Okay, three, two, rolling. Minister, thank you very much for taking the time to speak to us. Now, a very exciting weekend is upon us. We have the presidential election set to take place on Saturday. There has been a lot of talk about fake news, disinformation on both sides, the DPP and the KMT, lots of allegations and concerns about how it's affecting the polls that will take place on Saturday. How big is the problem of disinformation this time? Ultimately, the persons who sow disinformation is not about the DPP or KMT. Rather, the people who sow disinformation try to discourage people from participating in the democratic process, or even just refuse to participate in the democratic discourse. That is the real danger of disinformation. It is to decimate trust in each other when it comes to democratic debate. This time, I think, because the election is just electing people, whereas before, we have an election in a mayor election where people are also casting their referendum. So there's less subjects to sow discord from. So this time, I think disinformation is more manageable. It's also because the crowd-sourced fact-checking communities, for example, during the presidential debate, there's thousands of crowd-sourced people volunteers from across the internet just typing the transcript and checking the sources and so on, working with the institutional media in real time to fact-check the three presidential candidates as they're delivering their policy platforms and debates. Any sense of where this disinformation or fake news is coming from? So disinformation, when attributed, usually comes from two sources. One is from end-to-end encrypted channels in Taiwan, the line system, just like WhatsApp, is very popular. So it is like a perfect place to do A-B testing, like remixing the messages in various different ways, try out different groups of people to see which ones share them, and it's all in the dark because it's end-to-end encrypted. And when the disinformation people start to see something that goes viral or gets recast very quickly, remix very quickly, then they maybe pay some advertisement dollars and so on to bring it out on the public social media, such as Facebook and things like that. And so this is like the two strata of disinformation, first to test it in end-to-end encrypted channels and then to amplify it in the public channels. Some finger-pointing at China, but the source of some of this fake news are, what kind of headlines are they commanding? What kind of fake news is coming out? If you look at the Taiwan Fact Check Center, which is the social sector foundation, part of the international fact-checking network, there are indeed some overt, not covert, overt messages. For example, there was one about the Hong Kong anti-elab protesters allegedly, quote, unquote, paying young people to murder the police, unquote. And that is a popular disinformation that, and they traced it into Zhong Yang Zhen Fa Wei, which is the main unit of law and politics in the PRC. And so that's their way of calling Chang An Jian. And that is where the original source came from when it comes to those Hong Kong protesters. So what can be done with this fake news or disinformation? How do we put a stop to it? Countries like Singapore and Vietnam have passed laws to combat this problem. What is Taiwan doing? The main idea in Taiwan is that a minister's words should never be a higher form than a journalist's words. That is to say, in Taiwan, we hold ourselves to the standard that we must not decimate freedom of expression, freedom to assemble freedom of speech, freedom of the media when we counter disinformation. And that necessarily means that the power need to be in the social sector, in the institutional media themselves, rather than in the administration. So that means the Taiwan Fact Check Center, for example, works with institutional media and so on, and the government is only providing clarifications in real time to the fact checkers and also mimetic engineering products that are fun so that people can more virally share our clarifications, but we don't call ourselves fact checkers. We're just contributing to the fact checking process. And it is the Taiwan Fact Check Center and other fact checkers that integrate them into the social media platforms such as Facebook so that when fact checked something as false from the TFC site, the Facebook algorithm will then bury the story. So it's not a takedown, but it would then take hours for you to find that in the newsfeed. Is there any, is there a need for legislation? There is the anti-infiltration law that is working its way through the legislative UN. It is not specifically about this information, though. Do you think there is need for a law for this? In existing law, there is already clauses about intentional, harmful, untruth, which is the three components that together forms this information. So we have a very strict definition outside of which, like parody, satire, or whatever, that's not this information. And so what we're looking at is existing acts that already say that this information is not to be encouraged, for example, doing an epidemic for the agriculture products and things like that, and upgrade the text, which usually already said something about radio or newspapers, but less so about digital media, to upgrade them to also cover digital media without making new acts. We're on the eve of the presidential election. What is the feel like on the ground here in Taiwan as we lead up to the polls tomorrow? Well, it's reasonably sunny. The weather is good. The chance of raining is low. What I mean by that is what is the feeling amongst the people here in Taiwan? Are they wanting change? What is the likelihood that President Tsai Ing-wen will win a second term? I have no idea. And I must say that I'm independent, I'm not partisan. So I'm not taking any party's view. For me, what is important is that on the measures of cybersecurity, on the measures of physical security of the ballots, on the safety of the broadcasting of the Italian process and so on, that the society can together participate peacefully in the democratic process and deepen our democracy by participating fully in it. Now, your portfolio as a digital minister, what kind of things do you work on? What is Taiwan's digital policy looking at? So my work is digital minister in charge of open government, which is making the government transparent to the people, not people transparent to the state. And also social innovation, which is when people come up with new ways. For example, the COVAX project, which is a line bot that you can forward, suspected this information to, and it clarifies it and sends back to you. And that is something that civil society does. But what we're doing is to amplify their message and find their collaborations. For example, with the line system, the line corporation to build a dashboard around this. And then finally, it's also about youth engagement because in Taiwan, each of the 12 social innovation related ministries have around two reverse mentors who are all below 35 years old and lead the direction of that ministry. So for example, the reverse mentor of the Minister of Labor attended the World Skills Competition, which is like Olympics for first skilled people and Taiwan won the third place this time. So he proposes to the Minister of Labor that we in our national day parade, which is October 10, invite not only athletes, but also the skilled champions into the national day parade and introduce them into the new curriculum, which makes it possible for them to work with the school children to remodel their schools and redesign their schools. And because our reverse mentor have the council premiered by our prime minister, so this idea very quickly become policy just a couple of months after proposing it. Now in terms of your digital policy, do you involve the youth or the next generation in terms of education to ensure that, let me ask that question again. How does your policy touch upon the next generation, the youth in educating them about the digital economy? No, the youth should educate us about the future of the digital economy and digital society. As I said, the reverse mentorship idea is that the youth know which new directions to go and it's us, the older generation, that help the youth to realize their potentials and realize their roles. This is reflected in the new curriculum which rolled out in 2019. That starting from the primary grade, we no longer talk only about media literacy, which is like the young people being their viewers and readers of news, but rather media competence because everybody has brought in as human rights. Anywhere in Taiwan, even on the top of Yuzhan Mountain, 4,000 meters high, you always have 10 megabits per second at 15 euros per month. A limited fortune connection, if you don't it's my fault. Because of that, then everybody become a broadcaster by themselves. It's not just enough for them to understand how the media works. It is literally indispensable for them to understand how to become a media by themselves. And so basically, anyone in the primary school can participate in the fact check in a journalistic community and that is how we redesign our curriculum to focus not on the standardized answers or the standardized tests, but rather on a problem-based learning where the students identify the problem they would like to solve and form a cohort of people interested in that problem and solve it. Now, President Tsai Ing-wen is running for her second term of office. Four years ago, compared to now, how has the digital age made this election different? The rise of social media, how is it different this time? I think this time what we're trying to say to the people is that the democratic process is more and more built around narratives offered by everyday people. There's a lot more YouTubers and live streamers and there's a lot more focused on mimetic engineering, which is how to package a message and make it go viral. There's a lot more YouTubers that now even form their own party called the unstoppable happy party. And this kind of party basically uses fun as an incentive for people to understand more about any political context, a policy context. So instead of just voting for particular people, the people who focus on mimetic engineering and fun make sure that people can spend the time required an hour or more to understand more thoroughly a policy context. I think that represent a very important lesson in the democracy is that democracy is just not about the voting day only, but about the days between the two voting for people to more deeply understand what the politics are and what the policy context is. Minister, thank you very much for your time today. Thank you. Thank you. Can we just do a river? Yes.


