the Nour Enfomatics 2015. And especially welcome to this lovely city of Cairns which turns out this is a very appropriate place for us to meet as a small but determined band of Nour Enfomatics pioneers. Because Cairns actually has a long history of pioneering and I think this is the history that we can draw some inspiration from. If you compare with me I'll try to yn ymgyrchu. Felly, yn ymgyrchu'r lland, yna yw ddweud y ffresbyryd. Yn ymgyrch, ychydigau amser yn ymgyrch ar y terfodol, a yna ym 1770, ym Ym James Kirk, ym Ym Ym Ym Gwlad HM, yw'r lland i'r lland i'r lland. Yn ymgyrch, yw'r lland i'r lland i'r lland i'r lland i'r lland i'r lland i'r lland i'r lland i'r lland i'r lland i'r lland i'r lland i'r lland i'r lland. Yn ymgyrch, yw'r lland i'r lland i'r lland i e accomplid, dancesu, j которra attendabe ac bar 커� singingg peria sydd wedi ici, er maint hyd tro gyda angen a'n dir likenia. Ynchydigau poddur ac yn gweld â wasihio ac yn d cellphoneag. Mae'n 것gi i mi, yr ysg Islam. Fel o bled fizseührt, y hyffordd, ym nid ym ustedes. Ond ddy, there was a peak of publicity when in 1872 gold was discovered in the Palmer River. So, this resulted of course in a gold rush and hundreds of thousands of fortune hunters coming to this region and it gradually became developed. But the area remains an uninhabitable swamp for a long period only inhabited by toughest pioneers, something to we might refer to as having barriers to wide spread use and then there was an investment in infrastructure so in 1886 they began to build the railway and this really secured Cairns future as a city but this engineering feat was not easy they had some really steep inclines to navigate so this building this infrastructure was really tough but the railway allowed access to some rich agricultural lands which sustained the pioneers after the decline of gold but still what we see is that really this area is only for the what we might call now the early adopters it's still remained fairly low-key but then at some point in time after World War II a critical mass of people arrived as tourism arrived in the area and becoming what is now Cairns major industry within 1984 an international airport opening and shortly following that then the world began to recognize the value of this area and in the 1980s the now famous barrier reef and the Daintree Park were named World Heritage sites so you might be able to see sort of where I'm going with this by now I think this can we can draw some inspiration for the field of neuroinformatics that probably you know in the early days we had some free spirited software hackers probably in the neuroinformatics field developing a few things here and there and then at some point the field was actually named and in 2005 the INCF was formed but true to say probably that the field in the early days was really only for the tough committed early pioneers and then maybe at some point in time we get some widespread publicity in arguably this could be where we are at now with the emergence of the large scale brain initiatives drawing a lot of publicity to neuroscience and they have a mandate to integrate and share their data so this is really giving putting a spotlight on neuroinformatics but we could say arguably that this is still there's still some some significant barriers to widespread use of a lot of the neuroinformatics tools so what they did in Cairns of course was invest in infrastructure and this is something that we've seen in neuroinformatics there's been many attempts to develop large scale infrastructures the INCF data space is one example of a federated data sharing platform but as with the railway I think it's true that a lot of these things have been really difficult to build and sustain so maybe we're still at this point where we're really looking at only the early adopters but if we can draw the inspiration from Cairns and keep going we see that at some point then a critical mass of people begins to use neuroinformatics tools in mainstream neuroscience and then the world recognises its value so I leave it to you to determine at which point we might be along this pathway and for sure what is needed now of course in all fields of science is a very pioneering spirit as we attempt to navigate what's been termed the data deluge is a huge amount of data being generated in scientific fields generally and in neuroscience I think we have a very particularly difficult problem of course as most of you you are aware you know we have investigation at all of these different scales of neuroscience information so we have investigators focused at the sub cellular level of cellular all the way through to tissue to regional whole brain and beyond into the clinical realm and then if we look at even any one particular scale we have investigators in different sub-domains all collecting different types of data and even if we drill into any one particular sub-domain we often see a very much a lack of standardisation of data formats even within a particular sub-domain and of course as we all know it takes a lot more resources to curate and integrate data properly than it does to generate more data and as scientists we're often more incentivised to just go out and generate more and more data and keep publishing than we are to put our resources into curating and integrating that data but what is really needed to ask the big questions about the brain the things that the questions like well what is it that causes Alzheimer's disease how do we cure Parkinson's disease or just what is it that makes you better at face recognition than me what we need to do then is to be able to integrate that data across all of those scales and that is really essential if we're ever to get a true understanding of the brain and ask those big questions and that's what we're all about in the field of neuro informatics of course and that's why we're here so what we're trying to do then is transform neuroscience into a data intensive e-science and this is absolutely essential if we're going to be able to replicate experiments to be able to visualise and integrate data to search through those integrated data and share them with one another so that ultimately we can model the brain and produce simulations of it and really understand what is going on in the brain so even a decade ago now the the Global Science Forum of the OECD were really quite visionary at that time in in recognising the need for a concerted international effort