Y. Now what you do is you take closure of these sets in the bigger space X okay then they are closures then taking closure in X gives the descending chain T1 bar containing T2 bar and so on okay so I am just I have a I am taking closure in the bigger space X okay so what you must understand is that you see T1 closure is the closure of T1 in capital X T2 closure similarly is the closure of T2 in capital X and see T1 closure contains T1 which contains T2 so T1 closure is a close set in capital X which contains T2 and therefore it has to contain T2 closure because T2 closure is the smallest close subset of capital X which contains T2 that is how this descending chain gives rise to this descending chain okay but then what do you know about capital X you know about capital X then it is noetherian and therefore this descending chain has to stabilise at some point. So since capital X is noetherian there exists an I I0 such that Ti is equal to Ti plus 1 for all I greater than or equal to I0 I have this is simply the definition of the noetherian property that you have if you have a descending chain then it has to stabilise of course you know if I am assuming that the original chain is not a strict chain if I had assumed it is a strict chain then what I will then I will have to show that the strict chain only if it terminates it is only finite okay but I am not assuming that what I am assuming is that I am not assuming that these containments are all strict okay so these containments also need not be strict okay and then I am just trying to use the noetherian condition to say that stabilises at some point. Now what I want to tell you is that if this holds with the bars then it also holds without the bars okay why is that so because you see if you calculate Ti plus 1 Ti plus 1 is so Ti plus 1 is actually Ti plus 1 bar intersection with Y okay see you take a close subset of Y okay it is not closed in the bigger space X then you take its closure in X and then you intersect it with Y you will get back the close subset Y because when you take closure in X you are adding limits you are adding the boundary even in X which is in the bigger space and then if you intersect it back with Y you are only looking at those boundary points in X which are already in Y but then the original set is closed therefore it contains all its boundary points in which are lying which are already lying inside the subspace therefore Ti plus 1 is Ti plus 1 bar intersection Y but then Ti plus 1 bar is actually Ti bar intersection Y and that is equal to Ti this is true for all I greater than equal to I not and I am done. So what I have proved is that the fact that the T bars descending chain the descending chain of T bars stabilises implies that the descending chain of T stabilises okay so that is the end of the proof of this lemma which says that noetherianness is a hereditary property okay. Now apply both of these lemmas to the Zariski topology okay first of all notice that if I take affine space any an is a noetherian topological space that we have already seen that is just as I told you a reflection of the fact that the polynomial ring in n variables is a noetherian ring. So any affine space is a noetherian topological space now since it is a noetherian topological space any subset of an given the induced topology is also noetherian topological space because of this lemma the second lemma okay and if you now apply the first lemma that subset given the induced topology is noetherian implies that that subset is quasi-compact. So what this altogether I will tell you is that it will give you this proposition that you give me any subset of affine space any subset of affine space it will be quasi-compact in the induced topology okay and that is what is meant by the statement that the Zariski topology is quasi-compact okay. So you see for any subset of affine space quasi-compactness is just comes for free okay it is nothing it is not it does not have a specialty that compactness the usual compactness has for euclidean spaces okay and that is the reason in a way that you know calling this kind of compactness the compactness here as quasi-compact is kind of justified okay. So when you say quasi it means that this something is left out okay and in this case something serious is left out okay. So how serious that is something that you will understand when we define what is meant by completeness or properness which is the correct analog of compactness in algebraic geometry okay but for the moment that is the proof of this statement okay okay. So now fine so this is this kind of ends the discussion about open sets in the Zariski topology. So the discussion so let me summarize the summary is that any open set in the Zariski topology is a finite union of basic open sets okay and these basic open sets are very special in the fact that these basic open sets are actually themselves affine varieties okay they are isomorphic to affine varieties okay and you also have this property that the open sets in the Zariski topology have the quasi-compactness property namely you give me any subset of affine space if there is if it can be covered by a collection of open sets then I can extract from that a finite sub cover okay. So this is about the open sets in the Zariski topology okay. Now what I am going to do is I am going to shift focus to something else which also was there in this discussion and that is trying to define the so called functions on an open set of an affine variety okay. So you know so the next part is defining functions on open sets okay. So of course when I say functions I will put it in quotes because what kind of functions we want is something that we have to decide upon and so you know let me recall. So what we did was if you take affine space and you take x inside affine space of course small k is an algebraic closed field and this is the affine n space with the Zariski topology and I am taking x a closed sub variety there okay that is an irreducible closed subset there. So this is irreducible closed and if you remember we defined the ring of functions on x the so called affine co-ordinate ring to be nothing but the affine co-ordinate ring of the bigger space namely this which will be a set of polynomials in n variables modulo the ideal of x okay which is a prime ideal. So you know this is an integral domain and it is a finitely generated k-algebra and then I told you that in this way we actually have a very deep correspondence which can be made sense of as a bijective correspondence or even as an equivalence of categories okay which goes on one side from affine varieties to the other side being finitely generated k-algebras which are integral domains okay. So but the point is for every irreducible closed subset this is the ring of functions we defined and this is a very legitimate definition because you see what you are doing is the ring of functions on the affine space is defined to be just the polynomial ring in that many variables because every polynomial in n variables can be thought of as a function on the affine space because you can evaluate it at each point of the affine space it gives you a scalar okay so these polynomials in n variables are certainly bona fide algebraic functions on the affine space and then when you want the affine when you want the functions on a closed subset an irreducible closed subset then you have to go modulo the ideal of that closed subset and that is because two functions on the full space on the full affine space two polynomials on the full affine space will define the same function on this subset closed subset x if and only if the difference is 0 on that closed subset and that is the same as saying that the difference lies in this ideal and so you have to identify functions modulo the ideal and that is the reason why you are taking this quotient and therefore you know this definition is absolutely fine this definition is intuitively correct and it is also technically correct okay so this is fine so long as you are trying to define the algebraic functions on an irreducible closed subset remember the question is what are you going to do if you want to define algebraic functions on an open subset okay and more seriously in the spirit of analysis how are you going to define a function to be algebraic at a point okay see what is it that we do normally in analysis when we want to define continuity you can define continuity at a point okay if you want to define differentiability you can define differentiability at a point similarly if you want to define analyticity or holomorphicity you can define it at a point so all these properties you can always define at a point alright whether a function has the property at that point or not okay so in the same way you can also ask in algebraic geometry give me a function on a some subset okay when will you define it to be a good function an algebraic function at a point okay so this is a this is the in the spirit of analysis how do you do this okay so the clue is so basically we want to study functions on open sets okay so you know so the question is if u if so here is the question u inside u inside an open subset okay or you know I will let me say that after the statement so take an open subset of an and my question is what is a of u what is this how do you define functions on u alright and then more generally I can do the following thing take x inside an to be an affine variety so this is an irreducible closed subset so this is an affine variety in an it is a closed sub variety of an and take u an open subset here okay of course in all these cases I am assuming u is non empty because nobody wants to work with the empty set take an on empty open subset not in affine space but take an on empty open subset of an affine variety and the question is how are you going to define the good functions on u how are you going to do this how to define functions so the key to this is the key to this is the following is this is trying to this is trying to look at to try to define what are the functions in the whole open set but now I can make it point wise and say give me a point of an open set how do you define a function define in a neighbourhood of the point to be a good function okay. So given so here is the point wise version here is a point wise version the point wise version is given given p given x small x in u which is an open subset of x which is an irreducible closed sub variety an okay how do you when do you say when do you say say that a function v a function let me say let me call this as f from v to k where v is an open containing x is good is a is good or by good I mean algebraic function okay a bona fide function a function that comes in algebraic sense okay how do you define function to be algebraic at a point okay so the answer to all this is that first of all I can keep always saying good good all the time and so we need a notation for that we need a terminology for that and the terminology is regular okay so the our we define good functions to be the so called regular functions okay we define the good functions to be regular functions so my aim is give me here is a give me an open give me a point or an open subset in an open subset of a closed sub variety and give me a function defined in a neighbourhood of that point okay when do I say that it is regular at that point okay that is my question and how do you