I'm Sam Beknin and I'm the author of Malignant Self-Lover, Narcissism Revisited. If you are right to ask me, isn't your definition of Malignant Narcissism far too wide? They say, having read your book, I think that it fits my neighbors, coworkers, friends and family to a T. Everyone seems to be a Narcissist to me now. The answer is that this is an understandable reaction. All of us have narcissistic traits. Some of us even develop a narcissistic personality or a narcissistic style. Moreover, narcissism is a spectrum of behaviors, from the healthy to the utterly pathological, a condition known as Narcissistic Personality Disorder or NPD. The Diagnostic and Statistical Manual, the DSM, uses this language to describe the Malignant Narcissist. An all-pervasive pattern of grandiosity in fantasy or behavior, need for admiration or adulation, and lack of empathy, usually beginning by early adulthood and present in various contexts. So what matters is that these characteristics, often found in healthy people, appear jointly and not separately or intermittently, and that they are all-pervasive, they invade, they penetrate, and they mold every aspect, nook and cranny of the personality and of interpersonal relationships. In the Malignant Narcissist, grandiose fantasies are abundantly discernible. Grandiose behavior, often ridiculous ones, are present. There is an overriding need for admiration and adulation or attention, narcissistic supply. The person lacks empathy, regards other people as two-dimensional cartoon figures and obstructions, unable to stand in their shoes. These traits and behaviors in a Malignant Narcissist begin at the latest in early adolescence and more often in childhood. The narcissistic behaviors pervade all social and emotional interactions of the narcissist. The Diagnostic and Statistical Manual specifies nine diagnostic criteria. For narcissistic personality disorder to be diagnosed, five or more of these criteria must be met. There is a special video on my YouTube channel, which deals with the diagnostic criteria, the issue to watch it. So how would I define, clearly unequivocally and unambiguously, a Malignant Narcissist, the type that has narcissistic personality disorder and breaks havoc on himself and his surroundings? Well, first of all, he feels grandiose and self-important, exaggerates accomplishments, talents, skills, contacts and personality traits, to the point of lying. He demands to be recognized as superior without commensurate achievements. He is obsessed with fantasies of unlimited success, fear, fearsome power or omnipotence, fame and equal brilliance, bodily beauty or sexual performance or an ideal everlasting all conquering love or passion. The narcissist is firmly convinced that he or she is unique, and being special can only be understood by and should only be treated by or associated with other special or unique or high status people or institutions. The narcissist requires excessive admiration, adulation, attention and affirmation, or failing that wishes to be feared and to be notorious. The narcissist feels entitled, he demands automatic and full compliance with his or her unreasonable expectations for special and favorable priority treatment. The narcissist is interpersonally exploitative, in other words, he uses others to achieve his or her own goals and ends. He is devoid of empathy, he is unable or unwilling to identify with, acknowledge or accept the feelings, needs, preferences, priorities and choices of other people. He is constantly envious of others and seeks to hurt or to destroy the objects of his or her frustration. He suffers from persecutory, paranoid delusions, as he or she believes that they feel the same about him and her and are likely to assimilate. He behaves arrogantly and hotly, he feels superior, omnipotent, omniscient, invincible, immune, above the law and omnipresent, this is called magical thinking. He rages when he is frustrated, contradicted or confronted by people he or she consider inferior to him or her and unworthy. So this is, in a nutshell, the malignant narcissist. You surely come across such people in your life, but definitely this amalgamated description does not fit everyone. The narcissist truly is unique.


Good morning. This Deepak Fartak from IIT, Bombay welcoming you all to the first formal workshop under our T-10KT project, which is talk to 10,000 teachers at a time. I understand that there are close to 6,000 teachers all across the country participating from 167 years. So, I welcome you all. It is our privilege today to have with us as the chief guest for the brief inaugural function. None other than Dr. Anil Kakorkar, all of you of course know about him. An additional fact that I would like to mention is that he is also the chairman of Board of Governors of IIT Bombay currently. I would like to request Dr. Kakorkar to be escorted to the dais by Professor Gayathonde, who is the faculty in charge of this course. Come, sir. Come, come, come. And request Professor Gayathonde to welcome him with a bouquet. I would like to request Professor Gayathonde's colleagues who are going to be the faculty teaching in this course, Professor Bhandarkar and Professor Puranik to also join us in the dais, please. It is now my privilege to welcome the faculty here, Professor Gayathonde as the leader of the gang. Thank you. Thank you, Professor Bhandarkar. Thank you, Professor Bhandarkar. Ordinarily, the inaugural session is of one-hour duration, but our chief guest, the Kakorkar, has to leave early because he has another engagement later. So, what I will do is I will just very briefly introduce the notion of these workshops and then talk to you later and then request