to develop neuro informatics and they formed INCF initially with with eight member countries this has now grown to 18 members with our latest member Malaysia joining us earlier this year we currently have the Victoria province of Australia as a member and we very much look forward to welcoming the whole of Australia as a member from the 1st of January next year so over the past decade then INCF has been operating four scientific programs in these areas shown and thanks to the coordinated efforts of more than 200 scientists over this period these programs have produced a number of products tools services standards and guidelines as well as many publications and from this point in time the the programs will now transition into a slight a new format which I'll talk about in a moment but this is a very particularly special point in time right now I think for neuro informatics this is a time where we're seeing increased prominence of of the field certainly now if you go to the major neuroscience meetings there there are a number of talks that refer to to neuro informatics and this is partly because of the drivers shown here so we have for example the the emergence of the large-scale brain initiatives in the US Europe Japan China Australia and elsewhere and as I said these have a mandate to integrate and share their data so they're really seeking international coordination of standards so that each country is able to to coordinate with with standards that are developing in other countries and they're looking for a coordinator of those standards and really looking for help from INCF and doing that so this is a a role that INCF has been embracing in the last couple of years and will continue to do the other major driver is the fact that it's really recognized now that the majority of scientific research is not reproducible so this is a serious situation and there's a call for change from funders they they want to maximize their investment also and encourage data sharing so they're not paying for many times over for different investigators to to collect essentially the the same data so they're seeking methods for practical and efficient sharing of data there's also right now very large political and societal demand for treatments for brain disease for example it's predicted that of all the neurological fields the cost for the field of dementia alone will surpass the cost of the entire field of oncology and this is a particular concern as we have a very rapidly aging world population right now and in fact in 2015 this is the first year that the number of people on the planet age 60 to 64 has surpassed those age 20 to 24 so this is a significant turning point in in time right now it's also increasingly recognized that the published paper is really insufficient legacy of research so we all know that from the point you collect your data and all the various analysis you do upon it and you get the results what you actually publish in your paper at the end is a huge abstraction of all the processes that that you went through so to truly understand that piece of research what you need is to be able to access the data but not only the data the the metadata and the provenance of the data so what happened to the data at all all of those stages and that's really essential so as I said we're at this special point in time with these these big drivers for the field of neuroinformatics and and also for INCF this is a significant point in time because we're now at the end of our second phase of operation and about to launch our third phase starting next year we have recently published a new strategic plan that's copies are available on the INCF booth outside and also from the INCF web portal and really in our third phase INCF is all about the better engaging and integrating with the mainstream neuroscience and leveraging our international network of expertise community training of funding in support of neuroscience use cases and really adding value to neuroscience. Our governing board have identified the field of dementia as a strategic flagship for our next phase and this is because of the sheer impact predicted of this disease the numbers of people affected as shown here global cost already well over 600 billion US dollars a year and really rising rapidly partly due to this transition in the composition of the population in the world everywhere becoming an older structure so this really is of significant concern to our member countries and next month the INCF will partner with OECD and have a workshop on promoting data sharing in dementia research that the web address is given there. So then I mentioned that our programs will be transitioning to a new structure in our third phase and this structure really intends to have a much broader engagement of community we will be operating community driven special interest groups so I encourage people from next year to engage with those special interest groups engage with others in in your community and what we would expect to do through the operation of these groups we imagine that the projects collaborative projects will emerge INCF will assist with community expertise and funding matchmaking and we're also going to be allocating seed funding to proposals that emerges having strong community support and that are within INCF strategic action areas and that that's really address a real world neuroscience use case. Training and education is of particular importance to INCF in its third phase and what we're seeing now and I think we will see even more so over the next five years is an emerging demand worldwide for the integration of neuroinformatics in neuroscience education and this leads to really a significant need to to train neuroscience education providers in neuroinformatics techniques and what we're aiming to do INCF is help coordinate a hub of educational resources for neuroinformatics education and this really will be very much a community effort to build this hub to gather curricular and content integrate existing resources there's a lot of things already out there and really encourage new creation so the idea would be then that somebody could come to this hub and download sample curricular multimedia content to enable them to deliver lectures sample data sets for tutorials and so on. So I'd encourage people to keep watch on the INCF portal INCF.org for the developments as we move towards the launch of the third phase next year and the portal