answer this question the answer to this question is already is already there we only have to dig it out it is already there in the discussion that we have had so far. In fact see if you go back we already proved that any open set is a union of a fine open subsets okay basic of fine open subsets okay and therefore you can say that give me a point x and an open neighbourhood of the point this open neighbourhood can be is a union of basic affine opens and therefore one of the basic affine affine opens will contain this point and therefore you can restrict the function to that basic affine open and then I will have to define what is a regular function what is a good function on a basic affine open but that I have already done I have already defined what is meant by a regular function a good function on a basic affine open set namely it is just localization it is the it is ambient ring of functions localized at that function okay so recall if f is polynomial then a of z of rather a of d of f is defined to be equal to the polynomial ring localized at g at f okay this is our definition okay this is our definition and what is d of f d of f is supposed to be it is the complement it is the it is an affine space minus the 0 set of f it is open set given by the complement of the hyper surface defined by f of course you know if f is irreducible then you really get a hyper surface but if f is not irreducible then z of f will be a union of hyper surfaces those that correspond to the irreducible factors of f okay and we already defined a of d of f to be this of this form okay and just so that I do not mess up notation let me let me do something here let me call this as h okay because I have already used f there let me call this as h and put h everywhere and now you and now you know what I am going to do I am going to say that give me a point give me okay so I need to still make one more statement this is for an affine open set in the it is a basic affine open set in the whole affine space okay but I can also look at the basic of affine open set intersected with a closed subset okay and it is not very difficult to see what the ring of functions on that will be that is that is something that can be written down so let me go to this side and do that so it is again given by the appropriate localization so you know see if you take so here is my an and here is my locus df dh okay and the as far as the coordinate at the coordinate ring level what happens is that if I if I apply this a this a function to this side what I will get is I will get a of an which is k of the polynomial ring in n variables and here I will get a of a of d of h which is the localization of this k of x1 through xn localize at h this is what I will get and of course you know this this inclusion as an open subset shows up here as a the localization map this is a localization map this is a natural map from ring to its localization okay and well now if I take a subset x irreducible closed if I take an irreducible closed subset x then I can also look at dh intersection x which is inside this so you see this is this is closed this is open and this is open okay this is how the diagram works this is this is closed inside this because this is the this is the intersection of a closed subset there and this is open inside this therefore this is an open inside this okay by the definition of the induced apology okay so the point is sometimes one can also write this as dxh one can write it like this if you want it is and this dh will be dh in an so this is d an kh that is what this is okay and you know what you are going to get here what I am going to get here is see this irreducible closed subset this corresponds to this quotient going to the affine coordinate ring the ring of good functions regular functions on the ring of functions on x which is just the polynomial ring divided by the ideal of x okay and you know what this is going to be this is just going to be the localization of this ring and the image of h here which is h bar so this is going to be simply k x1 xn modulo i of x localize it h bar where h bar is simply the image of h here h is here it goes to the element h bar okay and if you actually look at it this way it is a quotient by i and this way also it is a quotient by i this is a quotient by the ix localize it h bar so this is mod ix and this one is mod ix localize it h bar this is localization of an ideal at an element so these two are quotients that correspond to these two closed subsets okay and these two are localizations this is also localization they correspond to these two open inclusions this diagram commutes this diagram commutes that means this followed by this is this followed by this this followed by this is this followed by this okay so this is what happens when you apply the a function to this side so what I want to tell you is that you already know what are the good functions on an affine open subset intersected with a closed subset okay so you already have definitions for what are good functions on affine space namely the polynomial ring what are the good functions on a irreducible closed subset namely the polynomial ring modulo the ideal of the closed subset is the prime ideal what are the good functions on a basic open set in affine space it is just localization at that element which defines the basic open set and what are the good functions on the base the open set that you get by intersecting a basic open set in affine space with a closed irreducible closed subset which is simply given by the localization of that corresponding I mean it is just given by either the correct localization or the quotient in whichever way you want to say it okay so I am saying that we already have the value of this a for 4 kinds of objects we have it for affine space for affine space we know what are the good functions for x we know what are the good functions for an irreducible closed subset we know what are the good functions on a basic open subset of affine space and then we also know what are the good functions on the intersection of a basic open subset of affine space with an irreducible closed subset. And from these four we have to cook up the correct definition of a regular function okay and the definition of obvious but the surprise is the following. With this new definition if you look at so what you have done is you have defined regular functions at a point and once you define it at a point you can define regular functions on any subset okay the moment you define it for a point you can define regular functions on any subset. So the question is if I start looking at regular functions on the whole affine space what will I get okay will I get back my polynomials or will I get more the answer is you won't get any more that is the beautiful thing, beautiful thing is on the affine space the regular functions will still be only polynomials on the irreducible close on any irreducible close subset the regular functions will still only be these quotients okay you won't get anything more and this tells you that your definition of regular function is correct that the your definition of regular function gives you the right thing when you for these known objects okay. So I will make that definition now, definition let f from let f be a function defined on defined in a in a neighbourhood in an open neighbourhood of a point x in an affine variety okay or a quasi affine variety okay a quasi affine variety is just open subset of an affine variety okay we say f is regular at the point x if there exist polynomials f g with g not equal to 0 in a neighbourhood in an open neighbourhood of x and such that f is equal to I am sorry I think I should use not f and g I should use g and h which with h not equal to 0 such that f is equal to g mod h in that open neighbourhood of x okay. So look at this definition this definition is this is what tells you when you have function defined in an open neighbourhood of a point is a good function it is a regular function at that point and it is very simple all you are saying is that to say that the function see the function is when I say a function defined in a neighbourhood of a point it is a function with values in k which is the field scalar valued function okay and all I am saying is that you can deem the function to be regular at a point if the function in a neighbourhood of the point is a quotient of two polynomials that is all you can you are able to find two polynomials g and h such that the function you get by evaluating this quotient of polynomials is the same as your original function f in a neighbourhood of the point and that neighbourhood of the point obviously should be in the locus where h does not vanish otherwise I cannot evaluate if h vanishes at a point then I cannot evaluate g by h at a point because I will be dividing by 0 okay. So it is a very very simple definition I mean it is a lot to write down but the idea is very simple you are saying a set theoretic function is good is regular at a point if it can be written if it is the same function as you get when you evaluate a quotient of polynomials in a neighbourhood of that point okay that is all and what you must understand is that if your point is lying in a basic open set then you know that the already the functions the good functions you have defined on a basic open set are just localizations functions here and what are the functions here they are of the form g by h in fact they are of the form g by h power n where you know you also allow a power of you do not only invert h but you also invert powers of h because inverting h always automatically will also invert powers of h. So a general element here will look in the form will be of the form g by h power n okay but in any case it is one polynomial divided by another polynomial with the bottom polynomial not vanishing that is how the functions look like and you are saying that is the kind of inspiration to define a general function to be regular at a point and why is that inspiration correct it is correct because every open set is always broken down into a finite union of basic open sets like this in fact if you take any open subset in a n it is a union of finitely many d dh for finitely many h and if you take any open subset of x a closed sub variety that will also be a finite union of such dh is intersected with x all this just follows because of the fact of that you know these are all noetherian topological spaces and therefore the subsets are all quasi compact so any open cover admits a finite sub cover okay it just follows from that right. Now I will have to justify that after with this new definition of what a regular function is I will have to show which is amazing thing the amazing thing is if you take affine space and look at all the regular functions in affine space so I am looking at all functions in affine space that locally look like quotients of polynomials okay that looks a little bit more complicated than just looking at all the polynomials in n variables but the fact is they are all the same that is the surprise and that is what I am going to prove okay. I am just going to show that this definition is correct if you take affine space or if you take a closed subset of a irreducible closed subset of affine space okay that kind of tells you that this definition is in the right direction okay so I will stop here and continue in the next lecture.