The Gospel of John is largely unique because John himself was so unique. He's the only one of the original 12 disciples that lived a full life and wasn't martyred. And much of what he wrote came from his experience of living with Jesus and then investing in a new generation of people who were trying to live into that same message. He was so drawn to the majestic vision of who Jesus was, but also so helpful in helping people access the incarnational qualities of who God was as he came in the flesh, in the person of Jesus.


Welcome to the Hindu News Analysis by Shankarae's Academy, displayed on the list of news articles taken for today's analysis and their page numbers in different editions of the newspaper. The link for the handwritten notes in the PDF format and the timestamping of the discussed articles will be provided in the description and also in the comment section for the benefit of mobile phone viewers. Now let's move on to the analysis of first news article. The article is about the yearbook 2021 released by Swedish think tank called as Stockholm International Peace Research Institute. This SIPRI yearbook 2021 assesses the current state of armaments, disarmament and international security. Now let's see some of the important findings. See it says that there are nine nuclear round states and these nine states are together possessing around 13,000 nuclear weapons at the beginning of 2021. This number was earlier 13,400 in 2020. There has been a decrease right now it is 13,080. The nine states as you know they are United States, Russia, UK, France, China, so the P5 members come into that then India, Pakistan, Israel and North Korea. Now despite the overall decrease the estimated number of nuclear weapons that are currently deployed with operational forces have increased. It increased from 3720 to 3825 and of these 2000 which almost belong to Russia or the USA they were kept in a state of high operational alert. Now that Russia and USA together possess over 90% of global nuclear weapons both have extensive programs to replace and modernize their nuclear warheads, missile and aircraft delivery systems. The other seven nuclear arms states are also either developing or deploying new weapon systems. New weapon systems an example is UK's integrated review of security defense development and foreign policy which was published in early 2021. It raised the ceiling for nuclear weapons from 180 to 260. If you take China it is also modernizing and expanding its nuclear weapon inventory. See Indian Pakistan also appeared to be expanding their nuclear arsenals. Also North Korea continues to enhance its military nuclear program as part of its national security strategy. Have a look at this table. He deployed warheads refers to warheads placed on missiles or warheads located on bases with operational forces and other warheads refers to stored warheads or reserve warheads and retired warheads which are awaiting dismantlement. So at the beginning of 2021 if you take India it possessed 156 nuclear warheads earlier it was 115-2020. On the other hand if you take Pakistan it is quite higher it is 165 warheads up from 116 in 2020. For China it is 350 up from 320 in 2020. Now Sipri says that five largest arms suppliers in 2016 to 2020 are the United States, Russia, France, Germany and China. They accounted for 76% of total volume of export of major arms. The five largest arms importers we could see Saudi Arabia, India, Egypt, Australia and China. These five countries accounted for 36% of total arms imports. Finally let us see in brief about Sipri's seat as an independent international institute which is dedicated to research into conflict, research into armaments, then research into arms control and disarmament. It was established in 1966. It is based in Stockholm. See the objective or the vision of Sipri is to have a world in which the sources of insecurity are identified and understood and it also works for a world where conflicts are prevented or resolved and peace is sustained. So these are some of the information with reference to the analysis of this news article. Now let us move on to the next part of the discussion. Now see this news article with respect to unlocking war histories with the purpose. Recently the Union Defense Minister has approved a policy on archiving declassification and compilation of histories of wars and histories of operations. So this discussion is going to be based on this approved policy where we will know about the policy, its benefits and the challenges. The syllabus relevant for the analysis is highlighted here for your reference. First let us know about the policy initiative. So as we said this policy deals with declassification and compilation of war history. When we say classified that means it is secret. When we say declassified it means it is no more a secret. Now the purpose of this policy is the timely publication of war histories and which would give people an accurate account of the events. Then it also provides authentic material for academic research and it also provides authentic material for countering rumors as well. For this purpose each organization under the Union Ministry of Defense from now on has been asked to transfer certain details to the history division of the Defense Ministry. These details include records, war diaries, letters of proceedings, operational record books like that. And here note that the responsibility of declassification of records rests with those respective organizations as specified in the law called as public record act of 1993 and as per the public record rules of 1997. And note that the history division will be responsible for coordination with various departments while compiling and while seeking approval and while publishing of histories of wars and operations. Such transfer of records and coordination will help in proper upkeep archival and writing of histories. Accordingly the policy mentions the period and process of declassification of war history. It says that the records should ordinarily be declassified in 25 years. Whereas records which were older than 25 years they will be evaluated and will be compiled by archival experts first and then after the evaluation and compilation it should be transferred to the National Archives of India. In addition to it the policy mandates formation of the committee within two years of completion of war operations. These committees will be headed by Joint Secretary, Ministry of Defense. In addition to it the policy mandates formation of a committee within two years of completion of war or within two years of completion of operations. And this committee will be headed by Joint Secretary of Ministry of Defense. It will also have representatives of Tri-Services, Ministry of External Affairs, Home Ministry and along with prominent military historians for the compilation of war or operation histories. With this information let us see the background of this policy initiative. See the suggestions for declassification and compilation of war histories has been made long back. Earlier the requirement of having war histories which were written with clear-cut policy on declassification of war records was recommended by Kargil review committee. In addition to it even the NNORA committee suggested some measures to analyze lessons learned and to analyze lessons learned and to prevent future mistakes. And till now we saw about the policy and the committees what it suggested etc. Now let us see what the author has to say. See the author cites certain events as an example to highlight the need for proper war histories. Firstly he mentions the Henderson books report on the 1962 war with China. This so-called report remains top secret till today where the current knowledge on histories related to 1962 war are not considered credible even now. Meanwhile the history of the 1962 war remains classified. Then the history of Indian peacekeeping force which fought in Sri Lanka from 1987 to 1990 is all yet to be revealed. See operation Pavan which is the code name assigned to this operation of Indian peacekeeping force. Even for this operation researchers have no access to the records of discussions involving the Prime Minister of India and other generals. Alongside these events there is another important episode called exercise brass tax. See most military historians of contemporary India they agree that exercise brass tax is what paved the way for the transformation of Indian war fighting doctrine. Particularly with reference to the change in tactics techniques and procedures the conventional war fighting in the planes and the desert areas. But for putting these claims forward we have relied only on oral recollections. So these are few areas of needs for the decollection which is the reason policy initiative which is to be achieved. But there are certain challenges to this initiative which is a cause of concern. The biggest challenges facing this initiative will be the fusion of political directives and strategic decision making during the war. This is because the strategic decision making relies on operational and tactical happenings on the ground unlike political directives. Secondly, compilation, reconciling and analysis of events at multiple levels is difficult. This needs gathering of information from headquarters, command centers