itself will be relaunched next year also. We have a community mailing list that we encourage dialogue within the community through that list. You can also subscribe to our quarterly newsletter and I would encourage people to look out for the INCF YouTube channel which contains a lot of useful training resources already such as videos of lectures from our introduction to neuroinformatics training course. We'll also be at SFN in Chicago this year in October. The INCF booth will have a number of neuroinformatics demos and also a feature about the neuro data without borders initiative. I'd like to announce that the neuro informatics congress next year will take place in in Reading in the UK. This is just outside of London a very easy commute from all of the major London airports and also a nice commuter hub for many of the very scenic and historic parts of the UK. A really terrific program is is starting to form under the the chairmanship of Alan Evans so we look forward to seeing you in the UK next year. But returning to to this year's Congress if you haven't already found it on the the Congress website there's a section about abstracts and there's many different ways that you can view the abstracts from this meeting. A couple of announcements about small changes to what you have in the information you have in your program book. The demos are not taking place upstairs they're actually on this level in the Tully rooms which is just as you come out here the rooms on the right. Upstairs on on level one there is an open room for any of you to use for for meetings or to meet and do do hacking and that's in the blue water room and at the end of the day today when we have the poster reception the there will be drinks and canapes available for for two hours. If you've got any questions during the meeting all of the the INCF secretariat staff are all wearing this this black t-shirt so you can look out for them and they'll be happy to help you and of course we have our booth outside also if you have any questions. So at this point then I'd like to especially thank the the program committee led by by Catherine I know you've done a lot of work this year to make this a successful meeting so thank you very much for that and also thanks to Gary and the local organising committee from the Centre of Excellence for Integrative Brain function which is funded by the Australian Research Council so thanks to both the the program and the local organising committees. So then in the spirit of pioneering I'd just like to leave you with this quote from Emerson which says do not go where the path may lead go instead where there is no path and lead a trail so wish you a very enjoyable neuroinformatics 2015


It's going on everyone. Sam here with late in sports cards, ripping 21-22, Panini Contenders, Optic Basketball, Hobby 10 Box, half case break, number 12, random team stylers. I'll look again at your random results. As always, you can find these on the website under the results tab as well as the link in chat. Good luck here, everybody. Let's do it. Had a great, great case, half case on the last break. So we'll see something crazy. Thanks, ripping fire for all the likes. I wonder who that is? See our top, I bet you're definitely going to be the top Laker on our channel. Of course. Well, ripping fire. Good luck here, everybody. Let's do it. Got Kat, Devin Bain, Malcolm Brogdon on the red, not numbered, the Pacers. First auto is going to be Jericho Sims up and coming for the next numbered 16 out of 25. Nice one there for New York on the color match. Pick and roll is going to be Booker and Aten going to the Sun's not numbered. And Blue Ice for the Celtics, Kyrie Irving, 15 out of 75. Yeah, we do on the website. We have a bunch of group breaks of them still. Link and Bio, if you're interested in a personal, you are. Link and SportsCards.com. Yes, sir. You're trying to be in Kaminga. We've got Chris Hobbs for Zingis on the green Pulsar, numbered four of 25. Nice one there. Aaron Wiggins, base auto that's going to the Thunder. Sweet shots, Kevin Durant. And another Kyrie this time, Red Ice going for that rainbow. And the All Star for the Celtics. Canoes is going to be done with Aaron Brooks for the night. That's true. Sexton Mellow, there's a Yanis on the red. Nice one there. Got going to the Trailblazers. That is going to be a Keon Johnson, not numbered. Nice one there. Yeah, I agree with that, Jimmy. All Stars, Devin Booker on the Refractor. And Red Ice, Ant-Man. Sweet shots. On to the next one here. Yeah, I've fit a bunch of case hits in absolute. It's a case hit for every new case that we opened. Zach Levine, Io Desunemou, numbered 86 out of 99. Nice one there for the Bulls. And we've got a nice one here, base auto going to the Warriors. John and Kaminga, nice to see a live Kaminga. J.K., that's going to the Warriors who is Jeff GR. Another one. Donovan Mitchell, sweet shots. And Scotty Barnes on the Hoop Dreams. Red Ice, nice one there for the Raptors. I mean, it is kind of funny because that's like his nickname. Yeah. But yeah, I can call him that. There's three, the Tickers have three boys and girls. Yep. Davion Mitchell, Rookie for the Kings. There's Nicola Vucovic, that's going to be numbered orange to 49. Next up, we've got Quentin Grimes on the Rookie Auto. Nice one there again for the Knicks. Knicks doing well. That's Derek Yu. Congrats, Derek. Sweet shots. Paul George. And Red Ice, Chris D'Orta. I'm the lottery ticket winner. I've never hated an insert so fast with sweet shots. That's awesome. Thank you, Vaughn. I was just saying that in my head. That's a nod to Forrest right there from Top Series 2. There was Sweet Shades and Forrest really to go. Sweet Shades. Now I'm doing sweet shots. Yeah, great. Thanks, Forrest. Sean, have you not punched him? Ben Simmons. Sherrod Allen. Everything's recorded. Rookie Auto, Jose Alvarado for the Pelicans. Nice one there. Luca was pulled earlier today. Yes, Luca was pulled earlier today. God, Fred Van Vleet playing the numbers game. And Legendary Tandems, Vince Carter, Tracy McGrady for the Raptors on the Red Ice. Vaughn, he's so close to catching a knuckle sandwich. Catching a right hook. Catching a straight right hook over there. I'm gonna put some ketchup and mustard on it and just clump it out. Sleepy time. There's not technically a case hit. The case hit would fall under like the super short-printed Black Pandoras that are not numbered. Usually they follow