We now move to the second half of our summit today as we still await a lot of our delegates to keep joining us after lunch Delegates we've spoken a lot about I beg your pardon. We've spoken a lot about transformation today But do we actually see this in practice in our classrooms and lecture halls on a daily level? Debating the motion on how is media transforming the future of education? I would like to welcome on stage the chair for the panel Dr. Wakar Ahmad Fahad deputy editor BW business world can we have a round of applause for him, please? I would request the audience to please maintain silence Joining him on the stage to discuss the motion Ladies and gentlemen, please welcome Professor Kanchan K Malik professor and head Department of Communication University of Hyderabad Professor CP Singh ggsipu head school of mass communication Professor Sanjay Ranadeh associate professor and head of department Mumbai University Professor Amrish Saxena dean DME media school and director DME studios and production formally academic head ZIMA and ZICA Z-learn Z media SL group Professor Colonel R.K. Dargan advisor amity school of communication amity university And professor Sushil Bahel faculty and head Sushil Bahel consultancy Mumbai Can we have a big round of applause for all our panelists, please? Thank you very much, Kartikeya Okay, so my name is Wakar Ahmad Fahad and most of the people sitting in the audience They have taught me while I was doing graduation in journalism So I am really overwhelmed to be here most of the people sitting here They have taught me they may be taking the pride in this also that they have taught me at any point of time I am a reversed academic so people usually Work in the industry for 20 years, 15 years, then they join academics I started my career as an academic only I started teaching at universities But later on I moved to industry so then I started teaching And not only I was reversed in this but I took a reverse gear in one more thing That I started working with a digital company then I moved to broadcasting and then print So it's a double jeopardy for me So when I when this particular seminar is being thought of I immediately told Radhika who was coordinating this that I want to be This particular panel and in this particular seminar because this is something what I relate to I am taking care of BW education editorially That is the business world's magazine which comes once in two months But media and media summit is something very relevant From the morning we have been listening to various issues pertaining to this industry Many challenges by which the industry is grappling with And just it will be over a lot of overlaps will be discussed along with new interpretations So that will not be repetitive at all But some new dimensions will be added by The most esteemed panel which is sitting with me So due to the paucity of time I think we are running Kartikey two and a half hours late already So we have to just cover up so we'll I'll request my Delegate speakers to be very concise while speaking giving their point of views Without wasting any further time I would like Professor Kanchan Malik to start this Without any merit. I would like Professor Kanchan Malik to take over and say that how is media transforming the future of education Since the time is less. I'll skip the preliminaries. So I'll go straight into the topic And when I was conveyed the topic of the panel, how is media transforming future of education? The first thing that occurred to me was that we will be discussing the future of media education Given the technological innovations that have revolutionized media and redefined the paradigms of media scape in the digital age Now then I took a closer look on the title of the session and the overall schedule and I realized that the session All the sessions before us Would already have taken care of that quite effectively And who better as you have seen in the previous sessions to articulate about how media education must Keep up adapt adopt and gear up for the demands from the media industry Then the media owners and practitioners themselves Some of them running institutes and then also hiring people And also a whole panel of senior media educators who have reflected in depth both on the practices of media And those of media education Now with that out of the way I realized that the task of our panel was probably to take the discussion to the next level By dwelling on the role of media with its changing avatars features and becoming smarter and faster by the day How could that possibly that kind of media possibly play a role in transforming the way education happens? And that of course includes media education too Now being an educator myself the obvious response to this would would be that technology is already sweeping through the classrooms We have all experienced it None of our students sit there without a mobile phone and shaking up the role of educators Media technologies are transforming the future of education and that's essentially through let us say two things A I'm I'm sure there are other panelists who can You know shed some light on it even better than me one is Amplification of learning experience by use of multimedia technologies and plenty of educational games and activities Be is scalability, which means one teacher to a million students through the massive open online course and the like now With technology reaching levels of sophistication that it has become capable even of cognitive tasks Predictions are that computers are going to replace teachers. I have my doubts about that But whether media will transform the future of education to exclude educators or not Is a question I'll leave again to those experts in educational technology I on the other hand would like to go beyond and read the topic from the from my standpoint and specialization in participatory communication and alternative media Which looks as education as a social process Education is not just about pouring knowledge into the heads of the students or transferring of skill sets that they become industry ready That is Becoming industry ready is no doubt important But as the famous quote goes education is not the learning of facts, but the training of mind to think therefore To my mind the role of media could or Could or ought to be in transforming the future of education in redefining the current pedagogical practices and making them more engaging contextual holistic participatory and democratic This will take take us away from those binaries that we Generally talk about thinkers think and doers do Why can't we have capable practitioners who are also critical thinkers? I'm sure you all have heard of the book pedagogy of the oppressed by paula freire Who criticized the prevailing practices of education to reduce students to the status of passive objects to be acted upon by teachers In this outdated form of education It is the responsibility of teacher to deposit in the minds of the students the bits and now the bytes of information that constitute knowledge Freire named this Banking education the objective of banking education is to condition people into accepting existing frameworks templates You know and and the historical agency and the frameworks of power In the banking model knowledge is considered to be a gift that is bestowed upon the students by the teacher That's why this whole culture of touching feet and all that Freire is very critical of teachers who see themselves as the singular processors of knowledge While students are deemed to be empty receptacles into which teachers must deposit their knowledge In contrast good teaching consists of creating the conditions for genuine dialogue And so instead of the banking method Freire proposes A reciprocal relationship between the teacher and the student in a democratic environment that allows everyone to learn From learn from each other and appropriate media technologies could be used to do that While the relationship Yeah, okay One minute, okay. I'll skip a little so that's when we talk about transforming the future of education It is essential to envision media technologies as creating a pedagogical space that is not only student-centric What student produced it also means that our curriculums Provide students with balance in inputs both in theory and practice something that we follow in our department To develop professional practitioners who are able to appropriate their skills to diver to diverse socio cultural context And adapt them also to market forces and to state policy, but with a critical and analytical aptitude So I'll end And in In the end Conclusion I would like to answer the question. How is media transforming the future of education with help of a couple of more questions And the first one in that is in this increasingly convergent and challenging world How do we bring about changes in our curriculum to make our students globally aware Locally conscious and ethically grounded practitioners who will also contribute to society I have two others, but I'll only go to the last one now. Thank you very much. Uh, one one last question How must teachers reinvent themselves in roles of collaborators enablers and facilitators for providing a more holistic learning environment In an increasingly networked world in the hope to mentor students into being intellectually ambitious Socially engaged willing to question and to reinvent themselves through