and also from field formation levels. Thirdly, putting together a team of dedicated researchers and historians, academics and practitioners with access to records and files is challenging. Lastly, merging the concurrent oral history and digitization of all archival compilations is not an easy task. However these challenges could be overcome if certain measures are taken forward. Firstly, robust multidisciplinary teams with academic practitioners are required to put histories together. Secondly, digitization and creation of oral stories will form a critical component of this initiative. For this purpose, a software major is to be stepped in along with it an outreach program to be made to individual historians, think tanks and global repositories to share their oral history collections on contemporary Indian military history. Above all, the article says that the hallmarks of a leading military is the ability to take criticism and the ability to tackle institutional reluctance to expose false claims. So these are some of the important points with reference to the analysis of this news article. Now let's move on to the next part of the discussion. This news article talks about floating raft forming. As we know, Onam was celebrated in August-September which is an annual festival of Kerala. This article says that this time some of the marigold flaws used for the festival will come from a floating raft forming which is done in the Wembenard backwaters. In this context, let us discuss in detail about floating raft forming, its advantages and other important points. The syllabus relevant for the analysis is highlighted here for a reference. See scientifically, floating agriculture may be referred to as hydroponics. As we know, hydroponics is a production method where the plants are owned in a nutrient solution rather than in soil. So the main difference comes from the support system and from the method of supplying water and from the method of supplying nutrients. Over the past few years, if you take hydroponic system, there have been a number of variations into the basic system which have been developed. One such technique is floating agriculture. This technology is mainly aimed at adapting to more regular or prolonged flooding. The approach employs beds for rotting vegetation, jacked which act as compost for crop growth. These beds are able to float on the surface of water. Therefore, it creates areas of land suitable for agriculture within water-locked regions. Now that floating agriculture can be used in areas where agricultural land is submerged for long periods. This approach is reasonably widespread in areas where agricultural land is inundated for extended periods during the monsoon season. For example, take Bangladesh, which is prone to floods and water logging. See two-thirds of Bangladesh is wetland. It is crisscrossed by highly sedimented rivers that frequently change their course. A large area of its lands is under water for as much as eight months in a year. Also, see what intrusion makes much coastal land useless. Also, see what intrusion makes much coastal land useless for growing crops. Here, they have successfully utilized the floating agriculture technology. In this technology, plants can be grown on the water on a floating bed of water hyacinth or algae or other plant residues. A typical example of floating agriculture in Bangladesh involves a floating layer of water hyacinth, then a straw or rice stubble to which upper layers of small and quick rotting waterward plants were added and these waterward plants make for good manure. Here, the structure of the floating raft is strengthened with bamboo to avoid damage caused by wave action or drifting. So, what are the advantages of this technology? See, first and foremost, the practice helps mitigate land loss through flooding by allowing cultivation in these areas to continue. In this way, the total cultivable area can be increased and communities can become self-sufficient. It is said that the area under floating cultivation is up to 10 times more productive than the traditionally formed land. Also, no additional chemical fertilizers or manures are required in this method. See, when the crops have been harvested and floating rafts are no longer used, they can be used as organic fertilizers for the following years. The approach uses water hyacinth which is a highly invasive weed with prolific growth rates in a highly beneficial way. See, by harvesting water hyacinth, areas covered by the weed are cleared and there is beneficial side effect which is reducing breeding grounds for mosquito sign for improving conditions for open water fishing. By cultivating crops in water, it is also possible to simultaneously harvest fish populations that reside in these beds. In addition to this, floating agriculture practices have minimal infrastructure and very little capital requirement. Now, coming to disadvantages, see the impact of this technology on increasing salinity is still unclear. Also, it mainly suits only short duration crops as the water hyacinth bed degrades within 40 to 60 days. The methods used in floating agriculture have the drawback of encouraging insect and rodent infestation. So, this may cause health problems and also it may cause damage to crops. So, these are some of the information with reference to the analysis of this news article. Now, let us move on to next part of the discussion. This news article states that European Parliament adopted a resolution that puts the spotlight back on Sri Lanka. In this resolution, the European Parliament has urged the European Union Commission to consider temporary withdrawal of GSP plus status which was given to Sri Lanka. In this topic discussion, we shall discuss GSP GSP plus status in brief. See, the generalized system of preferences was instituted in the year 1971 under the AGS of United Nations Conference on Trade and Development. Fortunately, this GSP trade preference has contributed by creating an enabling trading environment for the developing countries over the years. In that way, presently 13 countries grant GSP preferences. It includes Australia, Belarus, Russia, Canada, European Union, Iceland, Japan, Switzerland, Turkey. We could also see countries like Japan, Kazakhstan, New Zealand, Norway as well. Now, the objective of this United Nations Conference on Trade and Development support on GSP and other preferential arrangements is to help developing countries, particularly the least developed countries. In addition, this is to increase the utilization of trade preferences and to promote productive capacity development and increased trade. Such support also includes raising awareness, enhancing understanding among exporters and government officials in the beneficiary countries. In addition to this, strengthening the understanding of technical administrative regulations and laws of preferential market is also carried out. For example, this trade support promotes the understanding of rules of origin, disseminating relevant information for the uses of GSP and various other things. In that way, European Union's GSP removes import duties on products coming from vulnerable developing countries. Now, this helps developing countries to alleviate poverty and to create jobs based on international values and principles with due weightage given to labour and human rights. In this fashion, European Union offers generalized system of preferences in different forms. They are standard generalized system of preferences and GSP plus trade support. Let us see both the schemes one by one. See, when we say standard GSP, the scheme provides for a partial or full removal of customs duties on two-thirds of tariff lines. The scheme is offered for low-end, lower-middle-income countries. Coming to GSP plus scheme, note that the scheme is a special incentive arrangement for sustainable development and for good governance. To be more clear, the scheme reduces the import tariffs to 0% for vulnerable low-end, lower-middle-income countries. But it is offered with special conditions. The scheme is offered only to low-end, lower-middle-income countries that implement 27 international conventions relating to human rights, labour rights, protection of the environment and good governance. Therefore, this conditionality creates a difference between standard GSP and GSP plus. So, this is all about GSP and GSP plus trade support scheme which is currently seen in news. Now, let us move on to the next part of the discussion. This news article reports lapses in Nagaland bad study. Yesterday, we read about biosecurity in the context of synthetic biology and also in the context of biosecurity. Now, here is this news article where we have potential issue of biosafety coming from research of existing viruses. See, biosafety is different from biosecurity. When we say biosafety, it refers to safety measures that are needed to be taken in lab settings while handling bioprocesses research. Whereas, when we say biosecurity, it involves the use of bioorganism as a potential threat to security. That is, when a biological organism is used as a weapon. So, when we prevent this weapon, we are biologically secured. In other words, biosecurity aims at preventing the use of microorganisms as harmful biological agents. So, with that understanding in this segment of