I'll talk today about some research on education in conflict-affected countries, a little bit on health and touch up on labor market participation and one last project that we have on the impacts of armed conflict on attitudes and experiences of domestic violence. So as you familiar with studies here, I'm an economist, so we use an approach, like we use an empirical approach and in studies that, in a set of studies that I looked at that were education on human capital and human capital health, we test for investment in child under distress and in most of the studies in the empirical studies that try to understand what is the impact of conflict, where a number of studies that use differences and differences framework, where you compare children from the affected region and affected age group to similar children who live over a similar age group who were living in the region, not affected by conflict or who were older or younger, so they even actually kind of escaped the brunt of a conflict at all. So that's most of the studies that we use this approach and we have to take them in this framework. And the population, many of the studies also use survey data, large public surveys collected by the World Bank or by USID or other organizations and combine them with conflict data from large data sets, either studies like individuals collected well on data or we've victimization data from surveys themselves. And the first topic looks at education and initially it kind of ties well with the education session that we attended yesterday, some of us, and it evaluates the impact of conflict on quantity of education as we initially started and quantity measured by attending school individuals or going and completing a number of classes. And the impact has been pretty much uniformly negative and the specific country level impacts depend on the context, whether it's type of education considered or I mean specific contextual impact of conflict and I'll go over a few impacts. And with quality of education there was a set of studies that says, okay, conflict actually impacts the resources because conflict affected areas or schools, they don't get the resources, teachers flee those areas and that impacts children directly. So one of the first studies in literature looked at Tajikistan and what I find that girls from conflict affected areas and households, we completed less schooling and we were less likely to be enrolled at the time the conflict ended. And we explained that during the conflict where it's sometimes difficult to go to school due to concerns about safety and girls from affected communities were less likely to go to school and it could be also that families took an income consideration that it's kind of an optional investment in women's education when she may not actually most likely in the context of Tajikistan or Punjab, they wouldn't work and bring support families later on. So there are studies also that look at and find negative impacts for boys, for example, study by Svi looking at Bosnia and Herzegovina finds that boys, young men, lost in their education and he explains by enlistment of men, young men, adolescent men in the army. When there are studies that say, okay, actually it's boys that the households kind of prioritized and sends them to get a job and also whereas great impact on boys' education in kind of we lose more in education relative to girls in the situations where girls already had very low education so they barely were going to school and girls were achieving greater number of grades but were taken out from school. So one of my favorite examples that looks at the contextual impact of conflict is when Christine Valentia looked at Maoist insurgency in Nepal and she finds that actually it's one of the few countries where educational attainment and educational attainment of girls in particular has a reason and she explains it by kind of a focus of Maoists on bringing education to the less advantaged segments of population in particular women. So that was one of the results of the paper. Another study says actually goes in more detail and each study since all of them use survey data, we use all available data to them so you may not be able to control for everything that you would like to control for but where women won by well, we were able to separate also poor and non-poor households impacts and what we find that in the context of Burundi, educational attainment of boys declines more than that of girls but it's similar to Rwanda because boys were actually going to school girls were not so for girls were very little to lose in education and poorer households they took out both boys and girls out of schools while wealthier households they took out for boys because boys were actually we're getting more education at the time. So there is a small set of studies that looks at the quality of schooling and those studies we explore the impact of different types of conflicts from second intifada in Palestine like to low level conflict in Turkey and to drug related crime in Brazilian favelas and studies we point out that test scores we do decline in the schools and affected areas and it matters if you're closer to reported violence especially in like one of them kind of most detailed studies is the last one on the slide that we have like an excellent data and we were able to look at the radius of schools and how far each conflict event occurred and what we find is that actually you would think that people would move in response to violence and try to take their children to different schools but we find very little mobility and most of the impact was through people not actually going to school due to this outburst of violence which were kind of sporadic but frequent and there was a big impact on school resources by teachers not coming to these areas and in Turkey for example areas affected by Turkish Kurdish conflict they are unable to attract qualified teachers basically teachers look they are allocated to their series because of educate programs they have to go for one year or two but we leave immediately so we do not stay and educated professionals we leave so there is an kind of education gap especially at the higher education and entry level exams so while for education we find some of the different results for boys and girls in its context specific what I found interesting that for when we are looking at health in particular measured by height for HZ scores which are long-term determinant of health the impact was very similar across countries also in magnitudes and with respect to who is being affected so children are being affected even of like this young age under five years old during the conflict we lose we're basically shorter than comparable children and the impact is very similar between boys and girls which I'd suggest that maybe those shocks are something that households were not prepared for and Akresh Budarvayet Akresh and Verwimf they show actually it's very well on study because we compare two types of shocks and they say that like with respect to crop shocks households were clearly kind of withholding girls from school while when the conflict started it's everyone who lost schooling and there is a large number of studies now like that exploring this impact and thankfully to this demographic and health service that collect good data on the subject so I'll go over one of the studies that we did with Kamelya Minayu kind of to go through a few details on the basic setup of the study and what the key results look like so we used 2002-2007 conflict in Kodiwa as a quasi-experiment to analyze its impact on child schooling we run a number of tests trying to see like if our results withhold like looking at the different sub-samples looking at the mortality and this of children looking at closeness to border and things like that and we do find that there are negative and sizable impacts and what this study was particularly interesting also because we were able to look at two types of conflict level common shocks which means that you lived in a municipality affected by conflict and also the government of Kodiwa took sort of a great care like we collected data on victimization among households right after the conflict ended not every country that went through the conflict does it in some countries we just like want to forget and not to talk about it here we collected fairly good information so this is how a map and in particular study each pretty much every study of this would include a map that shows the original distribution of conflict and as we go more further like quality increases because the quality of data has been increasing as well as the quality of programming so we used here armed conflict events and location dataset which is collected by a group of researchers and it has been come like very large and popular to use and we here like we combined basically we counted the number of events in each locality and we used with DACA areas representing more events and a lot of areas in the middle and to the side representing areas where the conflict didn't happen so we used it as a yes or no variable in this basically equation where we use as a dependent variable height for each discourse and we particularly interested here in estimating the coefficient on vice interaction between conflict region and child being in a vocahort meaning child was between ages like zero and five years old during the conflict time so we compare them to children who either were born after the conflict or children who were reached age five before the conflict started because we also have here before the conflict data so and we allow here as most studies do look to interact interaction between female and conflict exposure to see various differential impact on females so forgive me if our table is too tiny like the numbers but the basic result is the top row we've coefficient on the conflict interaction between conflict child being in a conflict region and from affected cohort and you see that in most of those cases this interaction is negative so we look at different ways kind of measuring conflict here being like basically you're alive during the war and you lived in the conflict affected area that would become one and two and then and seven and eight and then three and four we look at the how many months does it matter how many months and at what age you were exposed is it like for younger children that we see great impacts of for older and we do see great impacts for older children because if you're older you lived in the conflict area for longer period of time so your deficit in height is greater so that would be columns three and four and nine and ten and then five and six it's basically number of months in overall exposed to conflict so I said this study had a pretty the data had a good information on victimization and we compiled this average index of victimization into one for example now like there is a kind of a movement by households on conflict network and we published the paper trying to incorporate this victimization kind of model in all studies done in the post conflict areas so here we aggregated questions based on their meaning like economic losses health impairment displacement if a child if a household was a victim of violence so we've and we separate by conflict region and non-conflict and we see that pretty much uniformly there is a great victimization reported in conflict areas but you see also victimization being reported elsewhere as well so which there is a spillover it happens not only in that like dark shaded region but also elsewhere as well so that's where victimization map that looks a little bit different from what we saw before and we do more maps and kind of look at the details so here we just give one table results and we look at differences between migrants and non-migrant households full sample and non-migrant households we actually find little impacts little differences so which and Kodiwa was one of the studies that finds that you little differences between migrants and non-migrants so display like being displaced didn't impact child health as much or staying in the area but victimization did have a large impact on height for each discourse here it's a cross-sectional service so we do not have really kind of a kind of a pre-conflict control group yeah so so in this results like we confirm results from our studies children conflict areas did experience setbacks and the results actually quite consistent between across the studies even in the size of the impact so and in particular here we find the mechanisms because each study looks at mechanisms yeah we find this okay children are negatively affected but what has driven those impacts and we could say that migration didn't seem to matter in this particular case but economic losses may have impacted child health so I have maybe a couple of minutes to talk about our segments so there are several studies looking at women and women actually tend to I mean we may not go to school during the conflict but they typically go to work their studies like this study looks at women who didn't get education during the conflict but they seem to be more likely participating in the labor market after the conflict ended so there is some substitution going on and in Nepal and Colombia women also step up once the conflict hits their families so households they they tend to take on jobs in some cases vacated by men like so substituting for women the labor market so that's kind of a current project that is in progress now and this study looks at attitudes and experiences of women towards domestic women and men towards domestic violence and basically we match children from conflict affected regions and countries in sub-Saharan Africa it's a large cross-sectional dataset like previous studies most of them we will a case study type and what we find is that we are able to look at men and women's attitudes basically their acceptances of certain types of domestic violence like once beating a wife if she does XYZ let's say burns food goes out without telling him neglects children and experiences of domestic violence by women so what do we find is quite consistently that individuals who were exposed between age six and ten to the conflict they tend to report both greater acceptances of those domestic violence attitudes as well as experiences on the part of females of being experiencing domestic violence themselves and men also report greater acceptances of those attitudes but when we look at data in terms of percentages actually there is a greater acceptance percentage wise for men or sorry for women than men so which kind of is encouraging result because I mean it's encouraging but now I said also uh it would be interesting for us like to analyze what's the discrepancy coming from is it coming from the norm okay so yeah and um I'm done with the talk and yeah I'll let Marcus to transition so in deeper thank you


The game that we will be playing today is called Game of Quads. In this game, we will be looking to find as many property cards as possible that fit every quadrilateral card randomly selected. We will be using property cards and quadrilateral cards. The objective of the game is to find at least three property cards that match with its quadrilateral. You play a property card when the property on the card matches the type of quadrilateral flipped over. With that in the property cards, you can use a wild card. If you use a wild card, you must stake the property the wild card represents. Get a set of quadrilateral cards and place them in the center of the playing surface face down. The youngest player deal each player six property cards and stacks the rest of the property cards face down in the center of the playing surface. The dealer also flips over the top quadrilateral card. All players play simultaneously. Stick at the property cards in your hand, pull out as many property cards as possible that fit every quadrilateral of the card flipped over. Place these property cards face down on the table. When each player is satisfied that they have found all property cards that fit the quadrilateral, the dealer tells players to flip over the cards they have found. In turn, share property cards you flipped over and explain while each one matches the quadrilateral. If the other players agree with your chosen properties, you earn a point for each correct property card. If any player disagrees with a property card, the player can steal the point by explaining why the card does not fit the category. Record your points and move all the cards that have been played to a discard pile. Use the deck of property cards to refill your hand so you always have six cards. Turn over a new quadrilateral card and play another round. Play continues until all the quadrilateral cards have been played. At the end of the game, add up all your points. The player with the most points wins. Another way to play the game is using the quadrilateral shape cards. Here are some questions to ask students. Which quadrilaterals share the same properties? Which quadrilaterals are not parallelograms? How do you know?