like one or two a case. Fred Van Vleet, not numbered. Pascal Siakamhalo. We've got Orange, Corey Kisper. Nice one there for the Wizards, 23 out of 25. Congrats, Wiz. Playing the numbers game is Jalen Green. I think we got our first gold. We've got Gold, Steph Curry on the Uniformity. Eight of 10. Going to Jeff G.R., killing it right now, man. Beautiful color match on the Curry as well. There you go, TikTok. Very nice hit right there. Gold, Steph Curry. See, I didn't want to make too big of a deal if that wasn't a gold numbered like to 10. You want to see it for now, you know. Yeah, honestly. There you go. Now we know that that is a gold right there. So I didn't get as hyped as that because I didn't want to like lead anybody on. So that is a big part. We are magging that. He's been down that road before. I have definitely been down that road. The Killian Mbappe incident of 2022 will forever prompt me. I remember when Caleb said he thought he had a manga. There was no manga. Rookie. And it was like, ooh. Zach Levino, boy. Got Trayman, base Rookie Auto for the Thunder. Nice one there, Thunder. Uniformity, Shea Gilgis Alexander, base. And Blue Eyes, LeBron James on the All-Star Aspiration, 61 out of 75. Nice one there. Congrats, Laker. Yes, that is Lakers. See, this one's a little tough this year because they have like the All-Stars of guys from like older years. Like Kyrie has a Celtics card in this, the All-Star. So it's like, can't assume I'm that one anymore. No assumptions being made. I don't know, look it up on eBay. Yeah, I don't know, man. Brand new product that just came out too. So it's a little inflated, but Cedric McCollum, Harrison Barnes. There's a season ticket, 75th anniversary. It's going to be, dude.  What a case this was. Wow. How about a red Steph Curry? Five out on card, Curry. Holy cow, dude. That warrior spot with Jeff G.R. is killing it right now, man. He's killing it. Just Zeke Elliott, feed me, baby. Feed me right there. Wow, dude. Let's go. What a hit, man. There you go, TikTok. That is, yeah, I know an even better Curry now. Some Curry with an ink on it. Jeez, dude.  Playing the numbers game. Kevin Durant and a pick and roll. Sabonis and Davion Mitchell. Nine out of 75 for the Kings. Hey, there we go, Jeff.  Jeff, you had yourself a break, man. Just wait for this recap, Jeff. Let's go as right. Because how about your third biggest hit out of the break, Jeff? It's going to be a John and Komingo auto. That's a third biggest hit. Unreal, dude. Unreal. Huge, dude. JG doing work, baby. He says, that's me. Let's go. Carmelo Anthony. Lou Dort. KD. That's blue. Number 2, 99. 85 out of 99. Fought by an orange. Alfred Shengun. Again, nice one there. This time, 10 out of 25. Two Shenguns we've pulled out of this case. Silver or Trayman on the hoop dreams? And sweet shots. Zach Levine. Red ice in the color match. You really have to do that? All right, guys, do a quick recap here. I do, honestly. No, you don't. Unbelievable, man. Yeah, they're warped because it's a chrome product. That's going to be Alfred Shengun rockets. Trayman funded. Corey Kispert wizards. Jose Alvarado pelicans. Quentin Grimes, Nicks. John Linkomingo warriors. Keon Johnson blazers. Aaron Wiggins for the thunder. Jericho Sims, Nicks. We had a gold Steph Curry uniformity. Numbered 8 of 10. And then how about a Steph Curry retro series auto? Numbered 5 of 35 for the warriors. That'll do it for the break, guys. Thanks again for the fill. Unbelievable. We will move on to the next one.


Welcome to the second week of the course on data compression with and without deprobabilistic models. In this in the following video we'll prove the so-called source coding theorem which states a fundamental theoretical lower bound on the expected bit rate of lossless compression. In the last video we introduced our first class of lossless compression codes so-called symbol codes. We consider a discrete alphabet x that contains all symbols that we might want to compress and we assumed a simple probabilistic model where each symbol x occurs with some probability p of x. The messages that we want to encode are sequences of symbols from this alphabet and we notice such sequences as boldface x. A symbol code is then specified by a so-called code book c that assigns a so-called code word to each symbol in the alphabet and these code words are variable length bary bit strings. Once we have such a code book we define a symbol code c star that maps entire messages to bit strings by simply concatenating the code words for the symbols that make up the message. More precisely c star doesn't introduce any deliminators between code words and we already saw that this can lead to ambiguities if we're not careful in how we design our code book. So in the following we restrict our discussion to symbol codes where c star doesn't have any ambiguities and we call such symbol codes uniquely decodable. We also introduce the term prefix free symbol codes or confusingly also just called prefix codes for short and these prefix codes are symbol codes where no code word is the prefix of another code word. Prefix freeness is easier to verify than unique decodability and we already saw in problems at zero that every prefix free code is uniquely decodable but that not every uniquely decodable symbol code is prefix free. We then argued that it would be good to assign short code words especially to symbols that appear with high probability so that we obtain a code c with a small expected code word length which we denote by capital L sub c. And we introduced our first example of an entropy coder namely Huffman coding which takes a probability distribution over symbols as input and which generates a prefix free symbol code that I claimed minimizes the expected code word length. In this video we'll build on the formalism of symbol codes but we will generalize to arbitrary uniquely decodable lossless compression codes in the next video. We approve the important source coding theorem. In phrase for symbol codes then the source coding theorem relates the expected code word length to an information theoretical quantity that we will call the entropy of the symbol probabilities p. I like to think of the source coding theorem as two parts the bad news and the good news. The bad news states that it is not possible to find a uniquely decodable b re symbol code whose expected code word length is smaller than some fundamental lower bound namely set