discussion, let us understand the issue in detail. The syllabus relevant for the analysis is highlighted here for your reference. See, microorganisms, they are classified into four risk groups and biological laboratories, they are classified into four corresponding safety levels. First, we will see the risk groups. See, risk group one contains non-pathogenic organisms. For example, yeast, E. coli K-12, they don't cause disease in human beings. But risk two level organisms, they can create disease or cause disease, but these are fully curable or fully preventable. Now, risk three and risk four organisms, they can cause serious disease for which treatment does not exist. In fact, risk four is at a higher pedestal to that extent that they are easily transmissible as well. Severe acute respiratory syndrome virus falls under risk three. Whereas, if you take Ebola, Markberg virus, they fall under risk four. And we know they are associated with high morbidity in humans. That is high transmissibility. Now, keep in mind that these risk groups are for microorganisms only. Plants and animals don't fall under these categorization. With that in mind, let us see about biosafety levels. See, biohazard levels, they are more commonly referred to as biological safety levels or biosafety levels. They are classifications of safety precautions which are to be applied in clinical microbiology laboratory. Now, this principle provides a way for medical lab scientists and other lab personnel so as to identify and limit any biological hazards. See, the biohazard levels on the other hand also support the principle of biosecurity. Now, this principle provides a way for medical lab scientists and other lab personnel to identify and limit any biological hazards. See, the biohazard levels on the other hand, they also support the principle of biosecurity. As we know, biosecurity aims at preventing the intentional use of microorganisms as harmful biological agents. Biosecurity is what we saw yesterday. And if you see four classifications of biosafety levels are there, each level contains specific recommendations for a clinical microbiology laboratory. And as each level progresses, it includes additional biosafety considerations from the previous level. For example, if you take BSL-2, it has kept the components of BSL-1 with further requirements. The same applies to BSL-3, meaning it has kept the components of BSL-2 with additional requirements. And BSL-4 has the maximum level of safety. Now, come to the news. Reportedly, there has been a research involving risk four category viruses and bats in Nagaland. It was conducted by Bangalore-based National Center for Biological Sciences and the Tata Institute of Fundamental Research. The research was to see if the zoonotic infections of filoviruses from bats has spread to humans as well. Zoonotic infections are nothing but those that transmit from animals to humans. This was published as a paper titled as Filovirus Reactive Antibodies in Humans and Bats in Northeast India Implay Zoonotic Spillover. This was published in a journal. After publishing, the study has caught into controversy for a variety of reasons. One of them was that two of the co-authors were from Wuhan Institute of Virology, which is under controversy with respect to the origin of COVID-19. And secondly, the funding is also from contentious source. They're saying U.S. Defense has partially funded the research. And thirdly, the study did not have the requisite approval of ICMR. See, as per a 1987 press release of Ministry of Health and Family Welfare, ICMR is the authority to approve these kind of studies. Then the facility at National Center for Biological Sciences was not equipped in terms of biosafety and biosecurity source to undertake such testing. We know Ebola and Marburg viruses are highly infectious and they are deadly pathogens having high mortality rate. Then there are differences over the storage of Nagal and Bat samples between two departments, one Department of Atomic Energy and the other, Ministry of Health. Department of Atomic Energy wants it to be stored in level 3 biosafety in National Center for Biological Sciences, whereas Union Ministry of Health wants it to be stored in level 4 biosafety. See, level 4 biosafety is much safer. And finally, many are also questioning about the involvement of Department of Atomic Energy in this project. So, this is the essence of the issue. Now, let us look into NCBS, which we saw in the course of the discussion. Now, let us look into NCBS, which we discussed in this discussion. Now, let us see about NCBS. See, it is a part of Tata Institute of Fundamental Research. The research interest of this issue lies in biology. It uses experimental and computational approaches in the study of molecules, cells and organisms. The institute is situated in Bangalore. The labs here qualify for BSL3 safety. So, these are some of the information with reference to the analysis of this news article. Now, let us move on to next part of the discussion. This news article is with reference to One Nation, One Nation Card Scheme. See, recently Supreme Court asked the Center to detail about the schemes that provided food to migrant workers who were hit by COVID-19. The Center in its reply has mentioned about One Nation, One Nation Card Scheme stating that it especially suits migrant workers by ensuring portable food security. In this slide, let us see a few details about One Nation, One Nation Card Scheme. See, this scheme provides an option to all eligible ration card holders or beneficiaries who are covered under National Food Security Act to access their entitlements from anywhere in the country. Under this plan, distribution of highly subsidized food grains is enabled through nationwide portability of ration cards. It is done through implementation of IT-driven system by installing electronic point of sale devices at the fair price shops. This is done by seeding the other number of beneficiaries with their ration cards and also by using the operationalization of biometrically authenticated electronic point of sale transactions in the states and UTs. See, the electronic point of sale enables recording of transactional information and also helps in generating detailed reports in response to the input data. Note that the scheme is implemented by Ministry of Finance and on talking about the benefits, see, the system allows food security for interstate migrants as well as for those who migrate within the states for economic reasons. And all NFSA beneficiaries including migrant beneficiaries, they can claim either the entire food grains or part of food grains from anywhere in the country in a seamless manner. In addition, it also allows their family members back home to claim the balanced food grains on the same ration card. However, studying, recording and regularly updating labor migration patterns, then installing off electronic point of sale machines for all PDS shops and the need for all ration cards to be seeded with other numbers, these things seems to be a challenge. And as per a statement by the government at present, a total of 32 states or UTs covering around 69 crore NFSA beneficiaries were swiftly brought under One Nation One Ration Card Plan by December 2020. And this is about 86% of NFSA population in the country. So, these are some of the information with reference to the analysis of this news article. Now, let's move on to the next part of the discussion. We have come to the last session, the practice questions discussion session. See this question with reference to floating agriculture. Floating agriculture can be used in areas where agricultural land is submerged for long periods. This statement is correct because generally floating agriculture is useful in monsoon affected areas or regularly submerged areas. For example, we can say Kuttanad in Kerala. And then second statement in this method, water hyacinth and invasive wheat is used as a bit for growing plants. This statement is also correct. Therefore, the correct answer is option C both one and two. See this question as per the latest report of Stockholm International Peace Research Institute, which of the following countries is the lead importer of major arms during 2016 to 2020. The correct answer for this question is option B, Saudi Arabia. You can see that Saudi Arabia topped in terms of importing of major arms during this period. This question is with reference to generalized system of preferences. Two statements are given. They are asking which of the statements given above are incorrect. It is instituted under the AIGS of United Nations Conference on Trade and Development. This statement is correct. It happened in the year 1971. Second statement at present only the members of G7 grants the generally system of preference. This is incorrect because around 13 countries offer this method. So, the correct answer for this question is option B, two only because only the second statement is incorrect. Have a look at the mains practice questions. You can write the answer and post them in the comment section. With this, we come to the end of today's the Hindu News Analysis. If you like the video, click the like button, comment, share and subscribe to Shankara's Academy YouTube channel for more updates and content on civil service example preparation.


