Now in this session, we will begin with the first major skill required for research, that is thinking. So we will discuss aspects of thinking such as problem solving, critical thinking and creativity. So in this lecture, you will get answers to questions like, is thinking skill in bond or can I develop it? In how many different ways can I think and how can I develop my thinking and generate ideas? So the last part is the prescription for developing thinking. Let us take the first question, is thinking skill in bond or can I develop it? Answer to this question is crucial because if thinking skill is entirely in bond, then there is not much point in talking about it in detail and teaching because it is not going to serve any purpose. So only if there is some significant aspect of this thinking which can be developed by practice, skill is something that you can develop by practice. So unless there is an element in it which can be developed by practice, it is not worth discussing about it in great detail. So let us see what research has to say on this question. So let us take the highest thinking skill that is creativity. People have done research on this particular topic in last 50 years, in psychology. So these are some of the conclusions from that research. So first one is a statement by Peter Medever. He has not done formal research on thinking process, but this is the conclusion from his own experience. Creativity is beyond analysis. This statement is a romantic illusion. We must now outgrow. That is what he says. The next two statements are conclusions of psychological research. Creativity is a skill which can be developed by practice. Conscious application is needed, not the vagaries of inspiration in order to achieve a creative output. So it is wrong to think that these flashes of brilliance or inspiration, they come without any control to a person. It is true that there is some amount of uncertainty on the timing of these flashes. But apart from that, there is a certain kind of preparation that a mind should have for these flashes and this preparation can be done by practice. Look at the last statement. Creativity is a matter of organizing one's basic skills, not regretting that one was not born with a quick or logical mind. So, since conclusions of research are encouraging, it is worth looking at this particular aspect of thinking in detail. So that we may learn some lessons on how we can develop our own thinking. So what is crucial? It has been recognized for high level of thinking is motivation. This again a conclusion of a psychologist by name Cox, who studied the biographies and personal interactions with 301 geniuses. So he has written the conclusion as follows. Motivation is recognized as a crucial factor in the development of talent and the application of creativity. The importance of intrinsic motivation in driving an individual to practice and work hard to master a specific domain is undisputed. Cox in his study of 301 geniuses wrote, high but not the highest intelligence combined with the greatest degrees of persistence will achieve greater eminence than the highest degree of intelligence with somewhat less persistence. So you look at this conclusion carefully. It is an example of conclusion of a scientific study. Here all the words are read very carefully. He says high but not the highest intelligence combined with the greatest degrees of persistence will achieve greater eminence than highest degree of intelligence with somewhat less persistence. That is a result of a study. So what he is saying is if you study a large number of people who are characterized as genius then it is found that they do not necessarily possess the highest intelligence. They do have a certain level of intelligence but not the highest. But what they have is a very high level of persistence. That is what this statement is saying. So what is the difference between a genius and an average person or a famous scientist and the average scientist? It is not in the level of intelligence. It is not that much in the level of intelligence. The difference lies in the level of persistence, ability to concentrate on one thing for a very long time in spite of any difficulty. So this motivation is crucial for any significant achievement. Let us take up the next question in how many different ways can I think? So we will discuss this with several examples. In this context a quotation of Aurovindo is of great significance. What he has said is education is not about learning diverse subjects. Education is not about learning diverse subjects but about learning diverse ways to the same subject. It is about learning diverse ways to the same subject. It is not about learning diverse subjects. Unfortunately, a lot of our education is about learning diverse subjects. And that is one of the reasons why Aurovindo at least says that people are not creative to the same extent as we would like even after going through an educational process because it focuses on diverse subjects. So in our syllabus we give emphasis to different topics that need to be covered. We don't spend time or discuss at length how the same thing can be done in several different ways. So an example of that would be let us say we are teaching Pythagoras theorem. Now we can teach one or two ways of proving which is what is normally done. How do you prove Pythagoras theorem? And then we move on to the next theorem. Why? Because it is important for us to discuss several theorems in the course. That is what the curriculum says. But if you want to develop creativity or develop higher levels of thinking, it will be more appropriate to discuss ten different ways of proving Pythagoras theorem. Rather than discussing ten different theorems, it will be more useful to discuss ten different ways of proving Pythagoras theorem. That is what is the meaning of this kind of this particular statement. So this point we will develop in further detail. So let us see how many different ways we can do things. So to start with, let us look at the levels of thinking. The lowest level is knowing our memory. I have said this in introduction, I'm repeating it here. Next higher level comes comprehension or understanding. Next higher level is application or problem solving. Then evaluation or critical thinking and finally creativity. To appreciate these various levels of thinking, we will now do an activity. So I will give you a simple looking problem, which you can attempt. And I will give you ten minutes time. It is quite possible that within the ten minutes you may not get a solution. But at the end of ten minutes, what we are going to discuss is, how different people are approaching this problem. So I will call upon a few students to come here and just talk about what is the way they are approaching this problem. And it will be a very interesting study. We will see how different people approach a problem in different ways. The problem is the following. Problem is make five squares of equal size out of a single large square. You are allowed to cut and paste. So imagine that you are given a square piece of paper and you are given a scissor. Nothing else, a square piece of paper and a scissor. And you are asked to divide this square piece of paper into five equal squares. So you are dividing the square piece of paper into five parts. And all the five parts should be equal and each of the parts should be a square. Please understand this very carefully. You have to divide a square piece of paper into five parts. All the five parts should be equal in size and all the five parts should be square. So I am repeating the same question in different ways because people have doubts. They think that the question is divide one paper into five equal parts. That is not the question. The given paper is a square paper. And you have to divide this into five equal squares. Five equal squares, all parts should be square in size. So I will give you ten minutes time. Okay, just try it. Your question was, is it minimum five or you can divide into more parts? Yes, you divide into as many parts as possible but ultimately you must join the parts such that you get five equal parts. So you should get five equal parts but you can divide into as many parts. So for example, if you think you have a strategy where you will divide into 100 some parts and then you will join 20 parts into one square, another 20 parts into another square. And so that ultimately you will get five squares, right? That is what is meaning of the statement, you're allowed to cut and paste. You cut into as many parts as possible and you can paste different sizes of the paper and so on, okay? So let me show this diagrammatically before you start. So this is your square piece of paper. What I want is, ultimately you should have five papers like this. So you can see each of these five papers is a square. And if I add up the areas of these five papers, I should get the area of the bigger square, okay? So that is the question. You can divide this paper into as many parts as possible and if you want then you can go on joining and then make one square. Then make another square like that, you are allowed. I'll just think about it. Here I actually assume square as 5A by 5A. So these are 5U parts. So each part has length A. So its area is 25A square, okay? So here, we want to show that each side is 5A. You can just show on the diagram. 5A, 5A, right. So here we want 5 squares having areas each of 5A square. So finally we want a square having sides root 5A by root 5A. Okay. Now there is a method to get this length root 5. I will just show it. Yeah. If we plot a distance 5 from this point, let's say this is 5U. And if we take, okay, let's say 5A, then if we take a more distance of A from this end point and if we take the center of this length 6A, let's say this A is BC. And if you take a center of AC as O, and if you plot a half circle having O as a center, then if you draw a vertical from B, which will cut the half circle at, let us say D, then BD is length BD will be equal to root 5A because length OD will be 3A, length OB will be 2A because it is center of length AC, which is 6A. So 9A square minus 4A square, which is 5A square. So DB would be root 5A. So in this way, in this figure, I can have a distance of 3A from this point and... The 3A will not be in the middle. Sorry, sorry. Okay. Doesn't matter. Okay. You show it a little bit up. Okay. Yeah. It will be 3A from here. So... You show that 3A. That distance is 3A. Okay. So this is 3A. I can draw a half circle here and where this length would be then root 5A as per BD, length BD. Okay. Okay. Then now I got the length root 5A. So I will cut this square into five parts. Now let us take a part having length 5A by A. Now I know the length root 5A. So I will cut means I will take a length from here, let us say A, A to B. AB is root 5A. Then I know also a length AC which is root 5A where C is a point. Then I will try to fit this, then I will cut this part and I will try to fit it here. Let us see how you do that. It will come like this way. Then I will again cut this part. No, it won't come like that. You see your area, this appears much bigger than this. Actually I have drawn a wrong figure. Okay. So let us draw it to scale because when you draw it to scale you will know where is the difficulty. This is root 5A AB. Then put this part here. So actually