the Kakorkar to share his thoughts with you. Many of you might have attended similar workshops in the past, but for all those who are not familiar with this workshop series, let me mention that when IIT Bombay started its distance education program in the year 2000 to 2002 using V-SATs, we started engaging people at remote places through two-way interactive video. And after experimenting with about 200 to 400 participants at four to five centers, we expanded through a project funded by TIFAC to train teachers through such workshops. We expanded to about 500, 600 capacity. The Ministry of Human Resource Development liked our approach of training teachers and they gave us a project in 2009 under which we were to run workshops of two-weeks duration under the banner of ISD for up to 1000 teachers each. This was a novel idea then. We set up about 50 remote centers out of which 30 to 40 would participate in any workshop. The methodology that we use is that for every workshop subject, we choose expert faculty from these remote centers who are appointed as workshop coordinators. Much before the main workshop begins, we invite all these coordinators to IIT Bombay for a rigorous one-week interaction during which time these workshop coordinators tell us about the syllabus that is followed in their colleges and universities. They also tell us about the examination pattern. We in turn tell them about how that subject is taught here, what kind of challenging problems are given to our students. And during that one-week interaction together we define a syllabus and an approach to the subject which could simultaneously be useful to all the college teachers as also it will invite some elements of rigor that is followed in IIT. After that the workshop coordinators go back. They set up the assignment lab experiments or tutorial solutions etcetera. On the other side our faculty members prepare for the contents and that is when this workshop happens. At the end of two weeks, the participating teachers have to form teams and have to undertake an assignment which they have to submit within two weeks of the completion of the workshop. This assignment along with all the tutorial problems lab exercises etcetera solved during the workshop plus all the recorded audio video lectures all this material is released by IIT Bombay in open source under creative commons by attribution license which means that all teachers attending this course are free to use these videos, free to use these problems and they can even modify these because it is only by attribution. In the past the feedback that we have received from the participants has been excellent and it is based on that feedback that we propose to the ministry that we would like to expand this program and we would like to train 10,000 teachers at a time. We did a pilot in June-July when we ran a program a two week course on introduction to research methodologies that was found to be very effective and the government has approved the extension of this project to train one lakh 50,000 teachers over the next three years through 15 such workshops. We have IIT Kharagpur as our partner now who will be conducting six of these workshops starting from the next summer and IIT Bombay will be conducting line workshops and of course if the funding still remains available with us because we have always economized on the expenditure and conducted more workshops than what was originally promised. All in all we believe that this interaction would be beneficial to the engineering education in general and you are the first set of 6,000 teachers who are participating in the first ever mega workshop formally being conducted under this new scheme. So, welcome you all and with this brief introduction I will request the Kharagpur to share his thoughts with you. Good morning to you all. Professor Fatuk, Professor Gayatunde and distinguished colleagues and friends. A teacher's training workshop I think should be a business like activity. So, strictly speaking there should be no place for an inaugural session, but this being a new initiative I believe only the second in this format may be a short inaugural session is in order. First of all I have to express my gratitude to both of you for this opportunity for me to be here. I have been hearing about these workshops and also the national mission on education through ICT for quite some time and so they say that seeing is believing it and so to be a part of such a such an activity is a matter of great joy. Professor Fatuk has been piloting this program not only this teacher's training workshops or this mega workshops where you engage large number of participants. But also other modes of technology enabled learning process and there is of course significant experience accumulated in this area and it looks to me that of the several grand challenges that are there before the IIT system in general and IIT Bombay in particular. This certainly is a mission of undertaking such grand challenges and perhaps a mission which would have the largest impact. IITs of course have their own brand image in terms of high quality BTECs in terms of their research and the larger impact on the world of technology both here as well as abroad. Although IITs are on an expansion path to make sure that the national technological capability goes to a higher level but the fact still remains that compared to the size of engineers, technologies that the country requires for its development programs IITs are too small the number of graduates that come out of IITs too small a number hopefully this would expand and create larger impact. But the fact still remains that there is a fairly large engineering education system in