their research and practice. Thank you. Thank you very much So she spoke about the binaries between the doers and the philosophers of the theory But let me quickly come to professor sanjay ranade And let me ask him that in this age when the digital journalism is come entirely taking it over But I very rarely see a few of the institutions changing And updating their syllabus syllabi or the curriculum accordingly. So what is your point of view on this? How we can cope up So that we shall not be relevant so To my mind there are four areas which which Media or technology is going to impact in terms of education One of the areas is language Where mass media technology is going to help and it is helping A lot of young people who are first time graduates or first time coming into literacy for that matter And they encounter this literacy in a very traumatic way. It is not a very comfortable way Because what is the language which is being used to teach the language which I speak at my home And the language with which I encounter my own reality and describe it are three completely different languages Okay, we have been doing these studies in rajasthan in villages in rajasthan. That's where I'm talking about So we are going to have these people coming to technology and using that technology on their terms rather than the terms defined by the state And I think that's a good thing The second part is design The whole The whole design of education. I think is going to change. It is going to become more circular Right now our classrooms are politically They are in you know imbalanced where the teacher is fantastically powerful and their student is hopelessly disempowered But we will have circular situations. I think which will be ideal ideally suited for us because we all come from a fantastically pluralistic world And to accommodate that plurality the euro american model of Students in front of me sitting down and me standing up Is uh, you know hopelessly wrong for our country and I think that will change because of mass media The third area where we'll have impact will be ethics Again because we are an evolving society a pluralistic society multilingual society just to give an idea of how multilingual we are In the late 1800s when the british did their first linguistic survey. They identified 19,500 languages in india After that the indian census was done in 1961. We identified 1650 languages In 1971 we brought it down to 122 and now the people's linguistic survey which was done in 2014 identified 850 languages in india If we are talking and don't many tongues We are experiencing that much reality around us and that is going to impact the ethical situation and the last is andragaji Andragaji is added learning Because of the changes in the economic systems We are for the first time we are confronted with two realities which we have never experienced one is a very formal economy Which we are bound to get into whether we like it or not and the second part is that we are going to have a very dominant state Emerging in india The first time that we are being governed, you know, they say they're not governing on but actually they're governing us more And this is going to be normal as far as india is concerned So andragaji, which means that many of us here who are 40 or 50 years old will have to reeducate ourselves And this cannot be done in those classrooms, which we did when we were 15 years old So we will ideally and have to go to mass media To educate ourselves and get those certificates and degrees because otherwise we will not become relevant So if somebody of our age my age, I'm 50 So around my age those who are there if you decide to go into a digital classroom, you will fail So it would be better to go into a you know Environment which is more friendly, which would probably be online and our reeducation will happen online So all the 40 45 years old 50 years old will reeducate themselves that andragaji It will not happen in the traditional classroom. It will happen online. Thank you. Thank you very much So since professor anade spoke about He very quickly summarized everything and he spoke about since power of a teacher and discipline It reminds me the that colonel largan is sitting here who Like who comes from the background of army And now he has joined a media school and he has been heading for a very long time So what is his views on this? How how much discipline is required to make students Better in terms of being fired. Yeah. Yeah, you can take it sir Good afternoon panel. Good afternoon, ladies and gentlemen Today's a very proud day for me after listening to various speakers And I've suddenly started feeling very fossilized Somebody said I'm too old at 55. Somebody said I'm too old at 60 I think I've crossed 10 sevens and one four That makes me a little more comfortable and the second thing which really impressed me I'll ask for her being a senior citizen will give me two minutes extra Is that there are two or three people who mentioned that They have no formal qualification in media So up till now all the seminars and everything that I was attending has to feel very low I don't have a formal qualification though may have Any other qualification but today even Anurad said I don't have and the zee business head said That I got into media within five minutes or something anyway uh I have been asked to speak on Transforming media in the digital age But since far mentioned something about my background, let me tell you that I am from a very elite Cavalry regiment and I was having a very very good time till this menace of at that time in 1971 1992 Made me to start thinking as to why it is happening because of fake news phenomena was present at that time also The only difference is that today Exposure is far too much through social media through instagram through facebook Whereas at that time I'll with permission of the chair quote two incidents That we were in war in 1971 And once the ceasefire was announced the entire area From gadhara road khokhropa rahim yarkhan chachro right out to pakistan was mined by both the indian and the pakistan armies and There was a track created for 120 kilometers for us to remain there for two years We're using only that little three-feet track to move up and down but the animals there the camels the goats the other gadhas They didn't know that this area is mined they used to go there and blow up and get killed there We were not allowed to go and remove the caracass because there was a danger of us going into And being blown up and we used to leave it there and the entire area used to Rake of very bad smell Now suddenly a huge big delegation of the media people came to cover the stories Which was headed by and that time the media was Not as powerful as today. They were dependent mostly on the press releases and everything they Could not stand there for one minute And they left the place After about half an hour covering their feet there used to be open flat train We used to go on a single track. They couldn't sit there Ultimately After four or five days. We saw certain very interesting stories Written by them how they imagined how they wrote. We don't know as yet Suddenly when the government decided to give back the capture area I'm talking now relating to media education There was a huge big protest by the that time a political party in which later on became the prime minister also Kevin sat down and in dharma And we were asked to vacate them because the territory had to be given back to them And the next day we read in the papers and on the radio that army manhandles Senior political members though. They were not manhandled. They were taken away with great respect This is the kind of fake news. I am sure you all must have been following that famous matthew Amal Walia's program of bbc beyond fake news that existed at that time also Finally what brought me to the world of media after leaving the glittering career career Is that in 92 one very bad story was published and a lot of things were going on About media writing so many things about Unforces because the access to the media was not there. We were all behind an iron curtain The government decided to open up And we allowed access to the media that time But a very bad story appeared about all our role that we are doing what we are doing what we are doing in cash mail That prompted me enough is enough Leave this career and maybe go and start media education Get into that not becoming a hardcore journalist and I came and joined a very prominent institution Indian Institute of mass communication where we started courses for Media education now that time we were banking purely on The traditional teaching methods And today I am told they are also They have gone into because army has allowed so many things access to mobile phones access to Leaving aside the security consideration but How the digital transformation transformation has impacted every industry Media and J education is no exception today's focus Of educational trends in the media in most of the institution is on imparting of digital education Somehow the other earlier also three years ago. I think four years ago. There was a seminar here in which I had put up a point That we must Have some independent member from the media industry into the ugc We also must have media subjects journalism and all segregated from the topic of rather the domain of uh Arts humanities and other things because they