incidentally your root 5A, will it be more or less than half of 5A? More than half of 5 is 2.5, so 2.5 square is 6.25. So it will be less than half. So let us show it as less than half. Right. Okay. It will be here. Okay. In fact as we will discuss in problem solving, drawing diagram to scale is an important part of solving problems. We will discuss it later. So length AB is root 5A, then I know A part length C which is equal to AB here. Right. Then I will try to fit the... So that is the now the important question. How will you fit the remaining part? It is true that in terms of area it is alright but how will you get a square? Here I will have to do a lots of cutting. So after n number of cuttings and again... Yes, the question is by doing any number of cuttings will you be able to get? It is quite correct on your part that you need a square of side root 5A. Point number one that is your right. You also shown how you can get root 5 geometrically. That part also is good. It is correct. But now how do you apply this information to the given situation and actually get 5 squares. That is where there seems to be some difficulty. Yeah. Right. At that stage. I will have to have infinite cuttings and again... But moment you say infinite then it is not a practical solution. It doesn't matter. You have come up to some point. Right. Let us see. Let us have one more example. That will tell us how different people are thinking. Then we will discuss the various levels of thinking. Keep it like that. Basically our output should be a square of root 5A each, root 5 each. Right. Okay. This is say 5 and my output will be 5 each. So what I have done is basically, first method is basically I thought of divide into four equal parts. Right. Okay. And this square is actually of 2.5 each. My this thing is actually root 5. So approximately you can... Again if you draw it to scale, you should show less than half of this. Oh. Okay. Then this is fine. Now it is to scale. So basically if I cut this, I get four equal parts of this. So approximately I have... No. Cut which one? No. Basically I need to approximately cut it. Not exactly. Okay. So this length is actually 2.5 minus root 5. Okay. So this is not actually exactly correct. So I have this approximately root 5 and the rest and I have four parts of this kind. Right. So you have... To manage by cutting it and... Yeah. Now that is the question. Now, can you... A remaining part in terms of area it is correct, but can you still get a square by joining the remaining part? Yeah. That again has to be by cutting many parts. Hmm. And one more thing I have done is... Yeah. So one of the things that you gather from here is if you try to cut parallel to the sides in any number of different ways where the cuts are parallel to the sides, there seems to be a difficulty. Okay. You can gather that, you know, you are going up to a point and then getting stuck. Let us see your other approach. Basically in this what it does, I have this is square, I divided into five parts for grid size of 5, 5 cross 5. Okay. So basically I need a size of root 5. Yes. So if I look at it here, this is my root 5. This is your? Root 5. This part is root 5. Can you just explain how it is root 5? Okay. This is one. This part is actually root 5. This is root 5. This is two and this is one. Okay. Good. So this is root 5. Okay. So if I extend it, this is not actually looking like a square, but if you extend it this way, this is actually a square again, this is square, and I got two squares of root 5 each. Okay. Root 5, root 5. Okay. And the remaining part is this. What I do is, I extend again this part, this is, I am going to do this one, okay. This is not exactly coming out, this is my direct spot. So the remaining part also, I actually, I have done it better in my business, but. Fine. You want to take a look at what you have done and just put it back? No, the diagram is not actually proper. Yes. I am not actually getting it to draw, redraw it properly. Okay. So today it was basically, I got squares of size root 5, root 5, root 5 again. Okay. And the remaining is approximately somewhat close to that, but basically I have triangles left out.  So you have to put the triangles together and then get a square. Yeah. Can you get a square only from triangles? Yeah. So this is a new approach where you are trying to get, now you abandon dividing into smaller squares and then getting squares out of the squares. Instead of that, now you are going to a triangle. It's a change in paradigm, right, change in way of looking at it and you seem to be getting closer and closer. Okay. Basically I have used triangles to construct a square. Okay. I took a square. I joined the midpoints of each of the sides. Okay. Then again I joined the midpoints of the inner square that is formed. Okay. If I cut it out on each triangle, this triangle, this triangle, it will construct a square. One square will be formed by this, other will be by this. The third one will be by this. Fourth one and this one. So this is an interesting approach where you are getting five squares. Now question is are they of equal size? Actually three, three are, right, so that is where there is a problem, okay. So size, that is why I said, you know, each of these conditions should be satisfied. Okay. But you are getting different squares, but not of equal size. Okay. Good. For the square which I need, my target square, the five such squares, so each side will be root five as one of our friends did. So now these are the four squares which I get. Okay. Okay. Of equal size. Now I have these strips remaining. And that corner strip also. And this one also. Okay. So now the dimensions of these are, this root five is 2.23. Whatever, size, okay. And this is about a 0.528. It is five minus two root five. Yes. 0.528 and 0.528. Okay. Now if I take out all this and place it one above the other. This is my area. So one side you will get root five, that is clear. Yeah. But what about the other side? This is root five. And this is four into 0.528, that is 2.111, okay. So now this strip has to be cut into few parts. So as to be added over here. That is the now issue. So how will you do that? So again this is a square so I can cut it. Yes. Any number of parts you cut? No. So if I take this extra dimension as A. Okay. Or whatever A. So A into this length, that is root five. That is 2.236. Okay. So A into 2.236 is equal to root five square. Fine. You can evaluate A from there. So yeah. How will you get that in practice? This is the question from that because ultimately in practice you have to basically cut this square into pieces and then join those pieces so that you get this strip. Yes. Now that is the question. Is it possible? Yeah. In terms of area it looks okay. Yeah. But practically you should show how you will cut. A is 0.125. So how will you get, so it boils down to now your problem boils down to you have a square piece like this and you should get a strip, thin strip, area of this thin strip is same as this. That is fine. Question is how do you cut this in any number of parts and join them so that you get this strip? We can cut with the side of 0.125. Yeah. No. No. But how will you cut this so that you will get one side 0.125 and then all other things you are joining them together so that you get a root five on the other side? Why not? Yeah. Think about it. Is it possible? I think that should be possible. Well, I mean one may say look I will stretch so that I will go on stretching until one side reduces but then you cannot stretch paper, right? In principle one can use such methods but that is not possible here. So here the method is you have to cut and paste that is the only way. So is it possible to cut a square piece and join so that you get a strip like this? This becomes another problem. Like dividing a square piece of paper into five equal parts. So you have to see whether it has a solution at all. This problem I am not saying the original problem. Okay. Yeah. Okay. Think about it. Sir, I will start with rectangles first. Okay. Suppose we have a rectangle like this one would like to see how we can form a square out of this. Okay. How do you form a square from a rectangle? No. A partial square with a hole. This is rectangle with a hole. Okay. Sorry. Square with a hole. Yes. These are filled areas. Okay. And this is the hole. Suppose this is of breadth A and length L. So the total area of the occupied spaces will be four into A L. The shaded area. Oh, sorry. Yes. The shaded area is four into A L. Four. This is the area. And the area which is empty is L minus A square. Okay. So now what we need is can we, we need to construct. We need suppose there are five such parts like this. Okay. So this will be 20 A L plus five into L minus A whole square. Okay. This we want it to be A square of this. This you want to be? A square of certain area, N square. Oh, N square. Okay. N square. So if we can find out the length A L, suppose if we can find it in terms of integer Yeah, but this is nothing on the left hand side. It's nothing but this is A. Yes. And this is L.  Now if you add these two, that's what you are doing. And then you are multiplying it by five. Five. So this is nothing but five into L plus A square. Yes. So you are saying five into L plus A square is equal to N square. Yes. So what do you get from here? No, from here we need to find lengths A and L. We need to cut this into strips of length A and L to make this piece. Okay. So how are you getting, so basically you are having five such pieces is it? Yes sir. We want to make five such things. We need to cut. No, you want to make five such things. Yes. Out of this given single square. So which means for constructing each square you will need four such rectangles and a piece inside. Yes. So we need five small squares and then 20 rectangles. Right. So how will you get those? We need solution of this. Yeah, you may get a solution. Solution means practical solution. You should show how it can be cut and see whether it is possible to cut. See that. I don't know how it can be done. You have to try it. Okay. Yeah. We take the midpoints of each of these sites. Okay. And connect the vertices this way. Okay. This is first one. This is another line. Third line by symmetry again. Okay. Fourth line this way. So now this will be one square. Let's say let's call this as A. B, C, D. You can show parts. Now you can number the parts maybe. And then it will be easy for you. Okay. Let's call it as P1, P2, P3, P4 for the inner square. Hmm. Now A, P1, B. A, P1, B. This area. Hmm. Is repeated four times. Correct. So we just need to show that this can be made into a square. Correct. Now since these two lines are parallel. Hmm. And this divided by this, the ratio is the same for, this is one is to two. Hmm. This whole thing, this unit divided by the total length is one is to two. Correct. Therefore this distance will be half of this. Okay. And since this is square, this is 90 degrees. Hmm. This whole thing, this inner, the small triangle can be rotated about this point. Hmm. We get a square like this. Hmm. Similarly it can be done for the other four parts. Okay. So that is. Right. Now you have to show that all these are equal parts. You have got five squares. Okay. At least these, these four outer parts will be equal. Hmm. Four outer parts are equal. That's very clear. Yes. Let's take this triangle A. Let's