Hi everyone, I'm Joe for jazzy's casebreaks.com with a brand new release 2023 panini black football hobby Edition six box half case pick your team number one on a Wednesday home day a lot of nice stuff here So let's get it going Big thanks to this group who bought their spots straight up. We appreciate it Here on Wednesday the fourth pick your team one second half of the case in the store right now We've just four teams left Tristan with last pod mojo Thanks everybody for making it happen appreciate you and let's see which six we're going to do forgot how small the The panini black box empty case So here's six right here There's another six right over there There they are you guys all right, so On the dice roll we'll go one two three for the left stack and then four five six for the right stack four right side and then this we will do For we'll do next time here. Let's see where there's a place where I can mark I guess I can just mark I think that'll actually show up All right, so Put those X's Right there so you know that these are going to figure team two in fact I'm just going to leave these to my right right over there because I only have four teams left to figure team two. I'm sure I'm sure we'll get that done Sooner rather than later jaspy's case breaks.com All right, so let's see how And those sorts of things happen. I guess we'll just just kind of roll with it this way That's coreland sudden Redembur will levis triple relic All right, so that's going to go to Eric K and the titans Any guesses on the redemption here for bragging rights and we got a nice jamir Gibbs Great rpa 60 out of 1 at 99 And that'll go to chad chad b got a couple chads in this break with the lines good start 60 out of 199 And then we got another line right here dj shark to 25 Or sorry panther All right, eric jennings. What's going on eric m is going to guess Uh j s l jackson smith and jigba. Let's find out. It's going to be Zach Charbonnet former ucla running back rookie signature materials emerald. It's emerald number two Let's see To the checklist just want to make sure because sometimes the green could be Uh train whistle numbers So that's rookie signature materials Emerald is out of 25 nice low number there. Yeah, you got the team, right? Eric that's going to go to seattle. That'll be for chad. Oh All right, nice start next box rangers beat the rays earlier today Things like seven one or something like that. So rangers advance rays are out Marvin mims He's been pretty doing playing pretty well. We got a quinn johnson relic 67 out of 150 piece of the jersey for the chargers It's going to go to mark Mike gets more opportunities since uh Mike williams went down with that injury Another redemption any guesses and a jordan adison Kind of quiet last week, but but his rookie campaign so far so good.  That's going to be Uh, that's going to be for brian brady bb There you go. There he is. That's right Got a hit sign your cards brian brian breecy Grizzlebees, what's going on? Welcome darnel washington We got a uh Dusk draw what is this? I'm not sure Oh dusk to don I I I see what they're doing there. I was like dusk Font's a little weird that's a randomizer between uh carolina and los angeles. It's brice young on the left and Stetson benet on the right 35 out of 50 Another redemption and jonathan mingo Oh, I like this It's pretty cool seven out of 50 sizable signatures jonathan mingo It's a cool design. That's going to be for carolina. That'll be for dan Put into a 130 Comfortable a little more comfortable in a 180 It's sizable The silver ink on there as well. And then we've got christian mccaffrey 68 out of 75 Having a great season victor with the niners. It's just it's got to stay healthy Our next redemption is Is tj watt smoke show signatures emerald nice Steelers that's going to be for michael galoo jannis dealers So redemption a box maybe No, I think no redemption there. All right. We've got chase brown CJ stroud a futuristic relic Nice 98 out of 150 that'll be for king b Hannah we must have gotten redemption in addition We've got 17 out of 50 julius brentz That'll be for the blue horseshoes. That's going to go to It's going to go to zack And will anderson rpa 73 out of 99 now last year The jets had both defensive and offensive rookie of the year It's possible that that could happen with the texans too with will anderson jr And tj stroud could be interesting And then back here we have Micah Parsons to 10 7 out of 10 All right, there's poor mike williams Out for the out for the year Here is brice young piece of the jersey 65 out of 150 rookie influx For carolina, that'll be for dan Got a charger an autograph 4 out of 10. Darius davis rookie auto for the bolts that's going to be for mark And we got marvin mims rpa 83 out of 99 nice silver ink auto We've been making some plays donald with denver And Then we've got a tan rakeed 35 All right, six in final box Pick your team two in the store now. These are very quick breaks. I've done with we could You can rock through a bunch of these breaks all night All right, we got kendre miller rookie card for the saints got a justin jefferson One out of 150 piece of the jersey. It's the first one ever made. It's going to go to Pat and the vikings We got sam la porta one out of 25 for the lions He's been playing really well too chad b with the lions Got a dalton kinkade rpa 90 out of 99 Dual rust nice color there dual relic and auto that will be for dan and the bills buffalo And back here is erin rogers 13 out of 35 erin rogers making Implying that he might try to come back this season All right, there is a randomizer. Let's go back to random.org And we've got carolina and the los angeles rams Team on top will get it after two and a four six times Unless are the same person by those two teams maybe no david duffy has the rams and dan leo has the panther Sorry All right two and a four six times one two three four Five and good luck six and final time. It's going to go to the rams So apologies to dan carolina But congrats to david and the los angeles rams. You'll get the 35 out of 50 dual relic These two quarterbacks right here Dusted on All right, there you go gang. I'm joe for jasmiescasebreaks.com. I'll see you next time for the next panini black break


Entertaining approach to teaching grammar. Grammatical structures are the essential building blocks to any language, English is no exception. Without a frame, a painting will fall off the wall or lose its form. The meaning behind the words is very much the same as a painting in a frame. The ideas which are meant to be conveyed are like the characters of a painting, the grammatical tools are like the colors, the structure and order of the words are like the brushstrokes, which add depth and tone to a work of art. English is art. Subjects, objects and verbs are the colors, shapes and tones of basic English. Why to teach grammar? When teaching English after a new student has built up a solid vocabulary, grammatical structures are essential in building a solid foundation to an effective level of communication. It is a prime importance that the student is made aware of its importance and the varying forms found in the English language. Whether the student is aware of this effort or emphasis by the teacher is irrelevant, so long as the student can effectively learn. Entertaining approach to teaching grammar. Engage. One way in which a teacher may begin the introduction of grammatical structures is by showing a vlog to the student. A vlog has simple and complex sentence structures, which are filled with new and varying examples of subjects, objects and verbs. By watching a vlog, the student has two of their five senses engaged, their sight and hearing. Many vlogs are structured to appear as though the vlogger is talking directly at the viewer, offering an authentic level of interaction. Illicitation and study. Once the student has completed watching the vlog, the teacher may try to elicit terms and examples of subjects, objects and verbs which were used in the vlog. This dialogue creates a pathway for the student to exercise newly absorbed materials, vocabulary, and structures. While oral language is important, the written practice of English is not to be overlooked. Once the open conversation of the viewed vlog is winding down, worksheets with some of the subjects, objects, and verbs from the vlog can be offered to the student. One great worksheet is fill in the blank exercise. This trains the mind of the student to recognize auditory examples of grammatical structures, while at the same time being able to visually match the tone and pace, to order and punctuation. Activate. Now that the student has studied these new language structures, it is important to cement these ideas in their minds. Activating the student's ability to remember, and use these newly learned tools is the entire point of teaching. One exercise could be to have the student make a vlog, emphasizing the practice of newly learned materials. Encourage the student to write some ideas for a transcript. Using a variety of subjects, objects, and verbs, will flex those new English muscles, and give the student confidence to stand in front of a camera. On paper the student can see what they know, when they speak into the camera they will hear what they know, further solidifying the confidence in their mastery of this new language. Do you want to teach English abroad? Take a TEFL course today. After seeing someone's vlog, learning from the structures used, and exercising some of the subjects, objects, and verbs, the student will be able to make their vlog. They will be able to contribute from their own experiences using the English language. Just as an artist shares his thoughts and ideas with oil, pastels, and canvas, this student will create linguistic art with their voice and pen as their medium. Thanks so much for watching. We are ITTT, the leading provider for TEFL and TESOL training courses. If you liked this video, please subscribe by clicking that button down here, and click on any of the videos here on the left for more interesting teaching tips for getting certified to teach English abroad and online.