the country and it is equally important that IITs pay attention to this larger system in terms of enhancing its quality because we do need engineers coming out in large numbers and for that to happen we need teachers who provide quality education in engineering and technology in large numbers and so this teacher training programs have in my view a great importance and this particular mode the ICT enabled mode where the engagement in a single event can go up to up to around 10000 is certainly a major impact major effort major achievement in that direction. Of course training teachers is one important thing but this mode and I am aware of IIT Bombay being engaged in utilizing this mode for other aspects of education for example there is this effort in terms of spreading familiarity with computer resources for general masses there is an effort to engage school children there is a big effort to create contents including contents for experimental teaching I participated in this program Exploriments I suppose it is still going on and that is a product I think which has created waves you can go to many other places including carry out a market search and one can do a lot of research and realize that these products are making an important contribution and also a large enough impact. So I must congratulate Professor Fatuk as well as everybody involved in this effort from IIT Bombay and their partners and collaborators in other IITs as well as other educational institutions for launching this very large effort which has the necessary scale of capability and I am quite sure that this program would deliver very important results in a very short period of time. This particular workshop which is going to be conducted by Professor Gayatunde and his colleagues on thermodynamics I must say it is very important that this program is few sentences on that because in my interaction over the decades in atomic energy I came to realize that the thermodynamics at least the thermodynamics which I had learned when I was in engineering college and thermodynamics which several of my colleagues who came from science stream which they learned in their own respective colleges independent of whether they come from stream of physics, stream of chemistry and it took some time to really understand each other's language and going deeper it appeared to me that that is because our learning was rather superficial. I do expect and imagine that this particular workshop where more than 6000 teachers are participating in this very important I would say they say mathematics is mother of all subjects in thermodynamics is no less and this would quite apart from clarifying different concepts and the subject at large would also perhaps create a common language of thermodynamics for all teachers. I probably imagine that teachers here they will all be from engineering background most of them but even so teaching of the subject coming from IIT as it does I think it will go into more fundamentals and to that extent I am pretty certain that all of you who are participating in this workshop would come out more enriched which would be good for your own research in future and of course for your teaching your students in your respective colleges. So, I once again thank all of you for this opportunity for me to speak to you and I think this is not an occasion to make long speeches so I stop here and wish you all success in this endeavor. Thank you very much. Thank you Dr. Kakurkar. I would just like to add a couple of quick points at the observations made by Dr. Kakurkar. These things appear important to some of us old teachers who have gone through an engineering education spanning five years. Nowadays our teachers will be teaching students who are in a four year program and what many of us feel is that there is a little dilution of the emphasize on basic engineering subjects. At our times it did not matter whether you were an electrical engineer or a mechanical engineer or a civil engineer these were the three prominent branches. I was for example an electrical engineering student but no matter what brand of engineering you carry on your back you were required to do courses like thermodynamics. We studied boilers in fact I still remember a fellow called Cochran Boiler who troubled me no end. But it helped all of us to understand basic engineering much better. I would only submit that in line with what Dr. Kakurkar advises that you should be able to not only at the end of this two week workshop you should be able to take some ideas from the IIT faculty, some ideas from your own fellow colleagues who are attending this workshop and should be able to teach better to your students. But I would submit that your role as teachers of basic engineering principles is far more important today given the four year curriculum context and I hope that you will carry the spirit with you. I will now temporarily suspend the session to bid goodbye to Dr. Kakurkar. Thank you very much Dr. Kakurkar for having taken special time. May I request Professor Gayathande to kindly escort him. Thank you very much sir. So with the blessings of a great man we start our deliberations here. In this first session as I said I would like to share some thoughts about teaching and learning specially in the context of emerging technologies as Dr. Kakurkar mentioned we are trying to use ICT to enlarge the scope of our engagement. Ten years later frankly nobody thought including us that we would be able to engage ten thousand participants meaningfully in an interaction. This kind of interaction poses certain problems like any scaling effort does. The number of interactions with the participants as a percentage of total number