call this point as let's say X. A, D. There are two lines coming out like this. If you concentrate only on this triangle. Okay. Yes. D, P, C. Right. So let us draw that triangle separately. Yes. So you have a triangle. So this, this will be half of this. Hmm. But this part is here also. Correct. So this whole length can be written as let's call this as some A or something. Okay. So this is two A. Hmm. And now if you concentrate on this triangle. Hmm. It's same as that triangle. Whatever. All these four triangles you have said. Yeah. Are same. Okay. You are, you're almost, you're almost there. What remains is to prove that all parts are now equal. Yeah. Four parts are equal to each other. That is clear. You should show that the fifth part also is equal to the other four. So what remains to be shown is that the square obtained by this. Is the same as. Is the same as the square obtained from any one of the triangles by putting this triangle on this side. Yeah. That is all what remains to be shown. Okay. So. I need to think. Yes. You can think about it. That's fine. You take your time. Right. Because as I said here it is not necessary to get to the solution. But the approach is important. Right. So I mean he has got the solution. But he has to prove it. Yeah. Secondly I said this is my pi cross five square. Correct. This is my pi cross five square. Correct. Okay. So I divided into lines of root five each. Yes. So this is one square I got. Hmm. These are my two squares. Correct. And these are the three parts. Good. This is the third part. Hmm. One, two and three. Hmm. This A, B and C. Okay. Are three which I have got not perfect squares. Fine. So this is root five root five. Okay. Hmm. And this is root five and two and one. So I take this square and adjust it here. Yes. And this one here. Hmm. Now I have to adjust this remaining part. Hmm. In these two squares. Hmm. So one can repeat that. Yes. So I extend this line cut this way. Hmm. I have root five and this can be bought here. Okay. So I can actually bring this area here. Okay. I have this area remaining. Hmm. I can actually adjust it here in this small part. Right. So this area can be put it here. Okay. This is my five squares. One, two, three, four. Good. That's another solution. Where you divide into triangles and squares and then you join the triangles and the squares to get other squares. Okay. So suppose we have this length root five. We got this length root five. Root five, root five. Similarly here root five, root five. Right. So I just draw this length. Now incidentally how did you get, oh I see. Suppose we get this root five. I mean somehow you are getting it. Yeah. Root five by construction. Yeah. But later on you have to explain how will you actually put it on a square piece right. That also you have to explain. Because you have a square and a Caesar. Okay. So how will you measure but let us see now. Supposing you have that. So this root five root five means we have two squares and now this middle area is remaining. Correct. So here also again we measure the length root five, root five, root five and root five. Okay. So we got these four strips and this center square. This area is five minus two root five. Similarly this is five minus two root five. Not area, the side length. Sorry. Length. And these are four strips. Okay. Again this square five minus two root five. Square. Each length is five minus two root five. Right. So we divide into four strips. Okay. It will be five minus two root five divided by four. No, five minus two root five is length. Yeah. So this length, I mean this middle square. Right. You divide. Five minus two root five. So we divide it into four strips. Right. So width of the strip is five minus two root five by four. Five by four. Okay. Now we join this strip to each square. I mean to this each rectangle. How? So each rectangle is five minus two root five. This was root five and this was, this is five minus two root five. Okay. So we, we just joined this strip here. Two one. Then two. If you join like that, then one side will become more than root five. Yeah. Yeah. It will be five plus five minus two root five divided by four. Which will be nothing but five plus two root five divided by four. Now we have four such strips. So multiply by four and their breadth is five minus two root five. So this will be cancelled. This is five by 25 minus two into this is 20. So this is five. Area is five. No. Area is five. But, but how are you getting the square? So, so this strip is attached here. Okay. So to next strip, again this strip is attached here. Third strip, this strip is attached here. Fourth strip, this strip is attached here. So if you do that, now the length of this side is more than root five. And length of this side will obviously be less than root five. No, this will be two, five minus two root five. This side? Yeah. So five minus two root five multiplied by four. That is, so now this side and this side will not be equal. So it won't be a square. I mean you are getting again five parts. But they are not square sides. Yeah. Five minus two root five and five plus five. That's what I'm saying. Five plus two root five. Okay. Now the thing is here also, the point is in the beginning you started with triangles, but then finally again you got into the thing of dividing parallel to the sides. There again you will get a problem. You'll have a problem. Okay. So after this activity, let us look at these levels of thinking. Okay. So definitely as we have seen, if you want to solve this problem, then you have to use Pythagoras theorem because that tells you how geometrically you can realize square root of five in this case. Supposing you teach Pythagoras theorem to people and then you frame a question. You teach Pythagoras theorem meaning you teach what is the statement of the theorem and how it can be proved. And then you set a question in the exam saying state and proof Pythagoras theorem, which is what we encounter in our school. Now what is the question testing? What thinking ability does the question test? It tests the lowest level of thinking. Framing a teaching students the statement and proof of Pythagoras theorem and then asking them a question, state and proof Pythagoras theorem. It only tests the lowest level of thinking that is memory. In fact, an analysis of various questions in the examination shows most of them fall into the category of questions which test only memory. Suppose we modify this question. We say state and proof Pythagoras theorem and explain its significance. Explain the significance of Pythagoras theorem. Now the student has to write a little bit more. For instance, one significance of Pythagoras theorem is that you can get the square root of any integer by a geometrical means. That is one of the significance of Pythagoras theorem. By application you can get. So this question tests slightly higher level of thinking. Now let us look at another question. That is divide a square piece of paper into five equal squares by applying Pythagoras theorem. Supposing you frame the question like this which is different from what I have said. I didn't tell you that you must use Pythagoras theorem. In that case, even in that case you came up to a point where you realized you should use Pythagoras theorem. You did that but I didn't give you the hint in the beginning. Supposing you frame the question like this that applying Pythagoras theorem divide a square piece of paper into five equal squares. Now this is a relatively difficult problem. But still a hint has been given, a starting point has been given and an end point has been told. This particular question tests application or problem solving ability or a higher level of thinking than knowing or comprehension or memory and understanding. Suppose I framed the question differently the way I had done it in the beginning. I do not give you the hint that you must use Pythagoras theorem which is what I have done. So I said that divide a square piece of paper into five equal squares and I didn't give you any starting point. Now it is an even more difficult problem. The level of thinking that this problem tests is evaluation or critical thinking. Now what is critical thinking? Means looking at an issue or a problem from various angles then evaluating each particular angle to see whether it leads due to the solution. And if the evaluation tells you that it will not lead you to the solution then you discard that approach or angle and then take another approach, different angle. So here you are attempting multiple ways to solve the problem. This is the characteristic of critical thinking. Because you do not know, you are not given the starting point. So you are trying to look at things from different angles and try to see whether you know grappling, whether you can get to the solution from this side or from that side. So this kind of thinking where you approach an issue from various angles and evaluate each particular angle or point of view to see whether it leads you to the solution and if it doesn't you discard and choose another approach. This is called critical thinking. And even higher level of thinking is creativity. So in the present context, an example of creativity would be to think of a problem like this and give it to the students and see how far they get to test their various levels of or thinking or ability of thinking. Thinking of a problem like this, right? You ask people to divide a square piece of paper into five equal parts and then see how far do people get. So give them some time. Then after some time give them a hint. You use Pythagoras theorem if you are not getting. Then you see how many more students get to the solution. Then you give further hints like this. So thinking of a problem can be considered an exercise in creativity. It is creativity. So this is how these are the various levels of thinking. In research we have to operate at the three higher levels. That is either application or problem solving or evaluation and critical thinking or creativity. The lowest level knowing our memory and understanding are not sufficient. This point is very important to note because until we have undertaken research our entire examination system and evaluation system is such that it tests mostly memory at most understanding and very rarely application. Very rarely it tests application. I do know that in IIT we do test application. The question papers in IIT do test some level of application. An example of an examination which tests application and to some extent critical thinking and application is the John Tenton's example of IITS. This ability to apply. So unless we are aware of these various levels of thinking we will not be able to know how we should prepare ourselves in our research to do better work. Because we are not geared towards application or critical thinking or creativity. So if you understand this then you will be able to develop these kinds of thinking much better. It does happen that even without knowing these words problem solving, critical thinking, creativity just by going through the process with your guide you may be developing these abilities without your knowledge. But the extent to which this development occurs can be speeded up and the level to which this development occurs can be increased if you are really aware that these are the various levels. So for example supposing I