entropy. But the good news states that this fundamental lower bound is at least meaningful in that we can in fact almost achieve it with less than one bit of overhead. Our proof of the source coding theorem takes two steps. In the first step in this video we'll put the symbol probabilities p of x aside for a moment and we'll prove a general constraint on the code word length of a uniquely decodable symbol code. In the second step in the next video we'll analyze this constraint in the context of given symbol probabilities p of x and we'll derive the promised bounds on the expected code word length. And we'll also see that the result actually generalizes beyond symbol codes. So the source coding theorem gives us not only bounds on the expected code word length of a symbol code but also bounds on the expected bit rate of entire messages for arbitrary lossless compression codes including so called stream codes which we'll introduce in later videos. I should give credit where credit is due. This in the next video follow quite closely the proof presented by Professor Jeff Miller which is linked here on the slides and also in the video description. But I wanted to include the proof in this video series for completeness because we'll soon depart from topics covered in Professor Miller's excellent video series. So let's start with step one that is we'll prove a constraint on code word length that holds independently of any symbol probabilities. This constraint is given by the so called craft McMillan theorem which has two parts. Part a states that every uniquely decodable b or re symbol code satisfies the so called craft inequality. Namely that if you take one over b to the power of the length of a code word and then sum this over all code words the result cannot exceed one. This craft inequality may seem a bit abstract. So let's try to get an intuition for it. The way I like to think about this inequality is that when you design a uniquely decodable symbol code then you have a finite budget of shortness for all code words. So if you call one over b to the length of a code word the shortness of the code word then the sum of all the shortnesses must not exceed one. Therefore if we're given a uniquely decodable symbol code that just barely satisfies the craft inequality and we want to make some code word c of x shorter then its shortness one over b to the code word length grows. Therefore in order to stay within our shortness budget we have to reduce the shortness of some other code word that is we have to make some other code word c of x prime longer. This was part a of the Craft McMillan theory. Part b kind of goes in the opposite direction. It starts from some function l that assigns target code word lengths to each symbol in the alphabet. And the statement is that as long as these target lengths again satisfy the craft inequality there exists a b or e code whose code words all have the exactly the given target lengths. And more over you can make this code not only uniquely decodable but even prefix free which as we've seen on problem set zero is a strictly stronger statement than unique decodability. We will prove parts a and b in a second but before we do so I want to highlight a simple corollary that follows when we combine these two parts. If you don't already see where I'm going with this then pause the video here read through statements a and b again and try to come up with an interesting corollary that follows when you combine parts a and b. Have you paused the video? Then here's the corollary. We've already seen on problem set zero that every prefix code is uniquely decodable and while the inverse is in general not true we can conclude something that's almost as good as the inverse. If you start from any uniquely decodable b or e symbol code c then by part a of the Kraft-Millen theory its code word length satisfy the craft inequality. Therefore you can apply part b and create a prefix code with the same code word lengths. The corollary will allow us to simplify several discussions in upcoming videos because it basically tells us that there is no reason to ever use a uniquely decodable symbol code that is not a prefix code because you can always construct a prefix code with equal code word lengths and prefix codes are better because we can decode with them with a simple greedy algorithm as we've seen in problem 0.3. But of course we should only trust this corollary if we trust that the Kraft-Millen theory was true. So let's prove the theory now. We will first prove a simple lemma that will come in handy in a second. Let's consider a uniquely decoderable b or e symbol code over some discrete alphabet and some integer s and let's define the set y sub s as the set of all messages x that have a bit rate of s that is all messages x whose encoding c star of x has a length s. Then it should be easy to convince yourself that the size of y sub s is at most b to the power s because there are only b to the s distinct bary bit strings of length s. If you want to show this more formally then you can note that the image of the set y sub s under c star contains by definition only bary bit strings of the length s so it is a subset of the product space of numbers 0 to b minus 1 to the power of s. This product space contains b to the power of s elements so any subset of it can contain at most as many elements. Now we assume that c is uniquely decodable which is just a fancy way of saying that c star is injective and for injective functions image and pre-image have the same size so we find that y sub s has at most b to the s elements as claimed. Let's remember this lemma for a second and use it to prove part a of the Kraft-McMillen theory. As a reminder part a claims that if you have a uniquely decodable bary symbol code c then the Kraft inequality holds. To prove this part we refer to the left hand side of this inequality as r and we now consider the quantity r to the power of k where k is an arbitrary positive integer. So this is just the sum of the shortnesses in parenthesis to the power of k. Let's write out the power of k as an explicit product of k identical factors and let's give the summation variables x a different name x1 to xk in each of the k factors so that there's no confusion. We can now use the distributive property of multiplication in addition and we can pull all the sums to the front of the expression. The expression that we're summing over is a product where each factor has the