Here we go, Thanks Chris, I y Fan, just waiting for my Permissions to be updated cos I left the room And came back in. So as soon as I can, I will share the men's food. We can start introducing Ourselves, I think. So, we're going to introduce ourselves in the order that we spoke on The blog and give you just a little summary of the different perspectives that we are Coming from this issue. So, we all work in Manchester Met, but we're in different Onw'n cael ei wneud i'r wneud ar yr oed o'r gweithio, ond rai'r ystod yn ystod o'r fwyntio, ond rai'r ystod drwng oed yn ymgyrch yn ddod yn dweud. Ond rai'r ddiwrnod ymlaen i'r amlallynodau arddangos a'r gweithio'n gweithio'n gweithio'n gweithio'n gweithio'n gweithio'n gweithio'n gweithio'n gweithio. Llywodraeth, rydyn ni'n amser o'i gael ei wneud y cael ei fod yn ysgrifennu? Rydyn ni'n meddwl. Rydyn ni'n meddwl i'r awdd i'n gwirio. Rydyn ni'n meddwl i'n meddwl i'r awddgrifennu, so rydyn ni'n meddwl i'r awddai yn ymgyrch.  Mae'r ddiweddol yn ymlaen i'r gennymau a'r amser, ac mae'r rhai ddweudio'r cyfrindwyr sydd yn gweithio'r cwrwp hefyd, oherwydd mae hi'n golygu'r rhai rydyn ni i'r ddweud, oherwydd mae hi'n golygu'r I had colleagues based in faculties who were asking me about, you know, how do we, how do we teach this to students? How do we figure out if they've cheated with it? What do we do? And I was like, I don't know. It's only just come out there with us on this. And then Leanne and I did a series of workshops from sort of December 2022 through to sort of Juneish. And we continue into this day where we were really providing a forum for staff to come and ask questions and share anxieties, share the bits they were excited about. And through that, we fed that back into kind of institutional conversations around what policy would be, what our stance would be, and the kind of direction of travel from Manchester Met. So that's me. Thanks, Chris. So I was working with Chris on these Let's Talk sessions and something that came up quite a lot was the idea of people being quite nervous and anxious about these tools. They were quite unlike the things that people had used before. So people would have appreciated a safe space to have a look at those. So my role in the university is in the digital education team, the learning technology team. And we put on some sessions that we called Let's Explore. So as well as the Let's Talk sessions, we also had these Let's Explore. Sessions for staff. And what we've done is explored a range of different tools within those that would come under the wider AI banner because the generative AI is getting a lot of tension at the moment. But the term AI is wider than that. And there are other things that we're getting a little bit confused with the message with that. So they've been working really well as a companion to the Let's Talk session. So we have regular Let's Talk and Let's Explore sessions between us. But there was also the student side of things as well. So Catherine is going to talk to you about that side of things as well. Over to you, Catherine. Thanks, Leanne. Yeah, so as I've already said, my name is Catherine Elkin, and I'm an experiential learning tutor at Manchester Met. And I work within RISE, which is Manchester Met's co-curricular offer. And I lead on the area of digital skills or capabilities. And as Leanne said, obviously, when generative AI kind of became the central focus for a lot of us quite a while ago now, we decided there was a lot of concern over how students may use it, what they may use it for. And we kind of just so our aim for the past year has kind of been to facilitate and open dialogue with students on their perceptions of AI and to provide safe spaces for them to explore the implications of using generative AI. And so I worked with Leanne to run a series of workshops where we would work through some of these considerations and ethical or all these other things that students should think about when they're using AI tools. And we also wanted to empower them to recognise the integration of AI into existing technologies as well. Just so they were able to become confident in using it and the appropriate uses of it. So, yeah, thank you, Leanne. It's been it's been a journey. And I felt I feel like we've all learned a lot. So I think I'm happy to be here. Thanks, Catherine. Yeah, I think a journey is definitely one way to describe this whole situation. It's very fast moving. It's quite unlike anything we've seen before, really. I think even I was reflected in comparison with the pandemic kind of because that was kind of urgent, appeared very suddenly, needed a big response, but we knew about online learning. We knew what the answers were. It was just trying to get all of that done. Whereas this just feels very different. So we wanted to give this space to have a discussion around this. So if I just go on to the next slide, hopefully everybody's able to get on the mentee. So Chris has very helpfully put the link in the chat. So please do pop the websites on mentee.com into your web browser and put the code in that's on the top of the screen and also in the chat as well. And as Chris said, give us a thumbs up and let us know that you're there. So we're not going to talk at you today. We really genuinely want this to be a discussion. So we're using the mentee as a way to get your ideas about different things. And we would also welcome people to come on the microphone, if appropriate, to also share their experiences. So we've done a bit of a welcome and introduction there. And what we want to know about your experiences and your institutions. So what kind of things are they doing? How are institutions developing critical AI literacies having a discussion about what works and what doesn't work? And we're going to have a breakout room activity for that. And then also try and find some solutions to this. Some of the challenges that we're facing as well. OK, so. Our first question is, which generative AI tools have you used? So we're interested to know which tools you have used. And if it's not, that's fine as well. Just put none in there. We are wanting to know what kind of things you've used. So just pop your answer into the mentee and then we will have a bit of a discussion around that. Emphasis on used as well. Actually, people would find in. There's a lot of colleagues who know a lot about generative AI platforms, but I've never actually interacted with them themselves. So this is a really good chance for us to kind of see what people have actually used themselves. And there's some on here I've never heard of, which is great. Just thinking that actually. Chat GPT and co-pilot coming up quite strong. Yeah, I can see that there's been co-pilot as well. It's showing a few times on there as well. Microsoft are doing some kind of rebrand. So everything that was being chat is now becoming co-pilot. So that's been quite difficult in managing kind of guidance and sessions. And do you call it big chat co-pilot? I'm just going to co-pilot now because I think we've settled on that. When we first started mentioning it in our webinars with colleagues and with students, we did one for our centre for the units that we're involved in. And between us deciding on what we were going to present and turning up on the day, it was about three days, four days, something like that. They'd rebranded from being chat co-pilot, hadn't they? So it's one of those things that's just constantly changing. Yeah, it doesn't help that people have different subscriptions to co-pilot as well. And so the different functionality changes according to what relationship that they have or the institution has. Yeah, I think for a long time that was quite a challenge with this. Wasn't it, Chris, with the lack of an institutionally provisioned tool that we felt confident pointing people towards when either data was saved, when the access was equitable. It was quite a challenge, wasn't it? Yeah, and it's interesting that even though we've now got a system that we have institutional access to that's gone through our vetting that's all above board, there's still a lot of people who are sticking to chat GPT anecdotally as opposed to moving to the institutionally supported one. And I think that equity of access point around the subscription-based ones, like chat GPT, hasn't really gone away. It's just we've got this other convenient lane to go into now, but some people are still very wedded to particular brands, aren't they, you know? And I think that's going to be a challenge moving forward as well. Yeah, thank you all for participating in that. That's a really nice way to frame the conversation to start with. OK, so if I move on to the next question then, is starting to think about how