Hey tribe of journey man and women today. I have a cup of coffee I invite you to join me as well and grab one as we're gonna talk for a bit about Yoga and why it sucks as you can see in the title unless I decided to make a different title on the go that happens too I'm gonna take you by the way by the lake. We're gonna sit down and just talk about the whole thing so The reason I first of all Allow myself to talk about yoga is because I've been practicing yoga for quite a while First of all, I was teaching yoga For about I think ten years So for about ten years if you can hear me here Actively and then for I studied it for even longer. I started actively learning yoga when I was When I moved to Switzerland to a martial arts less spiritual school in 2008 I dabbled in meditation and yoga before but in the spiritual school I was practicing yoga for at least three days per week sometimes more often. They were big seminars And eventually I got my certification. I became a yoga instructor myself Went through the whole, you know learning everything I can about it Stage went to India Spent there a month traveling talking to monks and learning more about yoga. So Any kind of long story short I've been down the rabbit hole of yoga for quite a while But the unfortunate site to this whole aspect is by the way, this is this is where we're gonna sit This is kind of cool, huh? so The unfortunate aspect to this whole story is that eventually I started to realize That yoga is not what most people Make it seem to be and that's what this video is gonna be about. So let's get us a cup of coffee And let's get started about the subject so First of all when I Was never like super passionate about yoga myself. I mean Wasn't I'd never felt like yoga was my calling But when I was living in Switzerland in the martial arts spiritual school when I decided to teach yoga Actually, I didn't really actually decide to teach yoga. I decided to open my Aikido school and My instructor he suggested for me to Also become a yoga instructor, which I was already practicing Because he said if I will open a martial arts school, which also has a yoga program It's gonna be easier to sustain and that was true But then I decided I'm a kind of person that if I do something I want to do really well I really devote myself Entirely to it. So so that's what I did I started reading all the books about yoga and learning all the asana the names and whatnot, but but I always felt like there was kind of a Doubt in me. I never felt like I really know everything and although I completed the certification like I had to go through a number of checklist, you know, the names know the philosophy, you know No, the breathing techniques explain the meditation explain the four different types of yoga, which is no back to yoga jnana yoga and Raja yoga and one more it's been a while since I thought about that and I don't want to waste your time by Trying to remember. Anyway, I went through that the whole thing, but when I would teach I would always feel like there's something missing in me and Despite the fact that I I was teaching in Switzerland once in a while.  I guess also because I compared it to my martial arts practice Which I was kind of owning, you know, I would I kiddo the martial art? I did I I went Nuts about it for years and years and so I felt like I was excelling at it and yoga was kind of I felt like it was Left behind although I was investing a lot of time into it and despite that the fact that I finished the certification And I knew exactly like I knew all the things I needed to know based on list It was like a long list that things some of the acute Sorry, some of the yoga instructors don't even know that much as much as the list asked me to know I especially about the philosophical side of yoga, you know, I meet sometimes yoga instructors who Who are completely just physical and if you ask them about You know, what Roger yoga is or what a stanga really means most of them don't know I'm not a sitting most of them, but there's a bunch of them who just don't know so the their knowledge is even more limited So I felt like I know a bit more than some of the yoga instructors I would sometimes meet But still when I went back to Lithuania and I started teaching yoga in my own professional school people enjoyed it I started gathering more and more people and And and and some people really loved it like I had a whole core group But all the time I had this nagging feeling that there's something missing And I think it was more than intuitive feeling because I wasn't sure what that is But with time I started to realize the answer and the answer was kind of shocking to be honest So the pivotal point for me, I guess was when I picked up a book I read it in my native tongue So I don't know the exact name in English, but it was something like yoga myths and science behind it or whatever I'm gonna edit this video and you're gonna see that you're probably seeing right now the image of that picture It's a really really great book which I highly recommend for anyone not only who's teaching yoga, but also for anyone who's interested to even Who's just practicing yoga because what the book reveals and and the great aspect of it is it's written by a Journalist like a high-profile journalist. I think he won the poetry was poetry's prize So he knows what he's doing and he went on to investigate because yoga you know became such a big thing in the world these days it's it's I guess it's Made I don't know what the situation is right now But even like a few years ago was like a fashion statement to do yoga and to wear yoga pants And you know that whole part of crazy culture of yoga, which I think kind of went to the wrong direction But but it's it became so big. It's just everywhere. It's on every corner and it's popular To train yoga and he decided to dig into it and kind of ask a few questions So for example, one of the questions he asked is How do we know? That whatever yoga instructors are teaching that it's true or how do they know and He went through the scientific way, which is the way I really appreciate, you know, he went on to To examine everything like what's where where do you always because like the thing is and something that the book really made me think about Was that when you take a yoga book? Actually, it's too bad. I'm not at home right now I would take a yoga book and show an example maybe at the end of it at the end Or in the editing section ways I'll show it to you, but then you open up the book and You read what which asana does and sometimes such pure Nonsense, you know, it's just like it's make-up beliefs. There's nothing behind it Like like like the question I think he asked basically is where do you where does the knowledge of what are the benefits of yoga come from? And he really goes deep to explore the subject and he pretty much proves that a Lot of it comes from just because some guys and yoga guru decided that it's that way And then the knowledge is passed on from hands to hands and because I personally leave especially in the more traditional yoga or kind of more spiritual yoga there's a there's a Belief in the in the Indian culture the spiritual culture culture, which I'm familiar with as well One of the parts is you never question your guru Like you always trust your guru I think that's kind of how it's said and which kind of shows you that you know the guru knows the answers and that it's almost like a hierarchy high arc could call and So you worship the guru and then you believe whatever he says and you don't question it You don't doubt it don't research where his knowledge comes from and that leads in your complete belief in what he said Which a lot of times it's just pure nonsense and passing on to others and others believe in you because you're the guy and or the yoga woman and And a lot of nonsense gets passed around Now the issue with that a huge huge issue is because yoga. It's not just like a makeup belief You know already I'm quite against a lot of the spiritual moments because I think they are dangerous and they do you mess up with your They can mess up with your psyche They can mess up with your belief system and and they can make you lost and confused but that being said though With yoga it's even worse because it's a pure on at least especially the yoga which is popularized in the West or in the whole world, which is hatha yoga the physical aspect of it the asanas and breathing techniques, I guess but it's It's a physical aspect meaning you're doing physical moments, which can really fuck up with your health and That's huge.  I Think the precise specific saying was that yoga is as safe as a mother's breast milk Which is this like it just makes me mad.  That's the guy's surname. I guess or spilt your name. I'm not sure anyway, so She she read that book where some of his top instructors eventually Left him because they they started to realize that their bodies are getting traumatized They're they're injuring their bodies because they're pushing themselves too much and it's kind of a you know Or nothing game and they left it and started their own style, which is much softer and much more kind of you know basically smarter and And for me, I think that that those stories like that they somewhere in the back of my mind. They they they got stuck and They were sticking around and I was thinking so how do I know that I'm not you know pushing my yoga and The same degree I'm really grateful that the yoga style that I was Learning and if you can ask it's it's one it wasn't like a specific name of the style I had a bunch of teachers and they're all teaching there the best of what they had so there was no specific name besides hatha yoga But the general direction the general vibe And culture of the yoga was learning was very much Listen to your body You know, it's just like feel your limitations Listen to your body if it's if there's pain, which it's it's a belief I still have up to this day And that's part a part of my learning that I appreciate if there's a if there's a sensation of pain. That's the body telling you This is not working for you.  