don't understand how media functions It's not happened for the last three years And that is why through the medium of this media summit Which probably is one of the finest thing that i'm seeing that a paper should be put up to the government of the ugc To try and have these things implemented the next thing in the education field that I see I've come down to the uh digital part later Is that we must what you call? Insist on the ugc to let us follow the current trends and the media must support for that Which they are unfortunately not doing Educators are coming to realize the benefits of technology. I have not even started my paper when the bell is rung the two minutes extra that I asked you Finally, I would rather like to conclude In fact, uh, we were given this Topic only about a day ago two days ago and I was in a holiday and last night In my hotel room in goa I went through the business center that I want to type something and take out a print out So they charge me through the nose and that is why I asked for two minutes extra uh, finally That we have to know other than many other things which I was thinking of Introduce teaching and gaming to introduce what we call new set of classrooms With digital technology in place like, you know boards and smart things We've got to what you call think of artificial intelligence Artificial intelligence is that today's teaching and everything has become so easy That the parents can really keep track of their child's education Right online So we have to have some kind of a technology available in our own classrooms also and finally I wish This seminar this summit puts up certain points Which probably by the next like anurad said next day. We'll have a much bigger one comes into practice and we see a change Thank you so much ladies and gentlemen Thank you. Colonel Darden Uh, now I would like to call professor amri saksena and His views about whatever colonel Sagan spoke about the phenomenon of fake news because fake news is As he mentioned is something not very new This idea is there since 30 years ago 40 years ago. It was We had this but still we don't find Mention of fake news 10 years back now Universities and institutions are integrating and imparting education relating to the contemporary challenges which they feel How do you feel the future of media education can be evolved? Do you have any solutions or suggestions so that we can work on more talking about Fake news the term may be new to us for the reason because president It started using this term and then Everywhere in the world we started using this term that there's something like fake news Whether fake news exists or not Uh, the term may be new but then earlier we Used to have the term like paid news Or if we go back right from the beginning When this whole problem started we are in not the right kind of news is being presented or It's not being presented the way it should present or wherever there are Factual problems. There is not reliability of the data or the facts which Has to be there in the news right from the beginning. So we Used to have the term for this yellow journalism. So right from yellow journalism to fake news. I did not find much difference As far as the basic concept is concerned Except that every time we are coming out with a new term and we are using that term now any any departure From the the the the real practice of journalism or the way the news should be written the basic objective of writing any news and presenting it to the readers listeners and viewers is to keep them informed but then Inform keeping them informed with a perspective every news is written with a perspective It's not merely providing the information But if that perspective goes into we are in Either by mistake Or by deliberately We are trying to put into such facts in the news which we know are not correct Or we know that This is going to damage somebody This is going to benefit somebody and if i'm i as a journalist are doing it knowing fully well That what i am doing is not ethically correct So that is where the problem starts whether we call it paid news or fake news or yellow journalism Whatever name we can give it to you now The problem is that Like if we look at whatever is happening in kashbir there might be a lot of perspective Whatever is being covered if i can give you a slight departure from journalism not the complete departure There was a documentary which was made about three four years back On kashmir so i forget the name of the filmmaker, but he was not given the sensor certificate On the ground that The documentary was biased and it was showing only one side of the story The filmmaker went to the tribunal There he found the rejection He went to the supreme he went to the high court High court also rejected his Petition on the ground And what i can tell you about the documentary the documentary was Where in the filmmaker had taken the interviews of the people whose Whose children had gone busy Right now obviously if this is a documentary there is a perspective with which the filmmaker would have made the documentary Now there was no possibility of keeping a balance of that there can't be no other side of the story So there might be a journalist like whatever is happening in kashmir if we refer to that There might be a journalist who is covering all good things about the army the kind of encounters they are doing And the way they are killing the terrorists or eliminating the terrorists there could be another perspective wherein there could be Human right violation on the people in kashmir now What is the real story in this and what is fake in this there could be a lot of such problems Where in the army is involved in fake encounters? It has been established on a number of times by the army itself So if that is carried whether it's fake or not if we are not writing about whatever wrongs are committed by the army Then there is a good news and the positive news if we are raising a voice against that Or we are writing about that that that might be considered a fake news If we are not towing the line of the government then that might be a fake news or if we are Writing something against the government for the sake of writing against the government That also the might also be interpreted as a fake news. So it's a very difficult area. It's a very confusing area What I feel in journalism Everything should be in a perspective Everything which is being reported which is being covered has to be contextual Because out of the blue if you are or there should be no hidden agenda while you are doing journalism If you have a hidden agenda in journalism, then there is a problem You have to practice the profession with a completely open mind with the larger interest of the society larger interest of the country Though there again, there is a question mark. What is in the larger interest of the country? And as media educators, obviously we have a difficult task handling these Kind of things what I feel as media educators what we are desired to do or what we are expected to do Give them a holistic picture to the students Give them a rational and objective picture of the thing Rest should be left to the students because when we are teaching journalism particularly, I'm not talking about other areas of media Then obviously our job is to Show them whatever is there Then rest is should be rest should be left to them to take their call How they how they deliberate how they discuss and analyze certain things How they choose their own course of action and how they decide what kind of journalism They want to practice whether pro establishment or anti establishment or or whatever whether pro people or pro army or whatever So a lot of versions of journalism are there. So I think we should not confine All such things simply to the fake news Whatever wrongs or malpractices or wrongdoings are happening or the not the accurate reporting is happening All that should be covered as a problem which we are confronting in journalism And so we are confronting the same kind of issues in journalism education. Thank you. Thank you. Dr. Saxena. Thank you Since he spoke about perspectives in media. So I am sure there are Plenty of media houses whose amount of reporting anyone can make out whether it is a pro establishment or is it an anti establishment? So various where we need to understand that there is a larger propaganda behind any kind of certain news Taking from the lead that Dr. Saxena has given that it is all about perspective Let me come to professor sushil behel and ask him that how would you train a journalism student? So No, professor cp Singh requested me that he'll he wants to speak in the last because he is preparing for something that's why So what according to you is the role of an educator when it's about the perspectives when he doesn't have any opinion When whatever he was made to learn in the school and somebody in the last session was Saying that you have to unlearn everything. So unlearning is not only learning whatever you have Learned and acquired from the textbook knowledge, but it is also from the ideologies which somebody supports So a journalist having a leftist ideology joining a pro-government group may not be able to work So professor sushil behel, how would you try to establish a balance? I'm not really a journalist I'm a salesman. So when it comes to a salesman He tries to be an all-rounder But somehow I have been tuned to