of participants will certainly be less and therefore it is suggested that all such interactions which will of course be controlled and moderated by the teachers here should be kept as brief and to the point as possible so that maximum number of people get a chance to interact. We have the course model and I would encourage participants to regularly post on a daily basis any queries or questions which occur to them so that those postings could be looked at by our faculty colleagues and their assistants. They have a team of very capable five young students of IIT Bombay who we call our teaching assistants and with this method we should be able to sort of handle the large number of queries that might crop up. More important than that the technology that we use permits us to record lectures by the stalwarts in the video format and these lectures video recorded lectures would also be made available to all of you. How are these kind of recorded lectures likely to change the way teaching learning happens in future is something that I would like to share with you. Traditionally the role of a teacher is defined as take a fixed number of lectures in a semester typically 40 45 lectures in a semester engage the students in tutorials and lab sessions again of a fixed time duration and then of course conduct evaluation in exams. If you sum all of this up you will notice that what the current education system gives to our students through us teachers is a fixed time per subject. What in my opinion any education system must guarantee is that it must guarantee a fixed minimum knowledge to every student. Now that is difficult because different students learn at different speed and this speed is dependent upon not only their ability to grasp some of our students are smarter some are not so smart they take longer to understand something. It also depends upon the interest and enthusiasm with which the students approach the course. It also depends upon the attention that they spend it also depends upon the background preparation that they have in the course and so on. So, if you consider all these factors together the amount of learning that actually happens in the mind of a student will depend directly upon the quality time that the student spends on that subject. The word quality is important here it is not just the physical time spent clearly. If you want to guarantee a minimum knowledge to every participant then you must ensure that different students will learn at different speeds are able and are permitted to spend the required amount of quality time for that course which itself will differ from student to student. Unfortunately, in our current model where there are fixed number of lectures and a fixed number of tutorials and a fixed number of exams to be conducted as I said we are only able to guarantee a fixed time per subject. If we have to guarantee a fixed minimum knowledge to everyone please remember what I say minimum knowledge to everyone not the same knowledge to everyone because that is not possible different people will learn different and smarter people will learn much more. But consider this in our current examination system there are several students who fail our final evaluation. At the least we can say that these students who fail the course have not attained the basic minimum level of knowledge that is expected of them. I would ask you this question who is responsible for this is the student truly responsible will say of course the student did not work diligently the student did not do homework the student did not do did not solve problems and so on. But did I as a teacher try to ensure that even the weakest student gets the minimum knowledge I have been teaching here for 40 years and every year if some students fail in my course and they fail in spite of my attempts I feel bad because I feel responsible for that. Now one of the aspects of the quality time to be spent by a student in learning a course is the amount of time that student applies his or on mine in solving problems not just reading textbooks not just listening to the lectures but applying those principles in solving problems. Now this typically happens in the tutorials where there are some discussions with the teaching assistants and so on. Occasionally in the classroom when the teacher ask a student some question or a student ask teacher a question and because that question is important to others as well from that brief interaction all other students benefit. In short interaction with teacher trying to solve problems together getting hints from the teacher and applying your mind is what causes in my opinion the maximum learning. Now why cannot we consider that all our engagement with students are spent only in this kind of interaction only in problem solving only in asking questions discussion. The reason we do not do it is because the current educational model says you teach for 40 hours give lectures and then engage people for tutorials and labs and such. The modern technology in future years to come will permit the exact reversal of role. Today we tell our students attend lectures here and try to solve problems at home. Tomorrow we will be able to tell them please attend lectures at home these are the recorded lectures available on this server listen to those lectures and come to the classroom only for discussions and problem solving. By the way this is not hypothetical several teachers across the world have tried it including some of us in IIT Bombay itself. Karnan Maudgali had tried this on one course Professor Mangal Sundar at IIT Madras has tried this where all the lectures are pre-recorded and students are told to listen to these lectures and come