Well, okay, he doesn't know what he doesn't know. Okay, let's call Jesus here But mother fucker because the thing is you don't know What traumas that person is bringing with him? You don't know that maybe there's there's something messed up in his spine and you're pushing him They're like mother fucker leave the person alone But that's part of the culture of that yoga school, you know The instructor feels like he's Almighty God and he knows everything and he goes around pushing people Into places and giving pressure where maybe he shouldn't Unless you're really good and you know what you're doing exactly and you know that person and you know his his backstory of his physical You know shit, but the thing is that that was not the case there by no means The the yoga school that I'm thinking that right now. I have in my mind that that that was like a bunch of lunatics Who would have them some religious spiritual crazy beliefs and but their yoga the physical side of it was was really poor Couldn't you know compared to what I think you should know if you want to teach yoga and And just coming back to my story again and reflecting about my learning period. There were some things that was wasn't really Taking myself either like I wasn't like I had some skepticism there and part of it was You know because the the the culture that I grew up the over culture that I grew up in a Lot of it was about listening to your body and you know Whatever stretch feels good kind of trusting that that's the stretch your body needs and and and for me it proved to be right I Valued that part, but there was also the other side which I think you know some of the yoga instructors that I learned from They still had some old-school stuff in them and and you know I'm doing some yoga posture and I'm feeling like oh this is like It's I kind of would a little bit shift it based on myself I would do some gram like it's not like a traditional yoga pose, but it just feels so good I'm like I'm just stretching exactly what I need. This is awesome and that part helped me Like I had a fucked up body from training like single crew from dag and bozi long story a different video But yeah, and yoga help me But but an instructor yoga instructor would come come to me like not all of them But some of them would come in there like oh you're doing this posture wrong. I'm like What do you mean wrong and they're like well You have to you know keep your back straight and do like this and like this.  I'm like no no That's the way you do it and that kind of dogmatic belief. I'm like So so do I listen to my body or do I just do? Exactly like what you tell me this without regard to what feels good And I was confused and that that also brought in more confusion But which created doubt in me as a teacher I think because it wasn't really clear and I think that's kind of again one of the mistakes and faults that yoga instructors do you is That you know the the the the learn They learned the knowledge of this is specifically exactly what you need to do This is the right way to do the portion This is wrong way to do the posture But the thing is sometimes the wrong way to do the posture It's not because there's some scientific backup proof where like oh this is actually really bad for you But it's just because you don't do it No, it's it's we don't do it this way. This is wrong And that's you know, that's like a poor poor Source of knowledge. That's a poor decision-making system to not do it just because You know somebody told you not to do this way you need to know exactly why not I think in yoga There's too many places where you're like oh don't do like this dude like this. Why well because you know It's bad like this like this and how do you know that? Well, I read it in the book. You know, that's the honest answer. How does the book know about that?  I have under my sleeve So I had all those doubts, right?   She's like super flexible and etc etc, but she she had bad bad spine problems eventually, but because That's the yoga. She that's because of the yoga the way she learned it was all about pushing yourself like hardcore Stupid but just in general kind of reflecting about that whole World of yoga that's that's what makes me frustrated And that's what you know the part which actually makes me even more frustrated frustrated is looking at my own back story, you know because the the reason I was I Had doubts intuitively they were legit. They were proper good doubts I was doubting myself as a yoga instructor because in the back of my mind I realized I don't really know what I know. I don't really understand this even although my yoga instructors You know gave me the certificate and said, oh, you're good You're good to teach but their way of understanding yoga was was false It was faulty and and they gave me an approval where it shouldn't have been given And you know, I go back to Lithuania and I have those doubts But I also I have that confirmation that you're good to go You know what you need to know which I think is part of the shit with yoga programs in general Like there are some scientific science-based yoga courses for instructors Which I I don't you know, I never investigated deeply them, but that would be my go-to.  I'm just not sure if that's being listened to enough He said that you know basically because you're you're working with people's bodies you're you're you're in a risk Factor environment where where you can mess up people's health That's already proven by enough enough you know cases That's if you take a side example of let's say Just medicine in general or a chiropractors or you know Surgeons whatever whoever people who are working with the body in intelligent countries. They need to be legit You know, they need to prove that they know their stuff Because they can mess up with your health as well and in in well-developed countries You can't just go for a month course of something something like acupuncture or whatever and then you know go and Heal everyone with your fucked-up knowledge but But we only can You know if the doctor but the thing is a doctor needs a degree and he needs to go You know for legit schools and get the legit certification Which really proves that he's he knows what he's doing and and and you know, you can trust him He has the right aspect of His education expertise Which which allows him to make his practice same should happen with yoga Now you can't just Like there's there because you can mess up with people's health teaching yoga It's a really legit factor that you should that there should be some institution in the world That they're in the country that that should check you like do you really know your stuff? Not only if you know the anatomy, but do you know like, you know How the body works and and do you understand difficult different types of traumas and how to really help them It's your source of knowledge legit and I can assure you That if such an institution would exist and they would go around and check yoga instructors I'm like I'll be bold here, but I wouldn't be surprised if I would be right I'd say 80% of yoga instructors probably go down They would have to re-educate themselves and the education should be you know at least a year two years free Or something like really intense Because you're basically playing a doctor Now you can and I think the thing is yoga is a bit in the mix It's kind of like it's a bit spiritual and blah blah blah, and then maybe that helps it cover It's like it's kind of woo-woo. So might as well.  I'm not saying all yoga sucks But I'm saying a lot of yoga that I bumped into traveling the world sucks because the source of knowledge is Is is a false one and then that leads everything down the drain And again To be fair yoga can be a wonderful practice. It can be really healing like part of my body I would be in trouble if I wouldn't be using yoga if I wouldn't have you know practiced yoga But luckily I was taught a yoga which was respecting the body at least a certain degree But that also begs me to come back a bit to my own story and to kind of question myself Because you know, I read the book. I had doubts initially. I read the book and I realized holy crap I don't know anything and this is a dangerous game and nobody told me that and They should have by the way But then and but then the thing is for many times like a lot of times I thought about not teaching yoga anymore, but people kept encouraging me my students were like, no, please teach We really love your yoga my former partner. She was like still teach yoga, you know It's like also finances and whatnot, but I just became very cautious I was like holy crap, you know, I need to be really careful and so I started teaching really like yoga You know or only doing the exercises I knew what they're about and I had a better source of knowledge about them But still even when I did that I felt like so much of the information is missing And if I really wanted to be a good yoga instructor, I knew that I would have to devote myself To the science part of it and just you know do it forever like for a long time And because that was never like my huge inspiration As I said, you know, I didn't teach yoga out of passion or a calling. It just kind of Fell into place.