want to evaluate somebody else's research work we have said earlier that what is the achievement of a PhD scholar at the end of going through research. One of the things that a PhD scholar should be able to do is to evaluate others' research. Now how will you be able to evaluate others' research? Basically you have to see in that work how much of problem solving or application is there how much critical thinking is there and how much creativity is there. In a paper if any of you have read some papers can you identify sections in the paper which are related to critical thinking for example where the critical thinking done by the author comes out. Someone can tell me if you have read papers. Results and discussion. Very good. Results and discussion. Supposing you are doing some experimental work you will start with introduction then you will present the apparatus and so on then you will present the methodology used and then you will come to discussion. Methodology used and you will also present the data measurement or whatever and then you will come to results and discussion. This results and discussion section is the one which shows what critical thinking the student has done or the author has done. So by looking at the results and discussion section of the different papers if you are asked to compare you can try to judge the level of research that has been done. So that is one aspect that you can see. There can be creativity for example in design of an apparatus. Someone might have designed an experiment, a new experiment to show something. So an awareness of these levels of thinking also enables you to focus on the strengths of your work when you write a paper. Essentially what you should bring out in your paper or in your technical work or your thesis is application, critical thinking and creativity. So therefore in case you write your thesis and it has a very long review and a very short results and discussion section it will have a negative impact. Even though the thesis may look thick the person who knows how to evaluate research will first try to see the results and discussion section. Let us see what is the person, what is it that the person has done. So awareness of these various levels of thinking is the first important thing in developing our own thinking. Let us look at some of the other words which people have used to describe thinking. So styles of thinking, reproductive thinking means what based on similar problems encountered in the past are taught to solve. Again most of our examination questions and evaluation test reproductive thinking. So something is taught in the class a few examples are given, some tutorials are given and then in the exam you make small modifications of these problems and then see whether the student can solve. So mostly it is reproductive thinking to some extent it may be application level. As against reproductive thinking what is required in research is productive thinking. So productive thinking means generate as many alternative approaches as possible. Person is said to be a productive thinker if he or she can generate as many different approaches as possible. So whenever you look at a problem immediately if in your mind several different approaches come then you can say that you have an ability to think creatively. All these approaches may or may not be correct but the point is at least your mind is able to think of different approaches. Then you may discard one by one if it doesn't work. This ability to generate different approaches is one of the important abilities that a good thinker should have. Then people have always also used words such as fluency. So fluent thinking, what does it mean? Generate large quantity of ideas. A person is said to be a fluent thinker if you can generate large quantity of ideas. Then flexible thinking, what is the meaning of flexible thinking? Flexible thinking is one which goes beyond the ordinary and conventional nature of things. So a good researcher should be a fluent and a flexible thinker. He or she must be a productive thinker. So now let us come to more practical level. Let us see what are the various ways in which problems are solved. We have considered one example of a problem and then we have seen how we approach the solution. Now here we are going to discuss various strategies. These strategies are fairly general in nature. In other words they can be applied to any problem. However it is true that for certain problems certain strategies may give you solutions quickly or they may give you more effective solutions. But first we must be aware of what are the various strategies that one can adopt to solve problems. So here I have listed some of the very commonly used strategies. When I say commonly used, let me maybe correct my statement a little bit. These are strategies which if I utter these words you will say you know what this means. But as I will show you, surprisingly we do not apply these strategies in a given problem because we are not aware that this strategy can be applied and it will lead to a solution. So these strategies are representation. So in a given situation you are given a problem you draw a diagram to represent the information that is available. And from that diagram you try to see how you can approach the solution. By reasoning, another way we solve problems is by reasoning, logical reasoning. Third approach is division into sub-problems. So you have a problem, what you do is you divide into smaller problems and you tackle the smaller problem and then you combine your results that you obtained by tackling each small problem to solve the bigger problem. Stretching to the extreme or limiting approaches, using limiting approaches and then trying to see whether solution exists for them. We will consider examples to illustrate these points. Then verbalization. That is trying to solve a problem by talking about it. It's a very interesting strategy of solving problems. It tells you a psychology of thinking, how we think. If you want to solve a problem, you talk about the problem. After of course you have done some thinking. For example one of our students here came up to give a solution and then as he was explaining suddenly discovered it won't work. The same thing, same discovery didn't happen when the person was thinking for himself. So when you are talking about the problem, then you find a solution. It is a very important aspect of the way our mind works that you should know. That is why research scholars are encouraged to give talks or seminars periodically to their colleagues or to the supervisors. You can solve your problems. You can come up with ideas by talking about them. Provided some amount of thinking has gone into the problem. First a certain amount of thinking should go into the problem. And then you start talking about it. What is interesting about this verbalization strategy of solving problems is the audience may or may not understand what you are talking. The audience, the person sitting in front of you may or may not understand what you are talking. But you will get a solution. You will realize I have got the solution. Something that I didn't have earlier as a result of my talking about the problem. So it's an interesting aspect of thinking that action stimulates thinking. Action, a physical action. That is why you will find sometimes when people are not getting solutions they become restless and start walking. Because you feel that if you walk then your thinking may be speeded up and it may open up and so on. This is another example where you are trying to stimulate thinking by action. So of these various approaches, verbalization is a very powerful stimulant for stimulating your thinking. You can try this approach and see. I have myself got solutions many times while discussing with my student. Or discussing with someone. The student doesn't understand what I am discussing. But I get a solution. And I have seen students getting solutions even when I don't understand what the other person is saying. So I will discuss with some examples the strategies namely representation, logical thinking, division into sub-problems and stretching to the extreme. So verbalization, we have already seen an example in practice.


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Esteemed guests, please join us in welcoming Global Foundries Fab9 Vice President and General Manager Ken McAvy to the stage. Good afternoon. Hey, my name is Ken McAvy, and I have the tremendous honor of being the Vice President and General Manager of Fab9. On behalf of our 1,800 members, I would like to welcome all of our distinguished guests and the team to this momentous event. We have an amazing lineup of speakers here today to celebrate the news of the proposed investments for Global Foundries in the Biden-Harris Administration as part of the Chips and Science Act in the state of Vermont's investments. So without further ado, I'd like to welcome our CEO, Dr. Thomas Coffield, to the stage to get us started. I usually like to riff this, but it's so important I'm going to read a script if that's okay with everyone. Thank you, Ken, and welcome everyone to our amazing Fab9 facility. I'm grateful to the Vermont Governor, Phil Scott, the Vermont Congressional Delegation, especially Senator Peter Walsh, for joining us here in person today and Representative Becca Belint, joining us virtually, you'll see momentarily on the screen, joining us virtually from Washington, D.C. and former Secretary Patrick Leahy for their leadership and support of Global Foundries, not just through this CHIPS process, but for decades of support in this area. Thank you so much. So here, we're here today, we're celebrating the nearly 130 million in planned direct funding as part of the U.S. CHIPS and Science Act in Vermont state funding and together this will propel this site into the future. These monumental proposed investments will add tremendous value to our country, to Vermont, our industry, and most certainly to Global Foundries. Senator Leahy, the last time you and I were here together, we celebrated the naming of the Leahy entrance in your honor. If everybody came in the front door today, you probably saw that. It's pretty special. Thank you, sir. You've been a longtime supporter of GF and I'm so happy that you're here to help celebrate the largest federal grant this fab has ever received and you were and continue to be a big part of our success. Thank you, sir. I want to thank the Department of Commerce's CHIPS program office as well as our esteemed local officials, university partners, community business leaders who have joined us today and for all your tireless efforts and advocacy and unwavering support for Global Foundries. And lastly, I would be remiss if I did not give a shout out to the University of Vermont president, Sirish Garamella, who unfortunately could not attend today. He's running a university and he has a university business, but Sirish has been a steadfast partner not only to GF and our team, to me personally. He's an amazing leader of the university. I'd like to also thank Sirish's team who's here today in his place. Kurt Dabrowski, VP for Research and Economic Development. Kurt, you got a hand somewhere? There you go, Kurt. And Doug Merrill, who's leading the Vermont's Gallium Nitride, there he is, a semiconductor tech hub. By the way, it's a down selection we