form b to some power so we can rewrite this expression as a single factor of b raised to the sum of the exponents. And now we can simplify. First the k sums go over all possible combinations of symbols x1 to xk so we can equivalently think of them as a single sum over all messages of length k. I'll use underlined x here for messages because I can't write bold phase in hand writing. Then the sum of the codeword length that appears in the exponent is the same as the length of the concatenated codewords c star of the message x so for a symbol code this is just the bit rate of the message. We're almost there now. Let's assume for a minute that the alphabet is finite. Then there's a well-defined and finite maximum codeword length which we'll call gamma in the following. Thus if you consider again the expression for r to the power of k that we just derived then for all terms in the sum the bit rate i.e. the length of c star of the message x as a length of at most gamma times k bits because we only sum over messages of length k and each one of the k symbols in the message contributes at most gamma bits to the bit rate. Let's now be generous and instead of summing only over messages of length k let's sum over all messages of arbitrary length whose bit rate is at most gamma times k. This includes all terms that we had before so it results in an upper bound. Since this is still a finite sum we can now group terms in the sum by the bit rate. So let's first sum over all considered bit rates s from 0 to gamma times k and then for each bit rate s we sum over all messages x whose bit rate is s and we conveniently defined the set y sub s for these messages on the last slide. By definition the bit rate of x here is simply s and so we get the same term b to the power of negative s for each element in y sub s. Remember now from the lemma that y sub s has at most b to the s elements because c is uniquely decodable. Therefore each term in the sum over s contributes at most 1 and so the sum over s is bounded by the number of terms which is gamma times k plus 1. Thus in summary we've shown that r to the power of k is upper bounded by gamma times k plus 1. What does this mean? Well if we compare the left hand side to the right hand side and solve for gamma then we find that gamma is larger or equal to r to the power of k minus 1 divided by k. And importantly this inequality holds for all positive integers k and gamma is just the longest codeword length so it is finite independent of k. Now if the quantity r that we're interested in here was larger than 1 then this expression would go to infinity for k going to infinity so there would be some integer k for which the right hand side would be larger than the finite constant gamma. Therefore we conclude that r cannot be larger than 1 and if you recall how r was defined up here then you can see that we've just proven the craft inequality at least for the case of a finite alphabet. So what happens if the alphabet is not finite? Well then these arguments don't apply directly because we cannot define a maximum codeword length gamma but it turns out that we can reduce the problem to the finite case. Remember that we always required that the alphabet be discrete which we defined as either finite or countably infinite. So for the infinite case we can assume without restriction that the alphabet is the set of natural numbers n. Then in the expression for r the sum over the alphabet is just a sum over x from 1 to infinity. The mathematicians among my viewers might object here that this notation implies a certain order in which we carry out the sum but that's not an issue here because we're only summing over non-negative terms so the sum is absolutely convergent if it is convergent at all. Such an infinite sum from 1 to infinity is formally defined as the limit of finite partial sums from 1 to some n where n goes to infinity. And for each partial sum we effectively have a finite alphabet of size n so case one applies and we have a limit of expressions that are all smaller or equal to one so the limit is also smaller or equal to one. We've now concluded our proof of part a of the Kraft-McMillan theorem. As a reminder part a starts from a uniquely decodable code and then states that the craft inequality must hold. The craft inequality is an expression in all the codeword length so you can probably already guess that this inequality will play an important role when we prove a bound on the expected codeword length in the next video. But before we do this let's prove part b of the Kraft-McMillan theorem. As a reminder in part b we give ourselves some target codeword length l of x for each symbol x and the statement says that if these target codeword lengths satisfy the craft inequality then there indeed exists a b or e prefix code c sub l with precisely these target codeword lengths. In fact we can even make a stronger statement. Not only can we prove that such a code exists the proof is even constructive that is we prove existence of c sub l by providing an algorithm that explicitly constructs it for any given set of target codeword lengths. Moreover this algorithm is actually useful in practice and it will give rise to two entropy coding algorithms namely Shannon coding which we'll introduce in the next video and a more effective entropy coder called arithmetic coding which we'll introduce in lecture five. Let me first present the algorithm somewhat informally and then walk through an example in order to resolve any potential ambiguities. The algorithm takes as input the target codeword lengths l of x for all symbols x in the alphabet and it outputs the codeword c sub l of x for each symbol x. Let's assume for now that the alphabet is finite. We start by initializing a variable xi to one. Then we iterate over the symbols in the alphabet in order of descending target codeword length l of x. So we start with a symbol that has the longest target codeword length and we end with a symbol that has the shortest target codeword length. More precisely I should say that we iterate in order of non-increasing target codeword length because there can be multiple symbols with the same target codeword length and we iterate over those in arbitrary order. For each symbol x in the iteration we only need to do three simple steps. First we reduce the variable xi by the basis b to the power of negative l of x. Let's now consider the representation of xi in the b a repositional numeral