you feel about generative AI. So I've modified what's known as the cycle to kind of get a feel for this because I can certainly be late to go in through this journey, but not in a linear way back and forth, up and down. So the hype cycle has the technology trigger starting down at the bottom and then we get really excited and this is going to be absolutely amazing. And then we realise that actually it's not quite as good as what we think and we end up in this troff of disillusionment. And then we have the journey through the slope of enlightenment into the plateau of productivity. And if you're not familiar with the hype cycle, hopefully the emojis will work for you instead. So pop a pin near the emoji that you can most relate to. Chris, how are you feeling at the moment about AI? I think I'm near point. I'm sort of just coming down off the top of the big peak, I think. I think because it's all accelerating quite a lot now. I was very against it, not against, I don't know. You'll know it depends on how well my kids have slept. But there were points where I was really like, this is game changing in a positive way. And then there were points where I was just completely exasperated at how suspicious everyone across the sector appeared to be of students who we know don't, you know, by and large, don't use things maliciously or cheat maliciously. So I found myself fluctuating a lot, whereas I feel now that now that it's available to everyone and we start to be asked to find kind of best practice examples of these things and to start supporting our colleagues and our students into using this appropriately, that it's quite exciting. Again, I think I've gone back to being quite excited about it. Yeah, I think I'm like, I try and be balanced, but I think I'm equally excited and anxious like at different times. So it just depends who I'm in the room with, I think, how I come across about how enthusiastic I am at the time. It's quite difficult to balance that because some people seem to be very, very enthusiastic about it and others are very terrified by it. So it's about balancing it. Catherine, what about you? How are you feeling at the moment? I feel like I'm similar to you, Leanne, in that I fluctuate between feeling a little bit suspicious and really enthusiastic about it. And what really decides the mood for me is the mood of the students that I talk to because some students who are just super enthusiastic and they say, I'm going to use this to summarise my articles that I can read so I can be more focused in my research. This is an absolute game changer and you join the hype train, really, whereas there's other students that are really almost afraid of talking about it. They don't want to be accused of cheating or anything like that. So they're just not sure how to approach the conversation. And so my mood depends on the mood of the students who want to talk about it really. Yeah, and I think that's the thing, because if somebody is very invested in it, then I think it's useful to point out, will have you thought about the environmental factor? Have you thought about the bias issue, particularly with staff as well, because it's important that they're making informed decisions about about what they use it for. So, yeah, it's always about kind of balancing the conversation. Alicia, you've put a question in the chat about whether we are referring to anything above the kind of stuff that comes with Microsoft. We don't pay for anything extra at Manchester Met. We just have the co-pilot, but everybody has access to that. I think some people have technical issues to do with the settings of their browser and things like that, but it is available to everyone. OK, right. Thank you for filling in the how you are feeling slide. If anyone wants to get any extra information in the chat, please do. We'd be really keen to hear more about why you chose a particular place on that cycle, and I'll move to the next question now. So the next thing we'd like to talk about is what we mean by the word critical AI literacy. So if we can kind of work together to pull together the main things that that would cover, so perhaps it's how to use the AI, perhaps it's things about the AI that people need to know about, many of those on to the mentee as you can, and we'll be sharing these afterwards as well. So hopefully this will become a really helpful resource for everyone in the group. I think this is a really important question because it's one of those things that for the past 12 months, I've seen, I've seen the phrase critical AI literacy or AI literacy in a lot of webinars shared across the sector. And actually no one defines it. They just say, well, obviously we've got to develop AI literacy and then just move on. And then, you know, a few months down the line, the same institutions, the same people are saying, we've done all this, this amazing work around AI literature, but they still can't define what they mean by an AI literacy or AI literacy is plural. So I think it's a really important thing that it doesn't just become a buzzword, that it has proper attributes and characteristics and things that we can we can work with, otherwise it just gives staff who are hesitant and resistant even more of a reason to just not engage. Yeah. Yeah, it's case tricky, isn't it? It's not just use it for me anyway. It's not just about using the tool. It's about using them in an appropriate way. So sometimes it's not appropriate to use them, but being able to articulate why you've decided to not use it for this instance is just as important as being able to say it is appropriate to be used in this instance. I agree with that. And I would also perhaps add to that as well, the ability to recognise and evaluate output from AI and I don't just mean generative AI, but is in the recognition of all AI tools as well. Yeah. Yeah, it's because other people are using it for things in the media. There's a whole bunch of things that we're exposed to that's been generated by AI and I'm not always sure that we're aware. Sometimes it's really obvious, but sometimes it's not. I'm thinking Pope in the in the puffer jacket was the common example, wasn't it? So we're getting lots of ideas on on here, which is great. Thank you. Once we've got a couple more, I'm going to use the AI on the mentee to combine the results to see what it tells us of the main themes on there. So, yeah, nice examples on there. OK, right. Let's have a look at what happens if I do the space bar. OK, so yeah, being able to use AI, being aware of the biases, being able to evaluate the input, the outputs and then ethical use as well. And I also think it's important to make sure that people are aware of the process of these tools being developed and the environmental and human impact of that as well. So that's something that I always talk about, isn't it, Chris? Yeah, and I think I think that environmental issue is something that we often forget about, you know, the environmental cost of running these insane mega giga servers processing all of this data all the time and also using it all the time, you know, and potentially leaning in further to that. There's obviously a problem with that, with what's going on in the world and what's going to continue to go on with the world and what's been really refreshing for me to see at Manchester Met is when when students have had opportunities to talk about generative AI, it's not the conversations they have and not what you think they would have, you know, or not, but the sector certainly pated them out to be at the beginning of this kind of explosion. And actually, students are very concerned about the environmental impact of these things. They're very concerned about the ethical implications of this stuff. And I think in many ways, I've been really heartened by what the student student response to generative AI has actually been en masse, not the few that do misuse it, because I think by and large, I would probably and I'm prepared to kind of die on this. I think the students have been far more critical in their reception to generative AI than staff members across the sector as a whole have been. That was my concern when it all first started. That's when I was Mr Grumpy about this stuff. Yeah, yeah, it's hidden a lot, though, from from the media, isn't it? So it's it's tricky because the people who are talking about this more widely, the sources of of information are not always given this message as well. So I'm quite proud of the fact that in the let's talk sessions, we always do try to get quite a balanced and holistic view of the impact of these tools. So, yeah, thank you so much for all the points on there. I think that's given us a really good starting point for thinking about critical