heard earlier today, down to the 31 finalists out of hundreds of programs designated by the US Department of Commerce's Economic and Development Association. I think if we're in the top 31, this one's ours, don't you think? This site has a storied history. It's been manufacturing and innovating semiconductor technology for over six decades. And if you don't believe me, just walk down that hall and there's a display case that shows one-inch waivers from the 1960s. Deep within the DNA here, in this site and the people in the heart and soul, is the ability to reinvent and innovate itself time and time again to deliver the best solutions to customers, including one very special customer, US Department of Defense. I want to thank, recognize and honor the amazing FAB-9 team. I'm going to pause there for a moment. I couldn't be prouder or more excited to join you here in person today to celebrate these milestone investments. It's a reflection of the direct outcome of your efforts and dedication. But what makes me most proud is that your work within the four walls of this facility is just the beginning of your reach, your passion, your sense of purpose, your innovation in our local, I'm sorry, your involvement in our local communities and the state of Vermont have created a huge and lasting impact in the communities you live in. In the last year alone, our team members have logged more than 2,000 hours of volunteer work and donated over $180,000 to many good causes, including the Vermont Relief Fund of a year back. It's especially fitting that today at GF is Employee Appreciation Day. And I want to let you know I appreciate you all and I appreciate our global Foundry's team around the world. Thank you. Halfway home, ready? With our industry continuing to grow faster than the world economy and the essential chips we make being particularly important given the diverse end markets they serve, including automobiles, smart mobile devices, internet of things, and even defense applications, just to name a few. GF continues to add technology capability and capacity that's in line with our customers' needs and help them grow, both from technology and adding manufacturing capacity. The support from the Department of Commerce and the state of Vermont will enable GF to continue to invest in our U.S. footprint and as we complement that growth with our other facilities around the globe. Here in Vermont, we will modernize this fab, upgrading existing facilities, expanding capacity, and enabling the high-volume manufacturing of next generation technologies, including gallium nitride. And our commitment and responsibility to our local community extends to our modernization efforts that will include the adoption of new industry leading sustainability practices aimed at reducing greenhouse gas emissions and improve wastewater treatment at this facility. These improvements are poised not only to meet or surpass state and federal regulatory requirements. I think it's only fitting that we're in the Green Mountain State that we will lead in making this fab one of the greenest in the country. But there's more. Not only are we committed to manufacturing in a sustainable way, but it's the very solutions we make that allow the world to be more sustainable. We innovate for our customers in technology that achieves their goals. Our solutions result in ultra low power, for example, consumption in IoT devices, which now can conserve energy usage, but prolong battery life. These are two things we all can deeply appreciate. And I think that this is the heart of what GF does. We create low power, we create differentiation that makes meaningful impact on people's lives. This funding will also allow us to continue to invest in and drive new workforce development efforts, including curriculum development to our industry, internship and apprenticeship programs, K-12 STEM outreach and additional education and training programs. For it's our employees, both current and future, are what enable GF to be the trusted and dependable manufacturing arm for our customers delivering the differentiated essential chips, both globally and locally, to meet their needs. As the largest, as the largest private employee in Vermont, we fully understand our responsibility for caring for our employees and the challenges of attracting and retaining the best talent in the industry. At GF, we offer our employees industry leading benefits and programs to have a real impact in their lives. For example, we provide 20 weeks of parental leave, enabling our employees to have the time they need to bring a child into their lives. Another program that I'm particularly proud of is, and I hope we serve as the guiding light for the rest of the industry, is our recently announced new student loan repayment program to help current and future recruits pay down student debt in a tax efficient manner. GF pays the first 28,500 of student debt for all U.S. employees, independent of degree type and their majors. In closing, that was worthy of a round of applause, 28,500 bucks you get an applause in no matter what room you're in. And so in closing, I appreciate, more importantly, I'm humbled by this award and you have GF's commitment that will continue to do our part to build a globally resilient semiconductor supply chain and to growing our talented U.S. semiconductor workforce. I would now like to invite Governor Scott to the stage to make a few comments. Governor Scott. Good afternoon and thank you, Tom. And thank you all for being here today. It really is a pretty exciting day for all of us. If Bernie was here, he'd say, this is a huge deal. It's not just for Essex Junction, but for Vermont as well, but really for the entire industry, the entire country. I don't need to tell you how important this technology built by global foundries is for our economy. It's also critical for national security, as you just heard. Almost every cell phone in the room has been touched by global foundries in some way. We just heard this statistic earlier, 85% of all the phones are manufactured have a Vermont touch to it. And with the gallium nitrate being the future of semiconductors, FAB-9 will be at the forefront as a leader in mass producing this technology right here in America, again, increasing our national security with self-reliance as well, which is equally as important. The CHIPS Act funding was produced, helped by Congress, and will help the U.S. stay on the cutting edge. And I'm very, very proud of our small state having a pretty big role on the global stage as a result. So I want to thank first the Biden administration and the Bipartisan Coalition and Congress for getting this across the finish line. We can get things done when we work together and pull in the same direction for the common good. But I also want to thank, especially thank Senator Leahy, who we'll hear from shortly, for his instrumental role in all of this. And I'm not sure that this would have gotten across the finish line without your support. So I thank you for all you've done for the month. I also want to thank all the employees here in Essex Junction. You're from across the state, not just here in Chittenden County, who have made sure this technology has had a way in reaching the global level for generations. We wouldn't be celebrating the enormous investment today, if not for all of your ingenuity, hard work, and dedication. So again, thank you all for being a part of Vermont. The CHIPS Act investment in GAN and this Essex Junction site reinforces why this region was designated as a tech hub by the U.S. Department of Commerce. My team continues to support efforts to turn the region into a world leader in GAN semiconductor manufacturing. The Vermont training program will also be awarding global $4.5 million grant for pre-employment training, which will help more than 1,400 employees gain critical skills, including 400 new hires made possible by the CHIPS investment. 400 is a big deal here in Vermont. Global foundries along with the state, UVM, and state colleges and other partners are also using the CHIPS Act investment and tech hub designation to put Vermont on the map, as the place to be if you want in on GAN technology. So if you're a developer, designer, or a student working on the next big idea, you should be working right here and looking right here in Vermont. Because along with global talent and investment, this is where you can bring that idea to life. So again, I thank you all for being here today. And I'll now turn it over to my good friend, fellow senator when we were in the state senate together, Senator Peter Welch. Thank you very much, Governor. And it's really wonderful to be here with the Global Foundries team on such a special day. A couple of thanks, Patrick. You've just been there from the beginning. Big shoes to fill. But you know what? You're not out of your shoes yet. I mean, we're talking about who's done so much. It's Patrick, and I come in the Patrick Leahy entrance. It's all feeling pretty familiar and secure. So that was great. And coming here, I was thinking about two things that are questions that get asked. Number one, why would government be putting over a billion dollars into private industry to build chips? It's a fair question. But there's an answer. This country faces challenges. And one of the challenges we face is to make certain that we stay on the cutting edge of chip technology in order that our supply chains are maintained, that we have domestic capacity to meet our needs. We saw what happened in COVID when those supply chains were disruptive. As a country, as a society, we need the capacity to have the confidence that we will be able to sustain ourselves and not be dependent, frankly, on other countries like China, where the supply chain is in their control and then suddenly we're not in control of our own future. So is there a role for government to say, you know what, this is something that's important to our country. And it requires public policy and public dollars to help a private company that is committed to following through and making certain that we have the chip technology and the chip manufacturing capacity to meet the needs of everyday Americans. That was the decision that the Biden administration made when they pushed forward on the CHIPS Act. And it was the decision that Congress made on a bipartisan basis that we were going to fund this. The second thing, why here? We've got a great secretary of commerce, Gina Ramondo. But she's like tough. She's kind of like Vermont frugal. She's like, show me the results. Why global foundries? And don't think she didn't kick the tires before the decision was made. And I want to pay tribute to the Global Foundries workforce, the folks here and the folks who came before you. Because what you did is show up each day, cooperate, look at what the problems were, figure them out, try to find ways to solve them, and work as a team and get it done. So we give Senator Leahy a lot of credit properly. But I think Patrick, you'd agree with me that your job, tough job, was made an awful lot easier by the monitors who were showing up every day here at Global Foundries and getting the job done. And by the way, I do have one question. This Fab 9 stuff is like that, the Fab 4? I keep thinking that's just a way to kind of get more engineers here. But the final thing I want to say is we're all