system. So for example if b equals 2 then this would be the binary representation of xi. Because l satisfies the craft inequality you can easily convince yourself that at this point xi is always in the half open interval from 0 to 1. Therefore its representation in the b repositional numeral system always has the form of 0 points some sequence of bary bits. The non-obvious step of the proof is that you can now simply set the codeword c sub l of x to the string of l of x bits that come after the zero point in this expression. If there are fewer than l of x bits after the point then you have to pad with trailing zeros and if there are more than l of x bits then you can ignore them for the purpose of the codeword. Now of course I don't expect you to immediately see why this algorithm should always construct a prefix free symbol code or even just a uniquely decodable one. The arguments turn out to be fairly simple and I could walk you through them on these slides but in my experience watching someone else analyze an algorithm step by step is kind of tiresome and doesn't really get the points across. So I've instead prepared a problem on problem set 2 which is linked in the video description that guides you through the proof that this algorithm really constructs a prefix code and you'll also generalize to the case of accountable infinite alphabet in this problem. Remember that the solutions to the problem set are also linked in the video description in case you get stuck. But before you get started with this problem set let's quickly run through an example of this algorithm to make sure it's all clear. We'll consider an alphabet that consists of five symbols labeled 2, 3, 4, 5 and 6 like in our beloved simplified game of Monopoly from the last video and let's now assume that someone gave us this list of target codeword lengths L of x and that we want to construct a binary prefix code so the base capital B is equal to 2. The first thing that we should do is to check if these target codeword lengths satisfy the craft inequality because only then does the algorithm work. In fact if the craft inequality was not satisfied then we've shown in part A of the Craft McMillan theory that a uniquely decodable symbol code with these target codeword length does not exist. But it's all good here. If you sum up 2 to the negative L of x for all symbols x in the alphabet for these target codeword lengths then we obtain exactly one so the craft inequality is just barely satisfied. The next step is to initialize the variable xi to 1. Then we iterate over all symbols in the alphabet in order of non increasing target codeword length L of x. So we'll start with the two symbols with longest target codeword length and I'll just sort them here in arbitrary order and then we'll iterate over the three symbols with shorter target codeword length again in arbitrary order. Let's now actually do the iteration. In each step we first reduce the variable xi by 2 to the negative L of x. So in the first step for symbol x equals 2 it's like xi to its current value of 1 and then subtract from it 2 to the negative 3. It's most instructive to write this out in binary which is 1.000-0.001 equals 0.111 and we can directly read off the codeword 111 for the symbol. The next symbol is x equals 6. We again reduce xi from its current value of 0.111 in binary by 2 to the negative 3 which is again 0.001 in binary and we obtain 0.111 in binary. I'll actually pad with a trailing 0 and write the result as 0.110 so that we can again read off the codeword. The next symbol is x equals 3. Now the target codeword length is 2 so we now reduce xi by 2 to the negative 2. So from its current value of 0.110 in binary we subtract 0.01 in binary which results in 0.10 in binary and we can read off the codeword which is now only two bits long as requested by the given L of x. The last two symbols are analogous and you can easily convince yourself that the resulting code is indeed prefix free and has the requested target codeword length. As a simple exercise I encourage you to execute this algorithm again with pen and paper but to leave out the step where we sorted the symbols by decreasing target codeword length. Instead, try to simply iterate over this table from top to bottom. You should find that this does not lead to a prefix code or even to a uniquely decodable symbol code. So it is indeed important that the algorithm iterates over the alphabet in order of decreasing target codeword length and problem 2.1 will help you to understand why this is important. So we've seen that the algorithm works in one example and you'll prove on the problem set that it works in general but there's still something that I've been sweeping under the rug until now and that is where do these target codeword lengths come from? We know that they have to satisfy the craft inequality but there are many potential choices of l of x that satisfy the craft inequality so how can we know which one we should pick? For example, we could have swapped the last two assignments so we could have set l of 5 to 3 and l of 6 to 2 without changing our calculation down here where we check the craft inequality. From the last two videos you should already have some idea of how you might decide which one of two possible assignments of target codeword length is better. You need a probabilistic model of the data source. If you have such a probabilistic model then you can compare for example the expected codeword length. In the last video we introduced the Huffman coding algorithm and I stated that that Huffman coding constructs an optimal sumo code that minimizes the expected codeword length. Many practical compression algorithms indeed use Huffman coding but for a theoretical analysis of the optimal codeword length Huffman coding is not so useful because it does not give us the codeword length as a closed form mathematical expression and we'll need such a closed form mathematical expression if we want to minimize the expected codeword length over parameters of the model as we'll do with machine learning models starting on problems at 3. This is what we'll address in the next video. We'll derive a simple mathematical expression called the information content of a symbol that at least approximates the optimal choice for the target codeword length l of x and which converges to the true optimal bit rate if we go beyond symbol codes. Have fun with problem 2.1 and see you in the next video.