All right, so welcome back. We're gonna start the second session of the day one. We're gonna be discussing about the metadata. We are going to be used the whole week. And for this, we have our lovely colleague, Victoria, who's gonna be presenting because she's part of the WHO or packages team, et cetera. She can introduce us also, Victoria, floors yours. And then whenever you're done, I will be back here to take that's when you leave. Well, quick introduction. Hi, everyone, I'm Victoria. I work in the implementation team. And as Jaime said, we are like, especially in the package team, let's say, what we informally call it, which is like I'm on the many things. It's also responsible to put out the metadata packages based on the global guidelines that our counterparts and stakeholders release. So yeah, I'm not an IT person. I am more on the health content side of things, but yeah, happy to be here with you all. Okay, so you go directly there. So okay, so super quick introduction, just to get you acquainted a little bit on how these packages work a little bit. So what we normally do as a WHO collaborating center, we receive the global guidance that our counterparts in this case, the WHO of course, but could be UNICEF, could be CDC, could be other different organizations. It doesn't necessarily have to be WHO. And we get these guidance and we try to kind of translate them like you translate for French, Spanish and other languages. The text in the guidance needs to be somehow translated into metadata packages. So we try to turn them into logical data points that people can collect either in aggregate or tracker. And these feeds, it feeds into the national or local, depending on the implementation, HMI systems, that I mean, you might have seen it, if you're more acquainted with the HIS overall, there are like plenty of countries that are already using this data as too, as a national HMI system. And these packages that we put out are very flexible. We put out a baseline package, let's say, that reflects the global guidance that we receive. But these packages can be then expanded, changed and in general, modified to better mirror the local environments and the local necessities of the countries. Next please. So this is just a quick graph to make you understand how the life cycle of a package works for us. So once we receive the package, in this case, for example, it was because we are using the case surveillance for COVID, in this case, it was like the global surveillance for COVID that it was based on the guidance that was released in March 2020 back then. We received these requirements and then we start configuring things and we start getting feedback and testing from our counterparts. Of course, in this case, the WHO team, but also we start checking out with our HISP networks, with other countries that we know have had similar implementations. And once we start releasing and disseminating these packages, of course, it's a continuous development of packages. So we start checking in with the countries that have implemented it. We start checking in with our HISP counterparts and such. And we start learning from their implementations so we know how to guide other implementation better in some cases, but also to see what's working and what not in these packages so we can constantly try to improve them. Next. Yes. So just to give you also a quick overview of how we release our packages. Normally, you can find them in the website, in the link that you have down there, in the metadata package download. We normally put out always a design document and an installation guide for every package. And these design documents is normally kind of justifying the way the things have been configured. Like in this is why things look that way, what's the logic behind things and how people maybe some suggestions on how countries in general, like even private people that are doing implementation for their organization or project can change and adapt things to better mirror their context. Then in the largest majority, but it's a continuous development as well. Like we have also training materials so that you can have either training of trainers or you can just train people who are going to collect this information. So you can have a round implementation of thing. And then you have the metadata package that is based also on the different versions of the HHS that you can implement. We normally support by default three, the bus three versions, let's say. And then you have the references that it's like a flat file, let's say, where you can have just a general quick glance overview of all the metadata that you have in the package. So you can have a quick idea of how you might want to edit or expand or remove the metadata that comes with the core baseline packages. Next please. So as you see, we have put out for COVID, the COVID surveillance and the COVID vaccination tool kits. You see down there in the maps, it has been uptaken definitely widely and in a very short time. And the HHS has expanded a lot in the meantime. And yes, you see like the surveillance is using more than 40 countries, a vaccination toolkit as well. Like it has expanded a lot lately. And yes, it just can be used as a baseline upon which countries can develop their own either surveillance. So you can accelerate your case detection, you can report cases and such, but also the vaccination toolkit. So you can strengthen the immunization system, but also kind of like leverage the local expertise. So you can expand on the topic, let's say. And then finally, next please. Just to give you an overview of how the packages, the metadata packages for the COVID in general, since the economy is going to be based on surveillance, but just to give you an idea of how things are structured within the COVID-19 data, we have our surveillance branch where you have your integrated disease surveillance, the IDSR that it's aggregated. And then you have the case-based surveillance for COVID, the contact tracing. So you can just follow up the different cases that you are tracking. And of course, the point of entry. So you can have a surveillance of all the people that are coming in and out within a country, be it at the airport, be it like on-road, any kind of point of entry from a country. And then on the other branch, we have the vaccination where we have the logistic side of things. So we have a quick aggregate metadata package for stock. And then you have the vaccination. So you can either have the core vaccination for aggregate, is where you have just like a wrap-up of the core indicators for to like follow up your vaccination activities or it's still in French, but it's the AFI, so the adverse event surveillance, that it's a trucker. And then of course, you have the e-registry vaccination that is again a trucker that you can use to add their integrated AFI, but like in general to follow up the vaccination activities, we like longitudinal data on each of every patient. Next. And here just like a quick overview of what you can find by default in the COVID surveillance, that metadata package. So as I said, you have the point of entry. So you have the overview of the movements of people. You have the contact tracing. So you can just like check out who is touching what, when, how, and you can just like improve your general, yeah, let's say prevention and prevention and controlling like the activities of the infection. Then you have your surveillance module. So you can just like track longitudinally your patients from entry in the cohort up until the their outcome. And then together with that, you have by default always some predefined dashboards that are just like a guideline for you with some predefined graphs, tables that you can just use to adapt that your dashboards are at local level. And of course, with the default in dashboards, you also have like a lot of maps normally for at least the computer side of things that you can use to check better like the distribution, especially if you have like point of entry and contact tracing, you might want to see where these cases are. And but most importantly, when you are using the metadata packages as they are but even edited, you will have the possibility to then download other packages and use these packages to analyze your data but most importantly to triangulate your data to have a better follow-up of the situation but I have an integrated follow-up of the situation be it for COVID but could be for any other package could be HIV and TB, could be any other package. And so you can just like that see and better organize your activity depending on the general overview that you might get from this dashboard of the current situation in your country or in your project. So yeah, that was just like a very quick overview. We have plenty of links and source and resources where you can find the metadata packages.  So if you have any questions specifically on metadata packages, please feel free to like write a comment or question in the chat and I'll try to answer. So thank you very much. Thank you, Victoria. Thank you very much. One second, I'm gonna put my camera. Yes. Okay, so Victoria has given you a very quick overview of what they do. In the past, we used to have, for this training we used to have malaria, the malaria package because it contained everything we wanted but since pandemic started like two years ago we decided that it was gonna be better idea to have something that we are more used to. And that's the reason we're using the COVID-19 digital package prepared by the Victoria and her team. And the reason we use this package because it contains everything we might need in the training and you will see how we use pretty much the package she explained and I will be showing you here but also sometimes we cannot use the single package and we have to use other things. So basically for the sake of this training what we can see that the COVID-19 DHS-2 is divided in this as Victoria quickly explained where we have basically one to track aggregate to count aggregate numbers then we have something related to events and then we have track. And if we go like this we will see that the main problem we are gonna be using during the training is the last one, case-based surveillance because it contains pretty much everything that we will need for this training. So in this tracker program you will be able or it's been prepared to be used with program rules. It's been used for, it can be used for relationships. It can use for geolocation of data, a visual entry, et cetera, et cetera. So at one point when we give you access to the server later today you will be able to tweak this program according to your needs or according to whatever we have to do and submit the exercises. We cannot do everything in this program. For example, this program is a tracker program and this academy even though it's mainly focused on tracker we want you to see also aggregate. And that's the reason we have here as you can see I don't know if you can see let me see if I can put my, this one. So you can see here we will be also using these for aggregate which we call support programs and then we have also contact tracing and you will see what. This note actually you can dismiss because we are actually using 100%. I was not sure we could do this but since the package release almost a year ago, I think of September I will maybe come from this later. At one point we had to make a little modification on the program so it could suit all our needs for the training but now we are following 100% the official model. So whatever you see or you find on the system is basically just the program import and you will be having one program for each of you where you can make all these modifications. Victoria is playing quickly but let me go very quickly again through this and because I will refer later to a document where you can find more information about this but basically we have this, the case-based surveillance where we enroll on track suspected cases. And most of you have already followed a tracker training either with us or somewhere else and you are used to set up the training. This was a requirement for this academy. So in this case, you will be making changes or this tracker program. And then we have these ones that I, well, this one I will not cover because you will see later on why we will be using it and then the aggregate. One of these sessions, which