upset about what's going on in the spirit that we see in politics these days. But what inspires me is when I come home and I see day to day people know something. They know you make progress by cooperating. They know the only way to get ahead is by working together. They know that whatever individual qualities that you have to contribute have to be shared with others so you can get the job done. And then also, we take pleasure. We take satisfaction in getting the job done, not just fighting about what the job is. So this is a special day, this massive investment from the Biden administration, the Chips Act, the Secretary of Commerce, right here at Global Foundries in Vermont. But for me, it's a special day because it's about renewing the spirit we know is essential and we have so much in abundance in Vermont that we do it together. So thank you so much for letting all of us be a part of this very, very special day. Thank you. Now, please welcome US Representative Becca Ballant joining us from Washington. Good afternoon. I'm very happy to report that we got a continuing resolution passed through the House yesterday to keep our federal government open. So the government will not shut down tonight at midnight. And unfortunately, the bar is really low for this Congress. So I have to celebrate when and where I can. And I'm relieved also that this good news means that I can join you today. I'm so proud to share the stage with Governor Scott, Senator Welch, and Senator Leahy this morning to celebrate this really historic announcement. It's so exciting. And I know that Senator Sanders is completely with us in spirit and in commitment and understands how important this kind of project is. This large federal grant will be absolutely transformative for Vermont. And we really have President Bidens and Patrick Leahy's leadership to thank for this massive investment. This huge infusion of resources will enable global foundries to expand and create new manufacturing capacity and capabilities to secure the production of essential chips for so many vital industries and markets. And this project is an example of the Biden-Harris administration's commitment to delivering on creating good-paying jobs and bolstering the nation's economy. And Vermont will be home to the first US facility capable of high-value manufacturing of next-generation gallium nitride semiconductors. Now, as a history major and as someone who is not a scientist, I don't have any real idea what GAN technology means, but I'm told it's truly amazing. What I do know is that this historic investment taps directly into Vermont's strong culture of innovation. So often when I'm home in Vermont, I talk to young people who wanna stay here in Vermont to live and to work. And today's young adults want to live in a place where they can go skiing and hiking on the weekends and work at dynamic, exciting, high-tech, innovative jobs during the week. And this investment is going to open so many doors for young Vermonters, including my own children. And as a former teacher, I know how important it is to provide young people with a vision and a roadmap for economic fulfillment and success. And this kind of project will give so many Vermont students incredible opportunities in tech. I'm also so excited by and proud of the collaboration we're seeing in real time at the city, state, and federal levels in combination with higher education across Vermont, as well as our research institutions and our businesses. We all know it, but I have to say it because when I'm outside of Vermont and in DC, anytime Vermont comes up, people say, oh, I love Vermont, I love Vermont. And it is known as a dynamic hub of innovation. And we all owe an incredible debt of gratitude to the last Congress, including senators Sanders and now Senator Welch and Senator Leahy for all the work that they did to bring economic prosperity to towns and cities across the US, but most especially in rural areas like Vermont. So as you all know, I'm new to the congressional team, but I couldn't be more proud to represent all of you in Congress and to work closely with Senator Sanders and Senator Welch and to follow in the footsteps of a true giant, Senator Patrick Leahy. Thank you for inviting me to be with you for this really exciting event. Please welcome former Senator Patrick Leahy to the stage. Thank you. Marcel and I are so happy to be here and we're telling Governor Scott and Senator Welch it is nice to be home. It is really good and it's been very nice is seeing so many people we know so well, including among those working here. And what I think of the award that global founders to receive from the funding authorized in the 2022 CHIPS Act and I must admit that at the end of the last Congress, we had the Omnibus Appropriations Bill, which is saying on my desk about this height, when it was gonna pass, I was, I'd like to say I was pulling out my hair, but that was already gone. And to make sure we got that through. And it was so helpful because we had John Tracy here in the Vermont office pushing for JP Dowd, my chief of staff, and we're working right up almost a Christmas Eve to get it done. But it was an important milestone. And the reason I wanted to see it pass was I looked at Essex Junction and all the people I've known through generations who've worked here and what they've done and the need for keeping them here and restoring US manufacturing for microelectronics. The, Tom, we've talked about this. I recall those discussions when you had come in my office and we kind of way out, close the door, sit around the fireplace and talk about it. But you were always, always in system. We need this, in Vermont, we need it for the country. And it was not just a local thing. It was for the country because we faced so many challenges around the world. Here, we knew we were doing it right. So when Essex was selected as a trusted foundry in the 1990s to ensure defense suppliers had a secure source of chips, I remember the meetings we had, both the open meetings and those insecure rooms. And I remember being so worried, what would happen if we didn't get this? Not just what would happen in Vermont, but what it might do in our place in the world. And we made it. In the chips act, back then, I think we made around 35% of the world's chips. It dropped to 15%. And now we're reversing that. We're reversing it right here in Essex. So give yourself a round of applause all the employees here. I think of the expanding production of gallium nitrate and I had to be taught, that's pronounced, gone. And I come close. I know where it was in the appropriations bill, but I, and I knew my staff would make sure it was written correctly. But look at what you're doing. For the last three years, during my term in office, I worked with a team here at Essex. We wanted to fund this research. We wanted to fund it here. Why? Because we had men and women of all generations who were the best of the best. And we fund it here and it goes here. Just think what that says to the next generation. Come aboard. Come aboard. You've got a place. You've got a place here. And you become an industry leader. These gone, some of the connectors that we mass produce in Essex. As you know, this was supply or electric vehicles. Our power grids is on. I was glad to work with the University of Vermont. Kirk, we discussed this in my office. Kirk Lamarowski back here just last week and how important it is. And the state of Vermont. Governor, you know, you be sure on these things. There are no Republicans or Democrats. There are Vermonters. And what's the best for Vermont? And Peter Welch, that was always your position in the House and now in the Senate. And the other two members of the delegation, and I appreciate what Becca had to say and what Bernie has said. Lieutenant Governor, delighted to see you here. We have always on these things left our political labels at the door. And we come in and we say, we're Vermonters. And Vermonters can do it better. And turn it, we will. So I don't want to talk too long, but Governor Scott, Madam Secretary, all of the others, it could not have been possible without everybody coming together. But those of us in political office or elective office, we knew if we came together, you're the people that would make it work. We can write the laws, we can get the money. It doesn't work unless we have the men and women who can make it work. And every one of you have.  Tom, we've discussed this privately and publicly. And we've, you have never, ever backed off on your support of the men and women who work here in the prison. And that has meant so much for me. Now that I know which door to come in, I'm sorry. I really do get a kick out of that. I will be back. Thank you all very much. I think I heard, you just made me an official remontor. So let me just quickly, it'll only be twice as long as my opening remarks. Once again, I wanna thank our distinguished guests, our amazing team for taking part in today's event. The CHIPS grant will be the cornerstone for turning our vision for this site into reality. I wanna thank everybody, our team, our local officials, our elected officials for their trust and belief in global foundries. And I could not be more proud and pleased to know that this team will deliver on this mission. So with that, we'll maybe go backstage for a couple of photos you said were. Oh, right on the stage. Up here? Yeah. Hey, good afternoon. Just wanted to thank our distinguished guests who have come around from the state and the country to celebrate this momentous occasion. Amazing investment by the United States government into global foundries, let alone into FAB9 to continue to make domestic semiconductors here in Vermont. Most importantly, just wanted to thank the amazing global foundries FAB9 team. Decades of family members who have worked here and will propel global foundries in FAB9 and Ford for decades to come. And finally, just will use this significant investment to drive innovation and to continue to drive the success of FAB9 and global foundries. Beautiful. Everybody wants a picture? Okay, all right. If you folks want to join us now, that would be fabulous. Ken, why don't you come on in? Hi, I'm here to see you. Yeah, how are you? Great. I appreciate you doing this. Turn your clothes a little bit. Let me see. Here you go, here you go. Hi, it's right here. Beautiful, everybody. You look great. One more time. One, two, and three. All right, now we'd like to invite your staff. Well, it's a pleasure to be here at Global Foundries celebrating this federal and very huge private investment in Vermont. The investment is such a clear signal that this facility, what it's going to produce will be here for decades to come. It's cutting edge technology. It's highly important to our phones. 85% of all phones in the world have a touch of Vermont in them.  It's new technology around batteries and energy storage, which we know for our climate for the future is critically important. And a lot of the investment has also been made in water quality and making sure the externalities of producing these kinds of chips and these kinds of products are taken care of in a responsible way, which is critically important as we know the harms we've caused in the past without taking care of those externalities. So it's just really an amazing investment for Vermont and I'm glad to be here.