a b-school Approach I have been teaching writing On the b-school kind of media and education My firm belief is just three or four points number one media are tools for communication And they teach our students the young people I'm getting old and I am old. So I have to preach to the young To be influencers Today you have the millenniums you have various concepts put up by media related to education I pick on the word influencer Now when you talk of influencer Education has a role like the new symbol Anurag Bhattra in the morning talked about it passed by supreme court which Calls teachers as nation builders Okay, now that's too wide a subject for a person like me to talk about but I do like to say That when we talk of media Media education and mba education We need to keep in mind that we are Making influencers And how do you make influencers? Make them industry ready Make them employable And develop some personal qualities in them Which I have written a small little piece The brand you Now unless all these three things Are put into the education and media Backset or doesn't back it is going to make all the difference And that's where education will become A force in nation building That's what I would have to put across to you In my own humble way Thank you. Thank you very much sir So moving quickly to professor cp Singh I would also request him sir because we are running short of time to summarize it with the So that I don't have to take two more minutes to summarizing what everybody has said Over to you sir. Thank you respected veterans on the dais And more than veterans in the audience including students My introduction was slightly wrong and that should not be counted as part of my running time. I am just a professor not the hod media Education is part of the education as a whole And the topic says though media how media Is transforming education. So I limit myself the text of the topic And this limitation has inspired me To read out to you later. I wrote Uh nearly six months ago This is two professors Later from a professor to fellow aked missions Dear aked mission Namaskar I have a request Will you as an individual professional care to ask yourself Just a few simple questions The questions are For the professors educators Is my understanding of the problem based on the data led narratives Or the narrative led data Are you guided by the narratives? Then you gather data or you are guided by The narratives that are Guided by data Not the narrative leading to data Data leading to narratives Second question Do I critique a solution in view of what is desirable Under ideal situations Or what is feasible under real life situations? That means Do you only critique A situation Or you also provide a solution to the problem at hand under the prevailing circumstances three Third question for the teachers Do I have Ideology inspired ready made solutions to the problems at hand Do I have ideology inspired ready made solutions to the problem at hand or Have a basket of perspectives Capable of providing customized Required and the needed solutions to the problems at hand And the final question Do I have Concepts a stretch from the west Or I have the concepts that are indigenously developed Or customized to our own Indian conditions or any condition that you are operating in I as an individual have there to ask myself these questions And my answers for myself as a teacher are I would say Not very encouraging Answers are from my side We rarely bother to Let data is speak for themselves As we are too cowardly To work on data lead narratives The narrative led data gathering makes us Intellectually lazy And we conveniently embrace what is desirable under ideal Circumstances which actually never happens Rather than under What is feasible in the prevailing circumstances Consequently We end up In venting mark my words that is what is happening today in the university system All over the country Particularly in the social sciences and humanities which includes media Consequently we end up inventing a conflict where there is none We invent a conflict where there is none And we bypass the conflict where there is one intellectually The fourth answer that I have from my side as an individual in the KDM Intellectually incapacitated by our embrace of the ideology driven ready made solutions We further regress into Depending on anything that is foreign And overtly start priding in self-heat Which results in sheer absence of indigenous Concepts I skip to some of the original concepts that you can apply In your life in education as an educator or elsewhere Buddha jivi versus buddhi vilasi Buddha jivi versus buddhi vilasi buddhi virodi buddhi pishach buddhi vanchak buddhi vanchit buddhi veer and buddhi yoddha Ask the questions Have you been churning out over the last 70 years buddhi vanchit or buddhi yoddha and buddhi virangana?  So he is helping me too Umr bhar ghalib yeh bhol karta raha Dhul chehre pedhi Aina saaf karta Educators are Not trying to fix the problem At the root They are trying to discuss the tip of the iceberg And when you discuss the tip of the iceberg you meet the fate of titanic Thank you very much. Thank you very much So with this I would like to call Karthik here so that we can formally conclude the session and start the next one I believe Thank you gentlemen. I request you to stay on stage I'd like to call upon mr. Sagar Kaushik co-founder please and strides foundation to kindly join me on stage To felicitate all our panelists mr. Kaushik Could I request the delegates to please give a round round of applause for the delegates over here, please? Thank you So Thank you delegates. Thank you. Mr. Kaushik. Thanks a lot Ladies and gentlemen before we move on to our next discussion I would request everybody to please maintain silence while the panel is in motion


Hey, what's good y'all? It's your boy Don from the Don Show in France and we back for another K-pop reaction video And we got the bro in the building. What's popping y'all? It's your boy James. How y'all doing? Yes. Yes, listen. We're here You know what we got going on today We're gonna do Lisa Money dance practice video from from black pink Lisa. Yes, right some new some new some different Something fresh. I'm kind of excited cuz I am Really, I've seen the I've seen the formation on the thumbnail. Yeah Yeah, so look you know what we need y'all to do James been telling y'all this time if you enjoyed this video comment Share subscribe. He told y'all ring that bell For real do that. We about to watch this We're seriously interested to see what's about to pop off. Yeah, okay It's something about new things, right? Yeah, you know, you keep doing the same thing over and over again I thought I don't why it gets boring though. These Though these performances are always crazy. Yeah, these artists are great. It's always something new. Yeah, all these bands are great, you know Chance the pace, you know, so if y'all enjoyed this, please do that for us Hit the comments. We want to see people do dope stuff. I didn't know like When they have when they have groups like this, I didn't know they even go solo Could they be good? Could they put up so much numbers together? It's like, yeah Yeah I'm not bad y'all so We want to get ready Let's check this out You know I'm saying and let's do this Yep, here we go y'all and three two One let's go.  What's up cameraman? Wait, no time woman whoever's behind the cat was good. He said what's good? Hey, we're about to keep it. I enjoy good visuals. Yeah, especially with movement and with a cameraman that can appreciate the Choreography and not just cut it away. That's like Carter. Yes. Y'all remember Carter When we do dance videos with Carter. Yeah, yo, he's like sliding with us. Yeah Back and forth like he's in there. It's doesn't hold in the tripod get in the bag. Yeah Let's go Let's go Hey, they're going home right now. Yo the backup artists dancers is in the back. Oh Whoo, I'm gonna nice man. I'll go back. Yeah, please.  Let's watch that again So quick. Look at that. I love to count on that. That was the one and two and Uh-huh. That was just a part right here.  