prepared. Of course how do you guarantee that students actually go through that lesson see that video is a simple mechanism every class begins with a small quiz based on the lecture that you are supposed to have attended. All the teachers report that the interaction has benefited most of the students significantly in understanding that subject. Now consider this if all the teachers tomorrow decide that if we have the best lectures the best teachers already recorded then why waste my time in trying to give a lecture after all I am permitted to use a great teachers reference book for my course which means I am officially permitted to borrow on the knowledge and explanation given by that teacher while teaching a course to my student why cannot I extend it and say I will also borrow the video recorded lecture of that great teacher and use that as the lecture video in my course.  I would submit that in future years the teaching is likely to undergo changes of this nature that is the reason why as a preparation we have decided that all lectures and interaction that we have in this two week workshop is recorded and all the recorded interaction is released in open source so that those of you who wish to use these can do so in your future teaching. I mentioned some time ago that different students whom you teach will have different pace of learning and it depends a lot upon not only their grasping capacity which will differ based on their IQ but also upon the attention the focus and the enthusiasm which they display in applying their mind to solving the problems. Now independent of how much efforts a teacher puts in to encourage students to actively participate there would be differences in the understanding. Even today we are able to find out that there are clearly three categories of students broadly. One set which is lagging behind so much that they do not seem to understand some basic concepts these are the bottomers. Another set which consistently performs well in any examination or evaluation that you do this primarily is composed of people who apply their mind consistently and are at the top of the class we call them toppers and then there is a large segment in between which of course is trolling along and is able to generally cope up and understand subject well. I would submit that as teachers we must pay special attention to each of these three groups and each of these three groups require a different kind of attention you cannot give the same kind of attention to the entire class. Please understand that as a teacher I am expected to relate to every student in my class. Now this can be done if I am teaching an elective course for 10 or 12 or 15 students it is very easy for me because I know each student personally I know exactly how that student thinks exactly how that student works and therefore I can tackle that students problems by putting myself into his mind and his shoes. It is not possible to do so when you have 40 students, 60 students, 100 students and therefore we talk of statistical averages and segments but ultimately we have to take the responsibility of ensuring that every student in our class learns something important something better from the course that he or she undertakes. There are two things that I would like to suggest first how to discover which are the students who are very weak or which are the students who are very smart and doing very well. We discover them through our conventional examinations sadly the conventional examinations will comprise of written tests typically taken once in a month or mid semester exam or end semester exam. I would submit that when I conduct a written test at the end of one month and I evaluate those papers which may require another 4, 5 days it is too late for me to discover that these 5 students have not understood anything or these 10 students are doing extremely well because by then it is too late to help the weaklings and it is too late to challenge the toppers with something extraordinary. How do you discover who are who quickly enough and early enough? Some of you who are teachers in one of the 250 colleges which have joined us as partners in our Akash project and have attended the two day orientation program for Akash in education will recall that on these Akash tablets we have introduced we have built a software called a clicker software which helps teacher conduct a quiz in the class in exactly 2 to 3 minutes automatically getting results of the quiz on to the desktop of the teacher. We have demonstrated this earlier for 3 or 4 years IIT Bombay has been working on this specific clicker devices which we have experimented not only in our classes but even in a distributed manner. Now we will be using these on Akash unfortunately we do not get sufficient number of Akash tablets in the remote centers otherwise Professor Gayathur and they wanted to use these devices for conducting quizzes in this workshop itself so that you become familiar with how the quizzes are conducted. To briefly tell you whenever I have taught and I will tell you how I have been using these in my own classes here in IIT and how I believe people will be using it. So I teach a concept I give some example and then I pose a quiz I display the quiz here the quiz gets downloaded on to the Akash tablets in the hands of all my students they get 2 minutes or 3 minutes to answer 1 or 2 questions at the end of 3 minutes the answers are automatically collected back they come to the teacher's laptop through a server and the teacher can very quickly see the results of the quiz immediately though no paper correction no paper distribution nothing. What is the advantage and this I will tell you it has happened with me