AI, what this is in, what we mean by that. OK, so next question. Thinking about your institution, who is involved in developing the critical AI literacies of students? So which teams were specifically asking about here? So is it curriculum teams? Is it the library? Is it who is it within the institution? Oh, yeah, I read something by Maha the other day on a critical AI literacy framework, and it was very, very good. So, yeah, that's more definitely to look out for. Thanks for sharing that, Rene. And yeah, so in this question, we're wanting to start thinking about who is involved. And we were quite careful about the wording of this one. We didn't want to say responsible because if there's an institution out there who has a team is responsible for this, let us know because we're keen to hear about that. But I think it's it's quite tricky. It overlaps with lots of different aspects of the student experience. Catherine, do you want to talk about kind of some of the things that you've been doing for the students in terms of what that looks like, perhaps? So. So, yeah, I'm happy to talk a little bit more. As I mentioned previously, we myself and Leanne worked together to develop several workshops to basically encourage students to think more critically about the use of AI, not just about actually evaluating the output, although that is a very important part of it, but also as Chris mentioned before, the environmental implications, the the issues of bias, the issues of copyright and privacy. These are all and even legal implications because we're at this stage where technology is kind of outpacing the law quite a bit and people are just scrambling to catch up. And it was really interesting to hear students' views on it. We are also working on some more resources for students so make sure that we can agree as an institution what it means to be AI literate, because, as mentioned before, a lot of the time a lot of people can't actually decide what that means. So I'm glad that we are kind of working towards that so that students can have a unified source of information and say, OK, this is what it means to be literate in AI at Manchester Met. Yeah, I think that's a good example, actually, to explain how we've approached it for students. So we're putting together a study pack for students through the rise process that everybody will be able to point students to. And we've really tried to involve all the teams that would have a stage in this, so we have AI leads in each of the faculties who are doing work in this area, so we've involved them to get engagement from the academic colleagues. We have staff from the library, staff from the academic study skills, the careers service. We've really tried to pull together all those different teams. So it would be kind of like a working group that it would be kind of like a working group. We do have a number of different working groups for that. And I think there is a lot of overlap in terms of the things that people have shared on the mentee there, but also no clear answer to this question yet, because it's probably people that I've missed. You know, it's really interesting, Leanne, and it's only something that's dawned on me now that I've thought that I've only been thinking about this while those responses were coming in. And when I think about when we've looked to what other universities are doing, it does seem that this is largely positioned as a kind of learning, teaching an academic issue. And I noticed that on all of those and on ours, we don't involve IT and digital or what we do, but only as a cursory kind of asking questions. And I suspect that use of these softwares and these tools will kind of fall into that gap that so many institutions have of who supports students to use software. You know, we have we have staff members in IT services or whatever your university calls and who would, for example, support me and you learning how to, you know, offering training on things like, I don't know, like Microsoft Word or things like that, but those same provisions often don't exist or on a particularly clear remit of a team for students. And I remember when all this started, Leanne and I were talking in one session and it might have even been a meeting about a session where we were saying, you know, it's probably going to be new roles, new careers that we don't even think or that aren't widely seen at the moment. Of, you know, sort of, I guess, IT support staff for students and more of that being available because it isn't something that we have. Our university is not something I've seen at any other university I've worked at before or anything that I've really seen across the sector. If anybody's got something like that, whether it's a specific team that teaches students how to use the softwares that they're going to use during their their programmes, you know, the sort of general, more, more expected ones, then please do let us know in the chat or put your hand up. A digital engagement team from Sarah. Where's that, Sarah? Yeah, I was having a look at the discovery tool and it's good that the question set in that sort of is well worth checking out. There's a uni AI centre as well that's on the mentee. So that seems like a similar thing, Chris. I think that would be interesting to know more about. I'm just going to move, move us on. So what kind of support is available at your institution that you're aware of? So I'm thinking are there workshops, is there guidance, is there a policy? Is a university or colleges, if you're from that sector? What kind of things are available at the minute for developing critical AI services applied to be more aware of the different kinds of things that are happening? And this is the last question, by the way, before we move to the breakout room discussions, so you'll have a chance to chat with some of people about the pros and cons of these types of support as well. I think just to pick up on Alicia's point, that sounds amazing, and we definitely do have a lot of student support, like some of it. But it's the different things, so different teams will kind of look after different things, and then sometimes things come on the landscape that weren't there before, and it's like, oh, who does that? And it's not really clear for the students, but it's just I think because we're a big organisation, it's a big institution, so it's tricky. I completely agree with what Avril said there. Very fortunate to have that. It's such a good, good idea of doing it. Yeah. Oh, a dedicated AI hub. Sorry, I've got to put it aside to distract. That sounds amazing. No, I was just saying, wow, some of these these things in the chat and on here just look amazing. I would just voice the idea that obviously there are the kind of resources and support that's available and created specifically for the institution. I particularly found it really helpful curating existing support, whether from LinkedIn Learning courses on there's some really great courses on there because they partnered with Microsoft now in terms of the co-pilot. I've really found those useful as well. Yeah. Yeah, they get certification as well for doing that one as well, don't you? So that's quite nice to give extra for that. Well, people are doing some really exciting stuff. That's great. We can steal a lot of this. That's great. Well, I think that's the point of today's session, isn't it? Just to know what the possibilities are in this space and to help each other with that. I'm going to just move on to the next thing. But if you if you if you wanted to share something about this, please do continue sharing in the chat. I just want to make sure we have enough time to break out rooms. So what we'd like to do is to ask you to think about the professional development opportunities and it's the kind of thing that we was putting on the last slide. So those for the for the staff and those for the students to support the use of generative AI and the critical AI literature that's associated. And the question is what works? What doesn't work? You're going to have 10 minutes to discuss that. While you're doing that, just keep the tab with the mentee open, because there'll be a time around there. So that'll tell you how long you will have left for the discussion. Make sure to nominate someone to share your theme, the key theme that comes out of your discussion on return to the room. So I'm going to hand over to Chris, who's going to put you into break out rooms and we will see you in about 10 minutes. Yeah, so we'll be back just after we'll be back at 46. So be aware of that. OK, and we'll see you shortly. I'm just going to move some people around Leanne, because as as tends to happen, as soon as we ask people to break out a room, people have