Let's go. Come on Change the feel of this. I'm ready. I like this listen. Oh Oh, there's so much going on here. No one I just want to say this song banger Banger now we're talking about the dance songs of banger lines are crazy count like like I Can tell they switched from doing normal counts to counts to the music a Whole lot they go from one and two and one and two and they switch to some on the clock on the base and And it's a drag to yeah When we talk about dragon if you don't know it's like when they drag it a little bit like just you just drag it And you just and you go back. It's kind of get it's kind of get bouncing in Between the beat you're not on the beat, but you're bouncing in between the beat and then what once you bounce back on There's a certain moment where you bounce back on That's like that's like crump and even when you're playing with music when you as a house dancer Yeah, play with that and then wave it which is why it's real groovy and flow like that like I love that We love that that's why a lot of poppers do wave because after a while you just keep hitting on you want to You keep hitting on the beat now. I know what you just yes, you just want to you just want to hit the pop Who we stopped three times three four times already first of all we started over twice. Oh, yeah Let's go If you're gonna do a solo, I like it I like how they switch from the females to the dudes Yes, and the the kind of dancing when they switch it over is is different every single time. Yeah Look at the mirror reflection that's giving him a light nice and lighting set up levels. Let's go Let me tell you so everybody So they moved off the scene On time got to their spots as they're moving off. They're coming forward To their spots and she's moving over To her spot and at the same time the cameraman follows her Never misses a beat doesn't get there too early. He doesn't get there too late Boom. He's right there with her Great camera great transition over it's clean. It's sharp Groovy. I love me a groove. That's a dance. I love a ripple. Yes. I love a groove Dance as y'all know this we are getting so excited when we have perfect transition to the next segment of our piece And no one looked like they're skipping steps, which is why we practice for 13 hours to get that right That's why you got to know where your freaking spot is know your spots know your spots I know your counts if you start dancing Know your spots if you as a solo artist and about to start singing and rapping and having dance Make sure everybody know these spots this I'm happy Shout out to the cinematography work Wow To the music come on come on change the texture I see See them contemporary in the movements in there I love the balance the levels and the choreography is working with the car with the camera Hey, yes, look at it. You see how they're getting ready get set come on in come on in come in Yes, yes Yes Come on. What we're doing here change the field. Yeah Did they do a ripple they did a tick? Yes, they did On the music mm-hmm to the ripple everybody did something different down. Yeah, everybody did something different every different everything was different. So Not not only was everybody on the same time those on a different movement. So it makes you look like the texture of it was Totally different you gave a different feel because if everybody did the same movement Yes, was I mean it would have been nice, but You know that extra texture. Mm-hmm This makes you feel something And let it be known that no one was running to their spots. They knew to count so well They was walking to him with the character with the walk Mm-hmm. I'm happy This is like this is like Good choreography good dancing like they are top take my like whoever she has For this piece. Mm-hmm.  Yeah, they just they just killed all the excuses What's I gonna do with this? Whatever you can do up top you can do on the ground Yeah, I like that. Hey, I like this track. I like this track. I like this track Y'all didn't even see when they came what she did this they came I need I need a son to be five minutes. Wow That was great. I'm happy. Oh my god. Yeah, please watch this video. Please. Can y'all I've seen black people. I've seen black people for it. All right. I think it's wonderful. I love yes You know I can see what she was solo. She's nice. Yeah. She's nice. It doesn't mean she left black pig either, right?  That's like That's that Kate. That's a kpop version of Tde, you know, you have all these top tier artists all these top tier groups. Mm-hmm. They're all They're all in the same genre, but they got the own style. They got the own flavor. Yeah, just yeah And bro, you know like it. I want to have tea with the choreographer I want to drink tea with the choreography. I want to cook them breakfast. I want to cook them breakfast Whoever they are We need to have they are We're gonna have some brunch. Yeah. Yeah chicken and waffles some some emotions We were going attention y'all Do us a favor if please watch this video, please watch this, okay? Yes, if you enjoyed this I hope y'all enjoyed it. Oh, I hope y'all enjoy it. Let us know. We watch more big old hug Yes, we enjoy it. So we got the blackpink. You know, they say I give the best hugs I'm gonna stay on this time from separate whatever If y'all enjoyed this please watch it, please subscribe hit the like button like you told y'all hit that fail And we'll keep watching and as soon as we drop something it'll hit that premiere. Hey, this premier that this time boom Bing bang boom There you go. Bing boom and listen all the biggest are y'all requesting. We are reviewing them We are recording them right now. We are recording them right now So we just got a lot for y'all. So we're trying to get them all Yeah, Lonnie be back. He'd be right back. You know, he's at work right now. So we can't really We just want to knock this one out. Yeah, it's Yeah, I like Lisa It's gonna be really hard to refrain from watching her stuff Cuz I'm like like we just want to watch it. I want to review. Yeah, I do want to do a reaction to them Yes, you know cuz we got blackpink on the way. Yeah, you know a man black people like it. Yes Really the only blackpink I have seen is the stuff that we've done. Yes and the stuff that I saw In the past I said a couple music videos. Yeah, didn't really see the Didn't see any other dance prices. So I'm ready to do some blackpink. Yes, and we saw that I talked about it See, so yeah, make a list Put in the comments. I notice we're doing a lot of We're doing a lot of male groups. We do want to do female groups as well. So just Give us a lesson. We'll get them popping for y'all This is for y'all cuz We're here to entertain y'all with this, you know But at the same time We're appreciative of the technique. Yes, and quality. Yes of what they do We want to learn more about it. So like If y'all got a worth of information, please, we'll take it all all of it Just drop it in that comment. Yes. We love y'all. We appreciate y'all and we out of here


The United States Army presents the Big Picture, an official report produced for the armed forces and the American people. Now, to show you part of the Big Picture, here is Sergeant Stuart Queen. There is an ancient maxim which says that the more things change, the more they are the same. It often comes as a surprise to many of us that, despite the extraordinary changes we've seen in military weapons during our generation, there are basic truths of military science and tactics which have remained unchanged for centuries. One of those basic military truths, mobility, and its application to your modern army is the subject of today's Big Picture. 100 years ago, on the plains of the far west, a basic principle of military science was proven again. The principle is simple.  Before the First World War, the horse provided all the tactical mobility the army needed. But then, the balance changed abruptly. We're seen on the battlefield. Trucks replaced wagons, were first tried as combat vehicles. Between the two world wars, the army was not quick to mechanize. There was no pressing need to. And the modernization of a fighting force was a costly business, even in the days when a dollar was worth a dollar. Adolf Hitler triggered off a whole new concept of moving and shooting. Between firepower and mobility, at a faster pace with a harder punch, he came far down the road toward mechanization. Connoisseurs, the search for information had accelerated because mobility had been improved. And our soldier was again able to move as fast as he could shoot. The army does a good job of moving on roads and highways. Or even without them, the boys can average 20 to 30 miles an hour. Right, vehicles are almost as fast. This happens. 30 miles an hour may become five miles an hour or no miles an hour. In combat, there are many things beside traffic jams and detours that can slow down the flow of critically needed supplies. But take the most optimistic point of view, that we could keep our trucks rolling at 20 or 30 miles an hour in combat. Let's face it, the next war, if it comes, won't be a 20 or 30 mile an hour war. And we must assume that our potential enemies have just as much firepower as we have. We have to assume that they outnumber us. We know that they can put several well trained men in the field for every one of ours. We must find a way to make our fighting force superior to theirs. How will we do this? One way, mobility through the air, which has no mud holes or traffic jams, roadblocks, or bridges. The army must take to the air, not the air 20,000 feet up or even 2,000 feet up, but the air just above the treetops or, better yet, between the trees. Aviation has many different functions. But all of them are part of the land battle. All of them are designed purely and simply to help the combat soldier win on the battlefield. Those soldiers have taken to the air. They remain just as much a part of the infantry, artillery, or armor as they were before becoming aviation specialists. The army's aircraft are simply a better and faster means of moving from one place to another and getting a job done. Day's helicopter is not the ultimate all-purpose air vehicle that the army is seeking, but it has many points in its favor. It can land in cramped quarters and maintain close contact with soldiers on the ground. Larger helicopters are equally versatile. They are flown night and day to teach army aviators the tactics and techniques for our air-mobile future. Army fixed-wing aircraft also have a high degree of maneuverability. And each of them has been chosen because it is rugged and can live in the field with the troops it serves. All of them are capable of landing on very short and rough fields and to take off