I think is happening tomorrow or not on Wednesday, you will be using aggregate and I said you cannot use it. So you will be using this. Victoria said we have a lot of documentation where you can find this much deeply or explain much for detail. So these slides are being, I already published so if you could go to the learning platform you can download the slides but also in the public agenda you will be able to access these links. It's not that we're linking here something that is not publicly available but in case you have issues finding these documents on our system you can go here and download them directly. So basically here we have the official documentation in these two links. And here we have added one thing we call the 1.2 metadata navigation file. This is a document that you can download. It's a Google document and basically it contains the information on this document but summarized and the idea is that you download it and whenever you are making or you are deciding which changes you want to make in your program in order to submit the exercises use this navigation file to mark things you want. For example, I will explain in the next session but at one point we will be asking you to set some attributes for this tracker program in a specific way. So if you want you can have this document you don't have to print it if you don't want but you can have on the screen of your computer laptop whatever and you can be there marking for example highlighted in yellow. So these are the ones that you're gonna be choosing et cetera et cetera. So navigation file here this is not something you can find on the official documentation but it's something that actually it's built out of this document. So you have it here and if I'm not mistaken yes you have it also on the agenda. So please download it because might be useful for following this training. So going a bit more into the details and trying to bring these packages from the extra concept developed by the WHO and then by Victoria the team if we see what are we doing with this program basically this is the case verse of variance workflow. And it's been taken out of this document that you have here. If you will click here you will see much further details everything like this but I want us to present this very quickly because we will go afterwards like in different, let's say little parts of these workflow steps and then we'll see how this has been transformed from the concepts to the HIS2 and we'll see where are we gonna be making changes so where are we gonna be registering patients and so basically this is for the workflow. I don't know if some of you have got COVID-19 it's you know what it is where is this is basically what happens is that a patient will be registered in order to determine if he or she is COVID positive some lab requests will be made where samples are taken via nose, via the mouth, etc. And then this contact is usually the contact first of all is registered, sorry then we go to the lab request and then we can feel it more information you can feel I think it's in case you're putting forward we can feel more information and at one point here we will see how we can relate and we will see later to different other contacts in case we want to follow, etc. We can check the outcome and then we can see more things. Don't worry this is gonna be explained later in much better details I think when you have access to the system probably you will understand much more if you have not played with these packets before. So if we have here so the first thing we're gonna do is when the patient arrives we are gonna enroll him or her in the system and this is some information we're gonna be collecting. This is basically based on the WUHO recommendations and these are the things we collect in the system and on the first exercise that you will be doing it's for example decide which ones you will be using. Again, we give you a package and this package is for you to play. We have based this package in the WUHO but then we are assuming that you want to treat the system according to your needs you can build it out of a simulation you can imagine whatever and for example you could say for me age cannot be important for example, so you will be able to play with this and actually we encourage you to play with this so you see how making changes in the system reflects in Android and can have specific behaviors that you might expect in web but you might not expect in Android and you will see this in the next two sessions. So basically we have the enrollment where we have defined so much which we want to collect from that patient and then we have different stages. If you have been working before with tracker programs or you have been setting tracker programs before that you should have because what's our request mandatory requisites to access this training you know that tracker programs have stages apart from the enrollment and some of those stages can be repeatable and if it would be in a live session I will be asking you to raise your hands if you can tell me why you think this is repeatable. So I'm gonna give you now three seconds or five or 10 to think. So we have these four stages. We have the first one clean clean examination exposures and then we have a stage two and three which are repeatable and then we have the health outcome. So I'm gonna give you now some seconds to try to think why would you think and maybe if you want you can reply on the chat that the stage two and the stage three are repeatable. What are your thoughts on that? Why do you think that these are states that should be or can be repeatable and it's not a normal state, it's not repeatable. Okay, yeah. That's very good. I cannot pronounce your name. I don't know if you have a short name for that but Murali Krishnayel Kurti, exactly. I think you are right. Yeah, you can call me Murali. Okay, that's better. Thanks, Murali. Yeah, so exactly. Well, samples might get going. Don't stress it, yes, but also it's a, I mean, a patient can get COVID several times. We might need to perform the lab several times because it didn't work, it got lost. It was not conclusive. We need to check, I don't know what is the procedure in your country where I'm based now with this Belgium. Sometimes we're supposed to take a test on the day three and then another one on the day 10, let's stress it out. So this is repeatable. And if you see here, what we have done in these slides, so if you see now here, what I'm doing is I'm taking kind of this workflow, presenting you here and this is something you can see in the document, this you can see in the document and then we have this, which this is an image, well, a graph that we have built. When we try to map, so here on the left side, you see the program, let's say, but we have tried to make like a legend on how is this map to our details to model. So for example, here in this blue, we have a program. So when we access the system, you will find the COVID-19 case versus less program, but you also have this other program. So this program inside of each program, we have one enrollment because we're tracking. So if it's a proper program, it has an enrollment. And then we have a stages. So you can see here in a bit darker blue. So we have the enrollment and we have these ones. We have some of these ones we have tried to represent here like repeatable because of the question I asked and most of you replied properly. So lab requests can be several repeatable stage, the same for the results. And then we have one outcome. Inside of each program stage or inside the enrollment, we have sections that contains data elements on the tracker to me. So when we perform the enrollment, I'm going now back two slides or three ahead. If we go back here, these are the attributes that we have. So these are the things that will be contained here for the stage one, I'm going back one stage. This is the things we have. So for example, the stage one, I'm going to read it quickly but basically clinical examination exposures. So in these stage, we will record clinical symptoms and exposures, which include this. So symptoms, what is the health status of the person, et cetera. We have this, this one and this one. I will not cover them all because I think you get the point kind of. So more links for this. So if you go here, you can find the full description and documentation, the official one that we have include also in the links before, but we also have linking the agenda. And we have made this 1.2 metadata file that we encourage you to download and have it next to you. So you can write down, maybe put on the Google. You can make comments or in words, whatever you use, library office, open office. So you can have a document where you see what are the changes you're making and later on you can see how this reflects the data note. And then we have also included here this YouTube playlist where these packages are being explained. I think this, yeah, 10 videos. If you have time or you want to understand much better why this or how to use these packages, it's a very good resource. So you can find it here, it will link to YouTube. And with that, we're almost concluding because this is the word of the day. It was explained on day zero and I'm going to repeat it now here. As you know, we are tracking the attendance and the attendance adds up to a 10% of your final score. And the way we track your attendance, it's by marking what we call the word of the day. This means that in the learning platform, at one point, I think on the left side, you have different sections and one of them will be the word of the day for today. So every day you will be presenting some slides and at one point doing those slides, you will be having what we call the word of the day. So today it's open source. So you need to remember these words and you need to, well, remember and write it on the form that it's available on the OpenEDX learning platform. It doesn't matter if you use capitals, non-capitals, whatever you can put open source with first capital, everything capital whatever. Once you submit it, if the word is correct, it will be added. So today is like, so it's 10% so it's a 2% if you put this word today. Open source. This word is available, I think up to 24 hours after the slides. Maybe I have to confirm this later, but basically this means that if you watch these videos on Thursday, when you try to put the word of the day for today, Monday, so day one of the Academy, it will not be working because it's overexpired. And the reason we do this is because we try to push you to follow the Academy more or less every day as we have planned. So we give you 24 hours since we released the videos or the sessions, like this, you don't have to do everything because we have found out that when you try to do everything, the end opens, sorry. Ah, yeah, sorry. Yes, thank you, Omar. So as I was saying, we try to push you to, we encourage you to do this every day, like this you are more likely to succeed at the end of the Academy. If you leave everything for the last day, probably you will have more difficulties. In any case, if you follow everything next week or on Thursday or Friday, well, you are just losing the 10% so don't worry so much. Okay, so someone is asking me what is the deal? I'm gonna stop the recording now because that's the end of the session. I will answer now some questions but this is gonna be out of here. So let me stop the recording.


Welcome to All Hands Update. I'm Pet Officer James Stilpeck with your headlines from around the fleet. The Navy has a little help for sailors with hopes to be at the top of the leadership food chain. The Command Master Chief, Command Senior Chief, and Chief of the Boat Learning and Development Roadmap, or Latter Libraries, are now available for download at Navy Knowledge Online. The ladders outline what training a sailor should have and give a step-by-step approach to achieve a position at the top of the ranks. With the New Year fast approaching, many sailors are planning their resolutions, which probably include fitness goals. An exercise physiologist from the Navy Physical Readiness Office says you should avoid setting unrealistic goals and make small changes to your exercise plan. Additionally, writing down that plan can be the key to your New Year's resolution success. You can read more about these stories at Navy.mil. From All Hands Update, thanks for watching.