moved off. Yeah, so I'm just going to move some people around. No worries. Yeah, but I think there's some connectivity issues. So I've seen people coming in and out. So Sarah's just returned and needs to go to a room, Chris. Oh, no, don't worry. Honestly, I was having problems just at the start of the session. That's why I am Leanne number three. Well, we had a minor panic that you wouldn't be able to hear anything Leanne. I had a big panic coming that it was also offered to I'm sure you would have been fine, though, about me. Well, I'm not sure again. Now I'm going to I'm just going to stop the recording so it doesn't have quite so much of us chatting. OK. So with the moment. Yeah, and that's the point, isn't it? Is there's a sort of expectation in certain parts of the sector that we're at the end of this and we should have answers and we should have examples and the answer is 42 and we should we should know stuff by now. But actually, you can't you can't know anything with absolute certainty after just over 12 months of it being in existence for most people. And I think that's what we've tried to kind of really push in our interactions with staff at Manchester Met. It's just a bit of patience and luckily we've been backed by the university on that. The university hasn't until very recently really started saying we need to start gathering good practice examples of this. It really was you've got a good 12 months or so to explore this. There's no expectation that it will be everywhere. And I think we were quite lucky in that regard. Quite fortunate to have an institution that had a sort of let's wait and see, spend your time getting used to it sort of approach. Thanks for that, Rod. Really appreciate that, buddy. Anybody else got anything they'd like to share for us? I think we had six groups in the end. So let's hear from one of the others. Hey, Andy, Al, thank you. And then I'll come to Alicia after. Hiya. We were there was only two units represented in our group. So we have quite a direct comparison.  And we were just talking about the way that we've approached it at ManMet, talking staff, working with them, trying to encourage them to actually engage with it, but also having co-pilot as part of our offering, which was obviously huge. And it gives us something that we can rely on that students and staff don't have to use private emails to sign in with and all that sort of thing. So it's that that works in a sort of safety net kind of a good way of using stuff. But then Phil was saying they don't have that. So he's looking at how to approach it from an accessibility point of view and how to sort of safely ask students if they can access store for staff to use things and it's how complicated that is. Well, I think we were again quite lucky that until co-pilot or Bing Chat, whatever it's called, was was available to us. We were able to say to colleagues and to students that you don't have to use this, you're OK for a bit, you know, and you certainly can't force people to use this because it's not something that you'd have to force them to give away personal information to an unveted company kind of thing. So, yeah, it's a tricky one to manage if you haven't got co-pilot. Cheers, Andy. I'm going to just swap over to Alicia now. Thanks for waiting patiently, Alicia. Oh, it's all right. A couple of themes from our group were, you know, cross institutional or cross departmental working groups coming up with guidance together and then perhaps some of that being led by academic study skills who are able to sort of give advice around when to use or not use it, talk a little bit about the limitations. It was interesting that two of the universities are just starting with workshops for students. Yeah. And I think Nicola said to me that was sort of talking to students about what they'd already done and trying to draw out the pros and cons and then reflect on the ethics and the bias and that side of things and letting the students lead the discussion. And I think it was Sarah at Jambours said they'd just started out with them with workshops as well, but they've got some online advice. So it was quite reassuring that we all seem to be in a similar position really. And like you said, in a way that the fact that we have actually got 80 all now that everybody's got, if you've got your Microsoft subscription, you can at least all get to that because that's been one of the issues, isn't it, that equity side of things? You don't really want to go in and tell everyone about these wonderful tools that, OK, we're not actually paying for you to get on to them. On the other hand, what was started to say in our group and then we were when we came back was really the best examples at Wrexham at least of this happening is when it's been led by academic colleagues who are linking it to what's happening in the industry that students are looking to get into. So we've had examples that we've shared more widely that have come from engineering and forensic science and design in particular. So that's been really interesting. And it, you know, but you then rely on the academics to be on top of that. Hopefully most of them are. But that's great to engage the students with it. And then they're thinking about what would be appropriate in that field. That's great. Thank you so much for sharing that. Really appreciate it. We've got a scheme which is like an innovation scholarship scheme. So people have had a bit of a budget to do a project in this space. So they're ongoing and we are starting to see some really interesting examples of people who have approached it. I heard a really interesting example from interior design and using it for the creative process, a bit like one aspect of the collage instead of the tool that you use. It's just one tool out of many to kind of think about things differently and try different things out. So I think over the next year, we'll see some really exciting examples of how it can be used. So it's an exciting time, I think. And I think one of the things we want to do from this is to try and sort of pull together, like we answered at the very beginning, a kind of PDF or something of the responses that have come through today. Because I think it's like Alicia was saying before, it's good to know that we're all sort of in the same place largely either in kind of ethos and approach or actual progress or with things in place. I think it's really good to know that because sometimes when you're one of the people who is finding themselves in one of these working groups on this stuff, you can feel a very put up on responsible position that you have to come up with answers for something that we don't have answers for yet. And I think sometimes people imagine that other universities are much further along than perhaps they are. There are loads of bits, like I said, that I think we should completely steal at Manchester Met for them today. But it's good to know that we're all round about in the same place. I'm definitely agreeing with that, Chris. I was just saying during the breakout groups that I feel like I want to visit about at least three or four universities now to see how you do things. So apologies if anybody gets an email asking if I can come and learn from you, because I think some of the things that your role are doing is fantastic. So thank you for coming. Yeah, there's a good chance you will get cold called by by us three at some point over the next over the next sort of few months with a help subject in an email. And I've just switched over to the final slide just because I'm conscious that as we approach the hour, people might need to start dropping off that. And I want to just hand over to Ian or whoever is hosting us today. Rod is going to see us out. Rod, to wrap things up. So I'll stop sharing my screen and hand over to Rod. Thank you very much, Leanne. My first things first, I would just like to thank Chris, Catherine and Leanne for a really fantastic session, really interactive and engaging lots of opportunities for colleagues to share their experiences and to ask questions. So thank you very much to all of you. It's very, very much appreciated. I would just like to get just in terms of the future stuff for the Altsig. Leanne and Chris and Catherine shared a blog post in advance of this webinar as a little kind of taster and a little prompt if there's anybody out there doesn't have to be about AI, but anything that is related to active learning. I'll just put a couple of example posts into the chat. If anyone is interested in doing a webinar, making a blog post or any kind of contribution to the active learning, please just reach out. We'd love to hear from you. So Chris and I just ask you to stop the recording. Yeah, of course, mate.