with a brief run over very steep barriers. Many techniques have been devised by army aviators. Paradrop of supplies is an old fixed-wing plane. Newer jobs for aviation is in collaboration with the missile command. The honest John Rocket is air transportable, so is its launching equipment. Thus, in a matter of minutes, a critically needed rocket can be hauled to a launching site and fired. Aviation is not a new way of fighting. It is just a faster and more efficient way of getting troops and their weapons to the scene of battle and a faster and more efficient way to acquire tactical information for the ground commander. Let's see how an attack might be made on a hypothetical battlefield using the aircraft which the army has today. We will go to a command post where the key officers of a division are being briefed. Besides one more point here, gentlemen. Helicopters are arriving tomorrow at 05-30 hours, the 18th, the land in the respective areas which we've already designated. Aircraft will be ready for loading immediately upon landing. Precisely at 05-30, the Choctaws fly in from the division's base airfield. Smoke pots mark the pickup site, and each pilot knows exactly where to touch down. Trem a good night's sleep and a hot breakfast. Our troops will arrive at their battle site 20 or 30 miles away with a full head of steam, not with their keen edge dulled by an exhausting march. The heavy weapons are loaded aboard powerful mojaves to be carried directly to the battle area. The Choctaws are picking up their loads. They can easily carry a jeep with a recoilless rifle.  Observation post, the observer prepares to lift the artillery fire. He sees a reconnaissance patrol armed with machine guns and rockets coming in right on schedule. They proceed to a pre-planned position just behind the cover of a hill, then rise above the protecting ridge to sweep the area. Since party calls the next turn, complete the softening up process with a barrage of rockets for years near the battle area, winging over terrain obstacles impassable for troops on the ground. Those are ready, their tension mounting as the moment of combat approaches. It's the enemy down. Born infantry, a free and unchallenged minute or two to pile out an organized. This is army aviation paying off. Our men are landed practically on their objective, fresh and ready to go. Set down beside them, equipped with weapons and with radios that will tie the attack together and give the battle commander a clear line back to higher headquarters. Wool brings out a reserve of small arms ammunition followed by more jeep-mounted recoilless rifles to reinforce the attack. Buying over the area, a battle surveillance observer keeps tabs on the enemy. Information is thus gained on enemy strong points, reinforcements and gun emplacements. The force of battle is available to the ground commander, giving him an extra pair of all-seeing eyes. The troops push forward toward their initial objective, ammunition and are covering the advancing soldiers and set up fields of fight. He's anticipated the attack and has saved a Sunday punch for the infantry. The attack must not stall. He has an ace in the hole and he uses it. He radios directly to the commander of his reserve force, telling him to bring more troops forward and fixed wing planes to an assembly point for helicopter delivery to the battle scene. It's the Otter, a plane that is designed to live with the infantry and to be as reliable as an aircraft can be. It carries nine troops and all of their gear. Army aviators can bring them into places where the average pilot would not consider trying to land an aircraft of this size. Ferry continues its shuttle, bringing more equipment and the reserves who were delivered to the assembly area in Otter's. Through and join the assault. Casualties, but our Mojave's are ready. Within minutes, our wounded will be in rear area hospitals receiving life-saving medical attention. The division surges forward. Buying soldiers still have an extra bonus of energy and will to win is broken. The victory is ours. So far, we have seen more tactical applications of existing army aircraft to the military problem of fire and maneuver. New as this equipment is. Still newer aircraft are under development. In response to the lessons learned by army commanders in maneuvers, such as those you've just seen. Now let's visit some aircraft plants around the country for a look into tomorrow. First, we'll go to Fort Worth, Texas where the Iroquois helicopter is being built. This is the first aircraft designed specifically for army use and the first helicopter designed to use a gas turbine engine. It represents a significant breakthrough in the state of helicopter development. Battlefield will be greatly improved for it has been built as a many purpose vehicle. It will serve as a stable and agile platform from which to deliver fire. It will transport troops, keep them supplied and speed them to a hospital. Being built especially for army observation, used to help the ground commander locate targets on the fast moving battlefield of tomorrow. Unlike other army aircraft, the Mohawk's pilot and engines have armor protection against enemy ground fire. Both the pilot and co-pilot have an excellent view of the ground beneath the Mohawk. This is an important feature for low altitude high speed observation. Ejection seats will make it possible for the pilot and observer to get out of the plane safely in an emergency from the extremely low altitudes at which they will be flying. It is to be equipped with the latest in navigation equipment and will be capable of flying day or night in almost any weather. Facilities for aerial cameras are built into the fuselage. The cameras are operated remotely from the cockpit. When pictures are taken, this outer panel opens and closes automatically. After the camera compartment is a large area where electronic components are installed. The Mohawk will be an ideal vehicle for the new television radar and infrared surveillance equipment that is being developed by the army. Perhaps the best feature of this relatively sophisticated army aircraft is its ingenious arrangement of flaps and ailerons which makes it possible to land and take off on short unimproved strips. Is a vehicle which is in its first stage of development. It takes off as a helicopter, then tilts its wings and propellers forward and becomes a conventional airplane. Tilt wing had undergone months of testing before the early morning in July 1958 when the first transition from vertical to horizontal configuration was tried. All indications pointed towards success but it had never been done before. Aviation history was made that morning. The transition was perfect. There is every reason to believe that within a few years the army aviator will be able to take off vertically from a small clearing then fly with the speed and fuel economy of a conventional airplane to a landing site no larger than his tilt wings length and width. Next to Toronto Canada to see the first flying model of the caribou. Several caribou's will be purchased by the army for testing as a battlefield troop and cargo carrier. Arch with General Easterbrook as the caribou is put through its paces. The remarkable feature of the caribou is its extremely short takeoff and landing ability. Watch this. Capable of carrying 28 combat troops. With this load it can fly close to 400 miles without refueling. Thus as an air ferry a single caribou will be able to haul hundreds of men short distances without refueling. Will operate in rough country without prepared strips. For this 10 ton plus airplane fares only 500 feet from touchdown to a full stop. Here is the future of army aviation. The 15,000 soldiers who are directly involved in army aviation today. They are working to improve the balance between firepower and movement so that tomorrow's war if it comes will find our side with the advantage. Army aviation is more than a new weapon. It multiplies the effectiveness of every weapon we have now and those we will have in the future. How soon our flying soldiers can realize the advantages which aviation can provide depends on our ability to develop this potential and to acquire the air vehicles to do the job. 25 years ago, the army cavalry still relied on the horse formability. As had Gangescon centuries before. In World War II, the army traded in its horses for tanks and developed powerful armored divisions and armored cavalry regiments to give it the mobility essential to victory. Following VJ Day, the helicopter began making its appearance in army maneuvers and by the time of the Korean War was ready to provide army commanders with the means of rapidly moving supplies over areas inaccessible to ground vehicles. It also proved invaluable in the rapid evacuation of wounded directly from the battlefield to hospitals in the rear. Army aviation also served widely for reconnaissance and surveillance. In short, it had become an integral part of the combat scene. Success of the army on a future battlefield will depend largely upon its ability to move swiftly and decisively. In this field, army air vehicles will undoubtedly play a vital part. Now, this is Sergeant Stuart Queen, your host for the Big Picture. The Big Picture is an official report for the armed forces and the American people. Produced by the Army Pictorial Center. Presented by the Department of the Army in cooperation with this station.