many times when I feel that I have explained something well and students have understood this concept when I conduct the quiz I suddenly find out that 70 percent people are giving wrong answer what does it mean? It means that my explanation was inadequate people did not understand that concept please remember I could discover the same things to conventional test but that will be 2 weeks 3 weeks 1 month later here I discover it immediately after teaching that concept what does it permit me on all such occasions whenever this thing happened luckily it did not happen too many time but whenever it happened I could immediately discuss an additional example and offer some more explanation so that before the concept is gone from their minds when the concept is very fresh in their minds they get an additional input they get an additional explanation and that clarifies so many of their doubts so that the concept is well learnt. I believe this is an extremely important feedback for a teacher instantaneous feedback on the on whether the concept is understood by students or not in future this would happen regularly because instead of notebooks people would have aakash like tablets I do not say aakash tablets but tablets in their hands just like the laptops and pcs took some time to percolate doubt and they can still be they are used by our students but only in their hostel rooms or in the lab but not in the classroom in future years practically all students at least of engineering colleges are likely to have android tablets or linux tablets in their hands we have to prepare ourselves for teaching students with who are enabled with such technology and we are enabled by use of that technology so I would submit that all of you should spend time now to start preparing for small quiz questions that can be asked to test the understanding of a subject. There is an additional advantage that I get I will tell you what I did in the course which I taught CS11 course with the clickers of course at the end of every week because I have a back end software which would analyze I would conduct about 3 to 5 quizzes in 3 lectures that I would take and I would get the results of all the 5 quizzes for all 500 600 students which I had in my class. Now at the end of the week by Friday evening I will know which are about 20 students who are consistently giving wrong answers to all quizzes what I do then I call my teaching assistants who engage them in the labs and tutorials and I tell them this is the list of these 20 students they require personal attention so send an email to them call all of them on Saturday and spend 2 hours with them explaining these concepts with these additional examples. On the other hand I also get to know some 8 or 10 jokers who are scoring 100 percent marks in every quiz now these are clearly the guides who believe that they know all I call them personally on a Sunday morning and tell them look you guys are smart you think you are very smart so here are some harder problems which I normally do not give in the class but since you are smarter you should attempt these questions and believe me when they get challenged like that they apply their mind they are smart people very smart people they apply their mind and they solve these problems with a great hard effort whether they get them or not is a different question but you are challenging them with harder problems. I started doing this through an experience some of you would know that I spent one year doing a sort of Bharat Yatra where I visited some small colleges to find out how the engineering teaching happens there and in every place I found some very brilliant students and a couple of teachers who were taking extraordinary efforts to teach differently that is where I learnt the importance of handling the smarter students in a different way by challenging them more there is one college where one teacher told me that he conducts an electronics lab every Sunday morning what does he do he says we take up some problem analyze that problem design two or three alternative circuits and the students come every Sunday diligently build that circuit we test them and they learn a lot I was so thrilled I asked him all the students come there he says no sir 15 or 20 students come out of class of 70 and I said but these 15 or 20 people are different they don't care for the syllabus they believe they can learn something by solving hard problem and therefore what you are doing is extraordinary I would submit my dear friends that just as that teacher used to spend three hours every Sunday on the smarter students of his class challenging them with harder problems if some of you decide to attempt that you would be doing a great contribution please remember that while we must ensure that everybody learns a minimum basic knowledge of a subject that we teach the smarter students must be learning much more than that why because these are the people so called toppers from your colleges who are likely to make a non-linear difference to themselves and to their society these are the people who are capable of generating wealth disproportionate to their number and a society and a nation is built largely on the strength of what these people do and how these people conduct themselves professional I would submit that the modern information and communication technology through gadgets such as Akash through devices such as video recording and through an appropriately adopted pedagogy reversal of teaching as I said let students study let students listen to the lectures at their homes or may be in a small group on Saturday Sunday but in the classroom engagement they will be there only for discussing problems for solving