A very good evening aspirants, welcome to the Hindu newspaper analysis brought to you by Shankarae's academy for the date 2nd of April 2022. So these are the list of news articles chosen for today's discussion. If you can see, we have chosen four different news articles. In the first news article discussion, we will be seeing about traditional preparatory shows of India, in that we will be seeing in detail about Thol Pavakuthu. Followed by that, we will be discussing about State Human Rights Commission in problems perspective. And thirdly, we will be discussing about an editorial article which is regarding the BEMSTEC. As you know, it is an inter-governmental organization. Finally, we will be ending our discussion by discussing about an interesting concept called gender lab. We'll be seeing what is this gender lab. You can quote this concept in your main sansa writing. So without any delay, now let us move on to the first news article discussion. Now take a look at this news article. The news is that the department of post will honor a traditional art form through a special cover. The traditional art we are referring here is the Thol Pavakuthu. See, this is a traditional preparatory shows of India. So today we are going to discuss about this art form along with other popular traditional preparatory shows of India. This discussion is very important since problems is nearby. And remember, for main syllabus, in JS paper 1, we have a separate section for art and culture. So for that part also, this news article discussion is very, very important. So just pay attention to the news article discussion. First, what you need to know is puppetry is a kind of storytelling. For storytelling, they use a puppet. In Latin, pupa means a doll. A puppet is a doll or figure representing a person, animal, object or even an idea. And this puppet is used to tell a story as you can see here. So in this image, you can see how dolls, persons, animals and objects are used as puppets to tell a story. Now that India is said to be the home of puppets, it holds an important place in traditional entertainment. Actually, the earliest reference to the art of puppetry is found in Silapatiharam, which is Tamil classic written around the 1st and 2nd century BC. Also, note that in India, the themes for puppet theater are mostly based on epics, Puranic literature, local myths and legends. So puppets from different parts of India have their own identity. Therefore, regional styles of painting and sculpture are reflected in them. So the most launting fact in Indian puppetry imbibes elements of all creative expressions like painting, sculpture, music, dance, drama, etc. Now note that these puppets are made of various materials and they can be moved in different ways. Now depending on the way they are moved in a performance, puppetry is classified into four types and almost all types of puppets are found in India. First is string puppet, which is also called marionettes. Second type is glove puppets. It is known as sleeve puppets, hand or palm puppets. Third is rod puppets. The last type is shadow puppets. See these shadow puppets are flat figures. They are cut out of leather. Here the leather is treated to make it translucent like the one in the image. Shadow puppets are pressed against the screen with a strong source of light behind it. The manipulation between the light and the screen makes colorful shadows for the viewer sitting in front of the screen. And India has the richest variety of types and styles of shadow puppets. It could be found in Purissa, Kerala, Andhra Pradesh, Karnataka, Maharashtra and Tamil Nadu. The puppetry we want to discuss that is Tholpavakuthu is shadow puppetry as I already said. See it is the traditional shadow puppet play of Kerala. Here Thol means leather, Paava means puppet and Kuthu means play. So Tholpavakuthu literally means leather puppet play. So the puppets are made of leather from deed or buffalo skin. The figure are drawn on skin then cut out and embellished with dot lines holes and painted in different colors. These dot or lines or perforations highlight the details of costume and ornaments. This is attached vertically to a bamboo stick. Then for display the white screen is illuminated with oil lamps and shadows of these figures are projected on the screen. The theme for puppet play is also the story of Ramayana, especially the version written by Tamil poet Cumber. The version is known as Cumber Ramayana. The play covers evens from Lord Ramayana's birth to his coronation as the king of Ayodhya. Here know that the narration used for play is called Adalpattu which is a mixture of prose and poetry. It involves musical instruments such as Madalam, Ilaithalam, Elupara, Symbol, Shanka and Chenda. The show is performed during the annual festivals in the Bahavati or Kali temples in Palakkar district of Kerala. It is performed in the Kuthu Madam which is a specially built play house in the temple premises. The chief puppeteer is known as Pulavar and some of Tholpavakuthu exponents are Ramachandra Pulavar and Sadananda Pulavar. So these are the facts that you have to know about Tholpavakuthu. Now let us briefly see two other important traditional shadow puppeteers of India. First one is Thogalu Gombayata. It is the shadow theater of Karnataka. These puppets are mostly small in size. The special feature is the puppets differ in size according to their social status. For example, large size puppet is for kings and regional characters. Small size is for common people or servants. Second one is Thogalu Gombayata. See it is the shadow theater of Andhra Pradesh. Here the puppets are large in size and have joint waist, shoulders, elbows and knees. They are coloured on both sides. Hence these puppets throw coloured shadows on the screen. The show's theme is drawn from Ramayana Mahabharata and Puranas and it involves classical music of the region. So that's all you have to know about this news article. See as the exam is approaching you really don't have to know all about everything but remember you must know something about everything. So in this news article discussion we saw three prominent shadow puppets of India. We saw in detail about Thol Pavakuthu. Then we saw in brief about Thogalu Gombayata and Tholu Bommalata. With these learnt points now let us move on to the next news article discussion. See this article here it is about the petition filed by women village panchayat president Ms. Valarwati to the state human rights commission. See the woman was elected to the post during the local body's election that was held last year and the problem here is that she and her family has been receiving threats from the previous panchayat president ever since and the petition was submitted to the state human rights commission member D. J. Chandran. So this is the crux of the news article given here. In this context let us learn about the state human rights commission that is SHRC in problems perspective. See when someone says state human rights commission the first that should come to your mind is that it is not a constitutional body. Both national and state human rights commission or statutory bodies have this basic understanding. Like I said the protection of human rights act of 1993 provides for the creation of the national human rights commission at the central level and also a state human rights commission at the state level. So both the commissions are made through a legislation that is why it is a statutory body and not a constitutional body have this basic understanding. Now let us see the jurisdiction of state human rights commission. See a state human rights commission can inquire into violence of human rights only in respect of subjects mentioned in the state list list 2 and the concurrent list list 3 of the seventh schedule of the constitution. However if such case is already being inquired into by the national human rights commission or any other statutory commission then the state human rights commission does not inquire into that case. So with this basic understanding let us see about the composition of SHRC. See the state human rights commission is a multi-member body consisting of a chairperson and two members. The chairperson should be a retired chief justice of a high court and members should be a serving or retired judge of a high court or a district judge in the state with a minimum of seven years experience as district judge and a person having knowledge or practical experience with respect to human rights. Now that we have seen the composition let us move on to see the procedure for appointment of the members and chairperson. See the chairperson and members are appointed by the governor on recommendation of a committee. See the committee consists of the chief minister as its head, the speaker of the legislative assembly, the state home minister and the leader of the opposition in the legislative assembly. In the case of a state having legislative council the chairman of the council and the leader of the opposition in the council would also be the member of the committee. Further a sitting judge of a high court or a sitting district judge can be appointed only after consultation with the chief justice of the high court of the concerned state. Now how long can the members stay in the office? See the chairperson and members hold office for a term of five years or until they attain the age of 70 years whichever is earlier. After they tenure the chairperson and members are not eligible for further employment under a state government or the central government. So far we saw about the statutory background, jurisdiction, composition, appointment procedure and finally tenure. Now let us see the removal procedure. See although the chairperson and members of a state human rights commission are appointed by the governor they can be removed only by the president. The president can remove them on the same grounds and in the same manner as he can remove the chairperson or member of the national human rights commission. Now I have a task for you. Post in the comment section what are all the circumstances under which NHRC member is removed. Now coming back in addition to these the president can also remove the chairperson or a member on the ground of proved misbehavior or incapacity. However in these cases the president has to refer the matter to the supreme court for an inquiry. If the supreme court after the inquiry upholds the cause of removal and advises so then the president can remove the chairperson or a member and that's all about this news article discussion. In this news article discussion we saw about state human rights commission, its statutory background, jurisdiction, composition. Then we saw about appointment procedure of SHRC and finally we saw about the tenure of SHRC members and at the end we also saw about the removal procedure of the state human rights commission members. So with these learnt points now let us move on to the next news article discussion. See this editorial here, it talks about the 5th Wimstek Summit. As we all know it was held in Colombo, Sri Lanka on March 30th 2022. See the previous summit was held in Nepal in the year 2018. Remember these fact it will be useful for the preliminary examination. Now coming back this editorial actually summarizes the summit that was happened virtually in Sri Lanka. So in this discussion we'll see the important provisions about the 5th summit. But before that the syllabus relevant to this article is given here. Just go through it. Now let us start our discussion. See the first thing that we are going to do is we are going to recall certain facts about Wimstek so that it will serve as a revision for the problems. From problems perspective what all we have to remember? See first we have to know about what is Wimstek. Wimstek is the abbreviation of Bay of Bengal initiative for multi-sectoral, technical and economic cooperation. It is a regional organization comprising our member states five from South Asia which includes Bangladesh, Bhutan, India, Nepal and Sri Lanka and two from Southeast Asia which includes Myanmar and Thailand. As I already said it is a regional organization that was established on 6th of June 1997 with the signing of the Bangkok Declaration. And that is all for the problems fact. Now let us see about the editorial. Well according to the article it is said that there is a need to strengthen Wimstek by redefining its purpose and rejuvenating its organs and institutions and the needed strengthening process was launched at the leaders retreat convened by India in 2016 and it gathered momentum in the fourth summit that was held in Nepal in the year 2018. Now also the momentum for the strengthening process is seen in the package of decisions and agreements announced at the latest summit which is the fifth summit of Wimstek. Now we will see the package of decisions and agreements. The first one is the charter. See the Wimstek charter was adopted formally in the fifth summit and it presents Wimstek as an inter-governmental organization with legal personality. The charter defines the Wimstek's purpose. Among them is the acceleration of the economic growth and social progress in the Bay of Bengal region and promotion of multi-dimensional connectivity. See the charter changes the way Wimstek perceives itself. The grouping now views itself not only as a sub regional organization but also as a regional organization whose destiny is linking with the area around the Bay of Bengal. Now coming to the second element. It is the decision to reconsider and reduce the number of sectors of cooperation from 14 to a more manageable seven. See each member state will serve as a lead for a sector. For example trade investment and development will be taken care by Bangladesh