Ladies and gentlemen, good morning or good afternoon.  Talking about Open Network, we need to recall SDNFV. 10 years ago, SDNFV was proposed to transform the token network from the monolithic closed system to a distributed open system. We wish that the network would be the standard decoupled, programmable, and lower complex under the OPEX. In these 10 years, we say that a lot of network-related open-source communities emerge to accelerate the SDNFV development. Some of them, such as Open Daylight, OPEFV, OLNAP, have joined the network umbrella of the Linux Foundation RFM. Why Open Network is attractive to token operators? I think there are three main reasons. The first is to speed up service innovation. Obviously, Open Network is more flexible and scalable to enable quickly service innovation, especially for the to-be market data and the vertical industries applications, because to be a market data, we need a flexible service innovation. So service flexibility and agility will help operators to resist the computation from the OTT and the cloud operators. The second motivation is to reduce the OPEX and OPEX of the networks. By introducing common hardware and software, the network could be effectively cut down, especially for the newly competitive operators or in the greenfield of the incumbent network operators like the China Unical, Open Network could be first introduced. The third one is to build a healthy industrial ecosystem. Open Network will help operators to build a multivendor environment to avoid a sink-vendor lock-in. So I think this is just really a main reason for the telecom operator to do the Open Network. This is China Unical attaches great importance to Open Network under D. And it's actively involved in many open source communities, including our friend, our IFA, our long tape. Our goal is to build an end-to-end Open Network from an open-run, open-edged cloud-native core network to a disability-transport network. But I think it is a long journey to construct an end-to-end Open Network. We have to do this step-by-step. Firstly, we will focus on some key parts and the captivated Open Network ecosystem. Here I will give you a brief introduction to some of China Unicorn's Open Network under D works. The first one is Open Run. Radio access network accounts for the vast majority of the network investment, usually about 16% to 17%. So the Open Run is very attractive for telecom operators. China Unicorn is actively involved in TIP and the Open Run allows to promote the development of the Open Run. Open Run should be the wide-box hardware-based. It will be the software and the hardware decoupling. It needs an open front hall so that D.U. and R.U. could conform the multi-vendors. Radio-intelligent controller, locally, is a key software for intelligent control and management. China Unicorn has already developed a cloud-native 5G base station, which integrates base station controller under the edge computing as well as the edge application platform into the one box. This 5G station could be used in private industrial network. Another important element is the Open 5G cloud network M4 interface and wide-box UPF. Open M4 interface is key for enriching the vertical solutions. China Unicorn has defined wide-box UPF and M4 standard. We have developed lightweight and low-cost UPF for the private 5G network. So that we could provide customized solutions for the vertical industries. Actually, now let's talk about edge computing. I think edge computing is the most important opportunity for promoting the Open Knock. With the development of 5G, China Unicorn deployed many mobile edge computing applications for the vertical industries. China Unicorn's MEC platform is initially designed following ETSI and 3GPP standard. From two years ago, more features beyond the standard are introduced in our MEC platform, including the world's first MP2 interface and the open self-service capabilities for customers. Now we are developing a more open edge computing platform and build rich ecosystems with our partners. China Unicorn is actively involved in the Aquino Open Source project and developing the unified cloud-native-based parts architecture to support both the CT and IT capabilities and the expansion of the unified northbound interface. Now let's talk about the optical transport network. Optical transport system is usually tightly closed. The reason is that the open object network has attracted great attention for data-centered interconnections. This could be coupled to the optical layer and the electronic layer. China Unicorn has developed a cost-effectively open natural DWDM equipment for the natural data center interconnection applications. We have developed a unified management controller on the Arc Street based on the standard southbound interface and northbound interface to support the multivend equipment interoperational. Yes, to develop an open edge transport equipment, China Unicorn has developed a network-equipment operating system. We call it CO-North, China Unicorn Network Operating System. CO-North is based on the open interface and the open source. But we also extend functions to satisfy the requirements of the telecom network's high reliability. Based on the CO-North and other open source software, including Sonica, we developed the service of customized wide box switches and the agile transport network for the data center and agile applications. Yeah, finally, the open network is always complex, even a controversial topic. I think the development of the open network is still in the early stages. The performance of the many open network equipment must be further improved to meet the telecom grid requirements. To support the open network, operators need to strengthen its network integration and under-delay capabilities. We also need to continually enrich the open network ecosystem. Meanwhile, we need to change our business model, including equipment procurement, network construction, and operation models. Anyway, the objective for the open network is to better serve our customers. So we should provide an open API and capability explosion platform to support our customers' service innovation. Yeah, today, I think we're still facing many challenges. We need to move to open network step by step. We still need to make greater efforts to make the success of the open network and open network equipment and solutions. That's my shout. OK, thank you. Thank you very much. If you could stop sharing, then we can do the video. There you go. OK. There you go, perfect. All right, very good, very good. So again, for participants, please, if you have questions, put them in the Q&A box. We will answer as many as we can in the time slot. I do have a couple of questions come in, and I have one as well. It was really good that you put each layer of the network from applications, cloud-native orchestration to network to data plane and optical all the way down, including the noses that you are looking at open source. And I like your suggestion that everybody should be doing this in steps. So the question for you is two questions, actually. One is on the optical side. We have not been very active on proactively putting communities for open source on optical, given that whether it's DWDM or Metro or Core, it's a very, very proprietary technology for the capacity part. But there is definitely control plane work that has been done that is standardized that we could take advantage of. So do you have projects that you want to bring to the open? Or do you see any initiatives out there that the rest of the community can benefit? And again, there don't have to be differentiation. It's just standard plumbing on the control side for optical. Yeah, for optical, the industry has already done a lot of work to disagree to the optical layer and the electronic layer, such as open loadable project. Yes, this year, China Unicorn has done a lot of work on the metro optic transport to decouple the optical layer and the electronic layer for the data center interconnection applications. We have already developed such systems. As for the control layer, we will define our own interface. So it could work for multi-vendor, but it is still China Unicorn's standard. So I think that the community should work together to develop a common interface. It is very important. I think that on Apple and other communities could make some contribution to this. Yeah, no, that's why I was bringing it up. So that's great. And the other question, again, for people who want to put questions, please do it in the Q&A box on your right. The other question is, as these projects and pieces come together and it's step by step, one of the initiatives that LF Networking has is the 5G Super Blueprints, where multiple projects come together. If you participate and as you participate, you can get a crane or integrated with ONAP, integrated with ORAN. And a lot of pieces come together. OPNFV, now known as Anuket, they all come together. Where do you see that helping you in China Unicorn and what can the community focus on if they were to bring projects together in a blueprint, which will ease the deployment? Yeah, because there are many projects that at this moment we mainly focus on agile applications. Yes, we want to bring some open source project just in the agile area for agile computing. For open switch is also used in agile. So at this moment, agile and mature is your focus. Okay, got it. Excellent, very good. Well, great. Thank you very much for this insightful talk. I think it aligns very well with what the community is doing. And we really appreciate you taking the time and speaking to this audience. Thank you very much. Yes, thank you. Bye. Bye.


Mm-hmm. She's on the cover. She's a cover girl. Period!  Because seeing it in the magazine is different than, you know, seeing it on Instagram. Ah! So good! Because if I ever wanted to be a model, the girl's lucky I'm not on the runway. Yeah, I'm manifesting that next.


We've covered what an LMS or learning management system is, but you may be asking, why do I need one? Can't I just stick my videos and my content on my website? Technically, if your course is just video content, you could embed those videos on your website, but you can't offer interactive courses to your audience or have the ability to easily track your learner's progress without a learning management system. An LMS system houses and organizes your content, hosts and serves your courses, and tracks and reports on your learner's progress. An LMS easily scales your ability to go from 25 courses at launch to thousands of users overnight. Small businesses, entrepreneurs, Fortune 500 companies, universities, even the government all depend on LMS systems to make their training responsibilities easier. In addition, any organization with regulatory or compliance requirements depends on an LMS system with detailed reporting capabilities. Bottom line, you need an LMS to help you teach and train the world. I'll be back to tell you about different types of LMS systems. Thanks for watching.


Hello everyone, this is Amit Dan of amitdan.com You are watching one of my Australia Tribal videos on the sovereign hill playlist at today I am taking you back in time 200 years ago. Sovereign hill in Ballarat, a small city from the 1850 gold rush in Australia is preserved as it was back in those days. You will be able to go back in time and experience a gold mine city. How did miners live on the gold fields in the 1850s? The lived in tents made of canvas. Some gold miners lived in huts made of timbers or wood logs. Life style was simple with almost no positions. You would only find a few basics such as blankets, cots, chairs and tables. And a few more necessary stuff. Today, I will take you inside a tent 200 years ago. Sovereign hill gold mine city located in the suburb of Ballarat, 2 hours drive from Melbourne. Thank you for watching this video. Forget about subscribing to this channel, forget about liking this video, I will see you shortly.