problems please remember this puts a much greater onus on us believe me giving a lecture is relatively much easier than discussing and solving problems with students because when I give the lecture I have a lot of time to prepare myself and I give a prepared lecture but when I am discussing problems with students completely unthought of ideas will come forward and how to take snapshot decision of this right that is right whether that approach is better this approach is better believe me that not only me but most of my colleagues in IIT who actually do these kind of things encourage lot of discussions discuss hard problems we ourselves learn a lot during the during the course that is why we have a saying here that if you want to learn a course well teach it because when you teach it this kind of interaction helps you to do that I will conclude my deliberations here because you have a lot more to study on thermodynamics frankly speaking I must admit that I have not yet understood thermodynamics I only know that left to itself in any system the entropy increases I take it to mean that in any system whether it is a social system or a engineering system or a business system unless there are proper controls chaos would result in chaos would increase I would take chaos to be equivalent of increasing entropy I do not know whether professor Geithon they would agree with that but of course you will have lot of discussions there. So, in short I am very happy to have all of you here since we still have 10 or 15 minutes I would request a brief comments from few of the centers that I would like to visit of course I will be randomly picking up centers so please do not raise your hands let me go over to Ernakulam KME Engineering College let me see if they are audible and visible to us yes I can see participants there could someone make a brief comment over to you. You are only to make a comment however this is a good program for the teachers who really enjoy teaching thermodynamics of course we have got some participants who are not mechanical engineering department I hope that they will benefit by attending this course thank you. Thank you very much thank you for your observations I will now go over to Savita Engineering College at Chennai let me see Chennai friends are visible yes I can see participants in that college may I request for a brief observation or comment from the coordinator or someone please over to you. Good morning sir we are from Savita Engineering College Chennai so we are pleased to join this workshop with our participants and we hope our participants will learn from the lectures by professors experts from IIT Bombay thank you sir. Thank you sir. Thank you so much since I could not connect to MNIT Bhopal let me try another college in Bhopal IES College of Technology let me see if they are visible yes I can see some people over to you sir. I have listened to your lecture and since long we were observing that teaching has to be carried on learning and this is one of the attempt I think the workshop will benefit the faculty as well as the students this is my view. Thank you very much we have Amruta Vishwajya Pitham Koyam tour some of you would know Amruta Vishwajya Pitham are the people who have developed the AVU software that we are using for this entire exercise let me go over to Amruta Vishwajya Pitham and see yes I can see some participants there over to you Amruta for some brief comments. Good morning sir I am so happy to see you again listen to you also and all our participants have reported also all the eat are here we are very happy about it thank you so much sir. Thank you thank you Amruta let me go to college in Maharashtra Vulture Institute of Technology Solapur is online so let me see yes I can see a lot of participants at Solapur over to you for brief comment please. So you are so inspiring let us see what happens after 15 days that is well said. There are 54 participants at our center. Okay thank you very much there is a special center Avinashi Lingam University for Women at Koyam tour originally we had some problem in identifying that as a remote center for thermodynamics and then there was a Gaitonday based on an appeal made by a faculty member from that university agreed to make that as a center. So we will go over to that center and see if there are participants there yes I can see a lot of participants there over to you for a brief comment. I am the workshop coordinator I am the RC coordinator and we have 17 members here it will be very useful for us and we have three participants from outside our college and in house participants there are 15. Thank you so much let me go over to some college in the north is a college in Alwar Margaret engineering college Alwar let me see if there are participants in Alwar yes I can see a lot of participants there I hope they are able to listen to us over to you Alwar for brief comments. Good morning sir thank you sir for this opportunity may I ask how participants do you have in your remote center please over to you. Sir they are 25 faculty 25 faculty members from mechanical engineering. Thank you very much I hope you will enjoy this course there is one center in Kaithal Karyana HCTM technical campus Kaithal let me see if friends from Kaithal are able to see us and hear us and whether we can hear them yes a large number of participants there over to you Kaithal for a quick comment please tell us how many participants are attending over to you. Thank you so much I am so happy that you are so well organized and you have so many participants attending this workshop I hope all of you and all of us benefit from this interaction. We are close to the closing time so let me quickly