environment and climate change will be taken care by Bhutan. Security including energy will be taken care by India. Agriculture and food security will be taken care by Myanmar. People to people contacts will be taken care by Nepal. Science technology and innovation will be taken care by Sri Lanka and connectivity will be taken care by Thailand. And the third important element is the master plan for transport connectivity applicable for 2018 to 2028. See it was devised and backed by the Asian Development Bank ADB. The master plan for connectivity lists two 64 projects comprising a total investment of $126 billion. And finally the package also includes three new agreements signed by member states relating to multi-legal assistance in criminal matters, cooperation between diplomatic academies and the establishment of a technology transfer facility in Colombo. Like I said earlier this package of decisions and agreements announced or write in path for the strengthening of the organization BEMSTEC. Here if you think these decisions and agreements itself are enough to strengthen the BEMSTEC then you are wrong. See a lot need to be done to rejuvenate the organs and institutions. So let's see about them one by one. See first and foremost thing is that the pillar of trade economic and investment cooperation needs greater strengthening. See this is because despite signing a framework agreement for a comprehensive free trade agreement that is FTA in 2004 BEMSTEC stands far away from realizing free trade. Here seven agreements are needed for the FTA to be fully functional out of seven only two are in place as of now. The second is that the need for expansion of connectivity was stressed by all. The need for expansion of connectivity was stressed by all but when it comes to finalizing legal instruments for coastal shipping, road transport and inter-regional energy grid connection much work remains unfinished that needs to be taken care of. The next neater measure is that there needs to be speedy success achieved in deepening cooperation in security matters and management of humanitarian assistance and disaster relief that is HADR and the next one is as security and economic development are interrelated it is essential to ensure an equitable balance between the two pillars. See many leaders in the summit pointed the fact that the countries are still behind in achieving SDGs or the sustainable development goals by 2030 and the pandemic was further constrained the development process and an enriching point for your mains answer here is the statement by Thailand Prime Minister he expressed his resolve to work for a prosperous resilient and robust and open pro-bamstick during his tenure you can use this pro in your mains answer as a way forward India also offered an array of practical suggestions to strengthen the grouping in fact India was the only country to offer additional funding to the secretariat and it also supported the secretary general's proposal to establish an imminent persons group or EPG for producing a vision document and finally BAM stick should focus more in the future on new areas such as the blue economy the digital economy and promotion of exchanges and links among startups and micro small and medium enterprises or MSMEs see apart from this we'll see some other suggestions given in the editorial the first one is the personal engagement of the political leadership should be stepped up the decision taken in colombo to host a summit every two years will be beneficial if implemented properly but in medium term an annual summit should be the goal secondly BAM stick needs greater visibility India's turn to host the g20 leaders summit in 2023 presents a golden opportunity all members should be invited to the g20 summit as the chair's special guest and finally the suggestion to simplify the group's name needs attention see the current name running into 12 words should be changed to four words only like the Bay of Bengal community that is BOBC and with this we have come to the end of this news article discussion in this news article discussion we saw about BAM stick in that we saw that BAM stick is the abbreviation of Bay of Bengal initiative for multi sectoral technical and economic cooperation and we saw that it is a regional organization comprising seven member states we saw who are the member states it includes Bangladesh Bhutan India Nepal Sri Lanka Myanmar and Thailand then we saw it was established on 6th of June 1997 with the signing of Bangkok declaration then we saw about some of the important facts mentioned in the editorial especially we saw about the package of decisions and agreements announced at the last summit which is the fifth summit of BAM stick we saw that a charter was made then as a second element we saw that a decision was made to reconstitute and reduce the number of sectors of cooperation from 14 to a more manageable seven then as third element we saw about master plan for transport connectivity applicable for 2018 to 2028 and finally the package includes three new agreements signed by member states relating to mutual legal assistance in criminal matters cooperation between diplomatic academies and the establishment of a technology transfer facility in colombo apart from this in the editorial it has said that a lot has to be done to rejuvenate the organs and institutions in that first we saw about the pillar of trade economic and investment cooperation which needed to be strengthened then we saw about signing of free trade agreement there is seven agreements that are needed to be signed for a FDA but only two are in place as of now thirdly we saw about expansion of connectivity should be taken care of then we saw about deepening the cooperation in security matters then we saw that as security and economic development or interrelated it is essential to ensure an equitable balance between the two pillars then finally we saw that due to pandemic there was further constraint in the development process and we are still behind in achieving stg goals by 2030 and finally we saw some of the suggestions given by the author the first is personal engagement of the political leadership the personal engagement of the political leadership should be stepped up then we saw about india's golden opportunity to strengthen the bonding between the bimstick members and finally we ended our discussion by seeing about a suggestion given by the author to simplify the group's name so with these insights in mind now let us move on to the next news article discussion now for the final discussion let us take up this news article see this news article mentions that chennai corporation has launched india's first gender lab but before seeing the specifics of the lab launched in chennai let us first know what is our gender lab see basically it is a concept so pay attention you can use this concept to quote in your answer writing see the gender lab is an entity that allows the participants to explore all aspects of gender equality they use the most innovative approaches to the established best practices here gender equality is explored on a personal level cultural level as well as at societal and organizational levels for this the gender lab looks at research questions related to gender sexuality and it looks at the cultural context or historical or social context then on these research questions qualitative and quantitative analysis is done the qualitative thematic analysis or conducted for the data obtained through interview and for the archival data archival data is any data that are collected prior to the beginning of the research study then along with this quantitative web based experiments and online surveys are also conducted now for the analysis they also use computer based technologies the analysis provide a theoretical and experimental basis based on this the lab develops structural solutions see these structural solutions are specific to the participants sphere of influence it is tested and further developed so in this way the lab helps to generate learning and new insights it helps in developing the understanding of a topic so the direct beneficiaries of the lab or the participants and the organization they work in but indirectly also there are many benefits from the solution and the changes that occur due to this now you might have a doubt how it benefits directly and indirectly see the gender labs research help in framing policies not only in the government but also in private sector it helps in creating awareness and building capacities so through the gender labs project teams and policy makers decide innovative unscalable interventions and policies to address gender inequality let me take an example here assume that a gender lab in some country wanted to focus on saving scheme for care leave now here what the lab will do is it will provide a solution in the form of saving scheme for employees that have two aspects one the scheme should make it clear to reduce workload when taking care of others such as children family members etc second it should generate the same salary during caretakers leave along with the solution could incorporate temporary staffing services also see these solutions will be arrived based on data experiences context and analysis so in this way a gender lab takes steps necessary to achieve the stg goal five on gender equality and overall we can say that gender lab is a solutions platform for gender equality now let's come to the gender lab launched in Chennai see it has been inaugurated by greater Chennai cooperation so this is the first such initiative by an urban local body in India it is launched as part of the Chennai city partnership program of the state government this is supported by the world bank and the Nirbaya program of government of India its aim is to suggest changes to infrastructure projects to improve safety of women in public spaces and make public transport gender inclusive so what it will do see it will review every civic infrastructure project and then will suggest changes here they will look at access roads to schools colleges and public areas like markets they will see the availability of toilets then safety in bus stops etc then they will help pinpoint where exactly the money should go to improve women's safety for example they will see what issues a woman faces when she takes metro rail for commute and what issues she faces while traveling in a bus then they will provide changes of solution to address these issues now who will carry the business of the lab see for the phase one of the lab three specialists have been appointed and all are women this is an important aspect because so far designers of civic infrastructure projects have been men but since we want to address issues related to women women participants is very important so this lab is expected to address women's mobility needs this in turn will improve women's access to work education health and recreation so these are all the important points that you have to make note of from this news article discussion with these learnt points now let us move on to the next part of the news article discussion which is nothing but the preliminary practice questions now look at this first question this question is about puppetry on the left hand side traditional puppets are given on the right hand side the states are given consider the following pairs Togalu, Gombayatta, Kerala, Ravana, Chhaya, Odisha, Thol, Pawakuthu, Andhra Pradesh which of the above pair is or are correctly matched option A 1 only option B 1 and 3 only option C 2 only and option D 1 2 1 3 see the correct answer for the question is option C 2 only because in the discussion itself we saw that Togalu, Gombayatta belongs to Karnataka it is not Kerala and Thol, Pawakuthu it actually belongs to Kerala so both the pairs given here are incorrect if you could find this you can directly arrive at the answer which is option C 2 only just for your information Ravana, Chhaya is the shadow theater of Odisha here the puppet are made of deer skin they are in one piece and have no joints the puppet are also not colored so they throw opaque shadows on the screen in this puppetry the manipulation of the puppet requires great dexterity since there are no joints also the show involves many props such as trees, mountains, chariots etc so the correct answer here is option B 2 only now moving on to the second question see this question is about state human rights commission statement one it is a constitutional body we know that this is wrong because both the national human rights commission at the central level and the state human rights commission at the state level are created under protection of human rights act of 1993 so it is not a constitutional body rather it is a statutory body so first statement is incorrect now look at the second statement it can inquire into the violation of human rights only in respect of subjects mentioned in the state list of the seventh schedule see second statement is also incorrect we saw this in the news article discussion itself right a state human commission can inquire into violation of human rights only in respect of subjects mentioned in the state list that is list 2 and the concurrent list list 3 of the seventh schedule of the constitution so here both state list and concurrent list should come so the correct answer for the question is option D neither one nor two so today I have two mains question for you one question is about BEMSTIC and another question is about gender lab you can go through the question write the answer and post it in the comment section below so with this we came to the end of the news article discussion if you like the video hit like share and comment and do subscribe to shankarae's academy youtube channel thank you