What's going on everybody got Cal here with late sports cards, and we are ripping 2023 mosaic 22 23 mosaic six box half case this one is number 13 pick your team style One moment here. Let's Shopify Work for me One second Scrolling scrolling All right, you guys got alley a with the wizards and the clippers got a mar a mar a with the heat Bernard H has the lakers jack fong has the hornets mavericks Chang s has the pelicans cold pee with the thunder Corey s has jazz hawks Erin l has the nuggets evan h has the spurs got george s with the calves Hayato has the king sixers holly has the rockets joshua w has the magic kevin l has the nets Cal t has the tea wolves liwan y Yeah, liwan y has warriors We've got linel with the bucks and the suns. Matthew e has Celtics. Michael b has nicks Peng Jin c has the pistons robber des with the pacers Robert p has the blazers Robert s has the bulls raptors and rory c has the grizzlies Appreciate you guys just for to go in the next one. Let's do it here number 13 Hey, good luck sir. Let's do it. Let's see a nice luka. We had a redemption luka auto yesterday Maybe we could do that again. Let's see if we can do that again, man.  Let's try to get that one going rookie bedmathering mosaic canard and red mosaic diabate rookie clippers yokich tiris mosaic tht and a red nausea silver jimmy harden got purple the 99 jaylen green rockets Steph curry and a stair master's giddy any football games going on right now guys any uh any scores can update us with alvarado red poodle we are a spectrum customer so we don't we don't get football let me see if there's any other we don't get football here let me see there's any other little shit and sharp rookie hey nice silver palo there you go magic and pink is icico corridor 149 go george with the caps trying to get some caps for you sir you've been watching this the whole time mmm the final half time and dion dion coming out strong there's treyman and red jaylen brunson was that tcu yes and it's a national championship last year that tcu kind of love let's go dion taking uh taking the lead taking the lead into half there's a jay will mosaic got blue onto 199 kade straight fire steph and ben matthurn introductions whole pack about that top loader there red coal anthony for the magic j dubb and devin booker who is the 49 it's going to be auto for the hawks uh bogdan bogdanovitch here we go nice one there blue auto for the hawks kid is a bucket got marvin bagley and we got a gold gold it is brice megawins for the hornets there uh gold to 10 not bad there's charlotte to a 10 on the uh gold rookie nice one there megawins we'll take that at gold rookie storm chasers of don michael nice one there calves and eighth litter silver pj got a red mic connelly stair masters and matheran insert already gets the starbucks taking the clippers in the next one and alvin taking some spots with sammy tonight super fracter sammy down to three guys celtics rockets and nicks for the last one last mosaic of the morning here we're ready guys box two box two this is half case number 13 guys got number 14 second half of this case coming up next j dubb rookie jabari rookie uh laverd and dosunmu ayo that's stuffed on that one trash cans good defender man god siacom and a red scary terry so who's it gone rockets and nicks rockets and nicks who to go appreciate y'all last mosaic half caster of the day here like i said we got super fracter sammy coming at five and we got um fanatics forest coming at five as well he'll be over on fanatics live um there's focettino 149 jazz rookie silver rookie tardy eason for the rockets pink is 2149 kobe white uh stair masters as kd mosaic keegan murray rookie mosaic helden johnson and red jaw keegan insert there's a jaden hardy rookie mosaic and a blue okoro 2199 and yonis straight fire super fracter sammy super fracter sammy he's here there he is sammy there's a mosaic okoki red is malachi random rookie that's exactly what sean said when he came in exactly you guys are just you guys are just peas in a pod hi sam auto is going to be nicholas batum auto their um collage mosaic nice one their clippers one of the cheaper teams last one taken as well or one of the last ones taken appreciate that got kd to 199 sons and we've got a storm chaser steph sohan introductions mosaic as well how we doing today sammy silver poodle got red okoki introductions abadji donals j dubb on the introductions ready guys box number three box number three just rockets just rockets to go mosaic 14 link is up there in the chat just rockets to go down 20 dollars two guys down to 130 on the rockets come on luca show yourself come on let's see another luke redemption mosaic nice jade and ivy there pistons and purple is uh isaiah mobley to 149 rookie uh caps jalen williams montage rookie darik whites got kairi and overdrive that one is going to be jwill so rookie overdrive was a jade and ivy rookie base reds to deak bay fox legends to deak bay as sam would say who is going to be for the sons number to 49 is deandre eighton nice nice one there's sons on the blue pictographs that's a sick looking uh design on these pictographs nice one there phoenix with the eighton to 49 have a pink emmanual quickly to 149 introductions palo and a notoriety of uh been been the bucket palo base got another glitter coming silver yoke itch and glitter is going to be cam thomas for the nets nice looking card there the glitter on the black team looks really nice this cam thomas there for the nets kairi and straight fire of shea chet rookie mosaic tht jimmy butler red notoriety of jaw sam you didn't say anything about that i'm sure the wanted poster jaw card i'm i'm certain sam wouldn't say anything about that there's a silver jayne ivy pistons and blue is marcus or matty morris to 199 matty morris and a breakaway keegan rookie sohan mosaic lamello got red of ad stef and purple nice one here been the buckets in 99 on the introductions insert been matherin silver brunson got blue giddy to 199 and mosaic of palo montage mosaic eighton and red of scotty boners go notes box three it's out of here goodness this product do pre-create some chrome dust sedeek the freak sam's a few minutes behind that thing hey thank you manuel taking the uh rockets there in the next one sold out on 14 guys appreciate that and got three to go on our first elite dawn risk of the day appreciate everybody grabbing spots here sold out on iMac collegiate as well very nice guys on moving here box four mosaic cp3 got a red kuzma garland mosaic out of bio and red mac mclung god silver of jaren jackson this one is pink to 149 oshea bhaji rookie introductions kessler and ben matherin introductions or montage mosaic righty guys just elite dawn risk football with spots left today sold out our next mosaic basketball and sold out on division style iMac collegiate nice chat there silver rookie go thunder chris paul to 149 and stair masters of stef rookie and walker kessler rookie mosaic brooks red barns j dub rookie we got mosaic window more blue jimmy hard to 199 straight fire yokech and tray young breakaway come on let's see another one of one mosaic dilo red pat willy my lord that's gotta be a penalty in no way she took betty's head off a red tht two here in box number uh four 49 it's gonna be fat lever on the um college or um collage mosaic fat lever nuggets what are we laughing at jake to 49 46 to 49 jake likes that one uh fred van vleet to 199 a storm chasers nice one there uh tatum for the saltics and paolo on the introductions mosaic yeah right pat lever yeah 100 yep 80 grade name mr christian wood red kenyan martin all righty guys i'll do it for box four two to go two to go box number five chet rookie base mosaic malty morris red pj washington kade walker kessler base rookie mosaic uber a red world b flat silver malik bezley it's a 99 nice one there purple shading sharp we go uh blazers the purple rookie to 99 nice sharp stair masters lebron mosaic ben simmonds red wiggins chet introductions and a yes i think we got a stained glass rookie jabari smith we do have a stained glass silver dorian finney smith to 199 and our stained glass is gonna be jaw jaw moran there nice one there grizzlies on these stained glass jaw take that and a jade and hardy intros um maps stained glass jaw that was some timing right there silver kawaii got red reggie bullock uh darren fox and a jabari insert williams rookie jabari rookie and silver jade chloravia pink is to 149 joel and bead introductions and a zack levine mosaic mosaic kominga red reggie bullock two packs left auto is gonna go to the grizzlies it's luke canard on the collage mosaic luke canard their grizzlies on the auto i really do like these collage autos sick looking design kevin herter we've got rookie malachi brandon someone 99 razzle dazzle is rookie keegan murray nice one there kings and a bin matherin breakout or a breakaway murray rookie base silver milk monk got pat bev red stair masters and palo on the insert righty guys just one more got another half case coming up right after this number 14 be the second half of this case luck good luck everybody this is case break or a half case number 13 here chet rookie mosaic canny chandler rookie and a pink barnstone 149 yannis notoriety oh this one is going to be for the rocket stevie franchise is nice one there rockets steve francis on the base mosaic auto nice francis got a jade mcdaniel's number 99 purple palo insert and mosaic stair masters yannis silver zaire got a red seth curry and razzle dazzle this one's a rookie j dub for the thunder razzle dazzle mosaic sexton and a red davante grand eason walker kessler rookie red mpj and lebron straight fire rookie silver canny chandler blue la raviets a 199 rookie grizzlies keegan murray and a ambide montage jalen williams j dub rookie mosaic vassal and red mac mclung newest magic magic mclung he's a man yeah that he is that he is mosaic marconin red grace and alan and whites whites on the back nice it's montage yannis the 25 nice one there bucks the montage whites at 25 that one's 11 out of 25 it's a sick looking design right there too nice one there bucks and two more silver kuzma blue um shape to 199 breakaway stef and chet on the introductions mosaic the last pack here keegan murray rookie got mosaic pj tucker red rui sohan and stare masters kd on the back all righty guys that'll do it for number 13 um but don't don't do a hit recap here i'm gonna keep on moving got number 14 coming up next appreciate y'all