try just a couple of new centers which were not there earlier let me go over to this very college of engineering Punderpur over to you Punderpur. Hello good morning sir this is Yashpal Khedkar so in our center we are having 26 participants out of that 26 five members are from outside and we are really happy that we are part of this workshop after successful workshop of Akash now we are experiencing this engineering thermodynamics workshop with you we are very happy sir thank you very much over. Thank you very much Sveri we are very happy to connect with you on multiple sort of occasions and we will continue to do so in future as well there is a university in Uttar Pradesh in Beswan Mangala Aayatan University let me try to go over to Uttar Pradesh and see our friends there yes I can see a number of participants in the university there may I request for a brief comment over to you. We are having sir 15 participants one is from outside and we are enjoying this workshop very much and I would like to thank you for this organization can we use the Akash tablet for conducting this workshop because we were having Akash workshop also can we use Akash tablet for conducting this workshop as I mentioned earlier originally we wanted Akash tablets to be used for conducting quizzes on a daily basis here unfortunately we have not been able to send more than 40 tablets per remote center the 250 remote centers also unfortunately some of the centers participating in this workshop are not yet Akash project centers so they have no tablets at all consequently we have decided that in this particular workshop we may not use the tablet I am going to send a query to all the remote center coordinators shortly to find out how many tablets they have and how many participants they have just as a trial I might request professor Gaitonde to conduct a couple of quizzes in the second week of the workshop not in the first week thank you so much I think we are now approaching the end of our time thank you very much for your interest the interest remains continuous and active over the next two weeks of a very rigorous program that my colleagues have planned here with this we will break 40 now thank you very much and thank you professor Gaitonde thank you professor Bandarkar and thank you professor Puranik and all the best for the engineering workshop thank you


Sadness, loneliness, and anxiety are normal feelings that everyone has experienced. These feelings can be triggered by specific events like the loss of a loved one or a humiliating work experience. But when our dark emotional state begins to cause physical symptoms and lasts for long periods of time, it can dramatically affect our everyday behavior and inhibit us from leading normal, healthy lives. Despite the social stigma associated with it, major depressive disorder is surprisingly common. Studies show that 13% of the global population will suffer from depression at some point in their lives, and even the World Health Organization considers depression to be a major factor in diseases of all types. Despite depression being seemingly so commonplace, the causes of depression and the different factors that make it more likely to occur are often misunderstood. So what types of thought processes lead more easily to depressive states, and what makes some people more likely than others to suffer from chronic depression? In a landmark 1992 study, Rose and Abramson established a clear link between three pessimistic tendencies, also called negative inferential styles and chronic depression. Number one, cause. The first occurs when an individual blames global causes for negative life events instead of specific causes. Someone who makes these types of attributions will look at a negative event as caused by something that cannot be changed by them and extends across all areas of their life, instead of addressing the specifics of the situation and looking to move forward from it in a positive way. At the same time, they also assume that their successes are one-off situations that are lucky or coincidental and not a result of their own effort and behavior. Number two, consequence. Even if someone does not assume that they are the main unchanging cause of negative events in their life, they may still have trouble seeing how a negative situation could turn out positively.  Even though they might not blame themselves for a particular event, they tell themselves that there's no way to recover from it, believing that they will forever be dealing with the consequences of the negative situation. Number three, self-image. Individuals with this third tendency regularly compare themselves with others who are performing better than them in a certain task. Because they view themselves so negatively and believe that they are the cause of every negative life event, they cannot see a way forward from their current situation. They see themselves as the root cause of every issue and so feel a deep sense of hopelessness. Although there are many different factors which contribute to chronic depression, these negative attribution styles always play a major role. Helping individuals who suffer from depression to seek therapy focused on developing more positive ways of thinking, building a strong self-image, and better understanding the root causes of their emotions and how to constructively deal with them is an essential part of treatment. As with most illness, the deep shame that a company's depression can be paralyzing. Please help end the stigma associated with depression and other mental illnesses by coming forward to speak about your own struggles, encouraging others to come forward and always being willing to listen without judgment.