Argao is a town in southern Cebu, Philippines that is known for its rich cultural and culinary heritage Among its major economic activity back then is the Hinablon, or hablon for short, the art of handloom weaving Argaonans believe that this industry dates back to the pre-Hispanic era Sadly, because of the decline in demand for both handwoven fabric and the decreasing number of habloneras Hablon was almost considered a sunset industry We declined the relevance of hablon To the point that I think there was only just one city, not even a barangay, one city in Argao that were left weaving This became the subject of a research study of graduate school students of Cebu Technological University, or CTU, in 2013 The researchers then suggested to create a community extension project out of the results of the study in 2014 We called the tablon to Cebu to revive a dyeing industry We would like to pass on to generations to come CTU's first intervention was to help raise awareness and market tablon products by participating in trade fairs and engaged in with partner agencies and institutions in the country In 2014, a pageant called Dalagang Argaonun was launched in partnership with the local and provincial government wherein they regained recognition and in 2016, CTU received a grant from the department of traded industry in the form of 20 handloom machines located at the shared service facility inside the school's Argao campus These machines were innovated by the school students and teachers to make it more ergonomic for the weavers and to expand the tablon fabric from the original 36-inch maximum width to 60 inches Along with the innovations in the handloom machines came improvements in the weaving designs as the tabloneras went through consistent skills training Nearly 5 million pesos was also raised by CTU from its partner agencies from both the public and private sector to fund their marketing, product development, and capacity-building activities What then was feared to be a dying industry came back to life and the descendants of the original tabloneras chose to continue the beautiful tradition that their ancestors started We have now 20 weavers and that means 20 families Aside from fabric, they were also able to create secondary products made of tablon such as bags, clothes, footwear, accessories, and home furnishings that are also on display at the showroom they built inside the campus To improve the value of their products, they added hand-painting, embroidery, and digital fabrication This in return generated more jobs as they were able to hire more than 50 sewers and project finishers Their products were further polished through the help of famous designers who became their industry partners such as Kay Batikin and Debbie Palau of the Holistic Coalition of the Willing or Holy Cow who taught them how to ensure stricter quality control to widen their products' reach Hablon Cecibu then brought in to include home furnishings such as towels, table napkins, table runners, placemats, pillowcases, and even furniture So my first impression was it has so much potential It was like something that could open doors actually to know so many people and could make livelihood for so many as well I was very proud of Hablon, I added hand-painting, and it was very close to me I was very proud of what Hablon said to me I added more work to your work However, they were not exempted from the wrath of the pandemic Of course, if you have a lot of money, you will be able to buy your products To help bring back the demand for Hablon products CTU passed a Board of Regents resolution to require their institution's graduates to wear a sublime made of Hablon every graduation It provides continuous sustainable livelihood to our rivers and sewers which is important to us Designers Debbie and Kay helped in creating the sublime's design which included an embroidered badlit or the Visayan Baybayin which meant the self for a higher cost The sublime is a manifestation of what CTU would like to see in its graduates Working for a cost greater than ourselves CTU hopes that with these policies and structures created, the Hablon industry will live on even without them A genuine social enterprise, we cannot be here forever We realize also that sustainability is very important and institutionalization is critical to sustainability I am very grateful for CTU, their system, that it has provisions and it has the people, the right people I have served my purpose as a teacher but at the same time, I have also touched the lives of these women


So good morning everybody, welcome to our fifth week of class. I hope these sessions, this very topic and course on counseling, Christian counseling is not just helping you understand a lot about who you are but also how to deal with people, I think certain changes in the way that we see others and we view others. Shall we start with the word of prayer?  We thank you that you've given us a beautiful day just to speak of your goodness and your glory. Thank you for things you have entrusted us to do each one something for your purpose. Lord, we pray that we will fulfill all that you want us to carry out. Lord, even as we get into another part of learning today, we pray that your Holy Spirit will reveal truths to us about ourselves, about our beliefs, about understanding others as we help them through this ministry. Lord, we pray that you will be here with us, counseling us, guiding us, convicting us at all times. I pray for those who have not been able to join us yet. Lord, I ask God that your presence be sufficient. I thank you for all the e-learning students who tune in to these messages, to these lectures. I pray for your hand of blessing over each one listening, over each one studying. Thank you, Heavenly Father, in Jesus' name. Amen. Okay, so let's have a quick recap about what we did last week. I know when I say recap, a lot of people just say, oh no, okay, is she going to call out my name? Well, I don't like calling out names, but maybe would have. You know, someone just quickly give us a recap about what you remember we learned last time. We learned about the counseling relationship and certain attitudes that we need. We spoke about three core attitudes that we need to develop as we work with people. So it's just not within counseling, but like I think Mangi was the one who said it, that it should be like a lifestyle. So what are the three? Empathy. Okay, thank you. Tenderness. Yes. Third one, I'm not sure, but was it compassion? It was unconditional positive regard. Thank you. Yeah. Yeah, right. Okay, so three main attributes that we need to have as we work with people. All right. Any other thoughts of what really, did anybody use this in their interactions with others through this week? And saw a difference in the way that you felt about them or they responded to you? Anybody tried anything out? It could have been with your family also showing empathy, unconditional positive regard or genuineness. No? Nobody? Chaya. Yes. Chaya, would you like to share something? Anything that you did with someone and how that either impacted them or impacted you? Faster it impacted me more than that person, but I could see the little difference in that person also. Okay. I use this one and it was really, I got the responses. Okay. Thank you, Chaya. Thank you for sharing that. That's a nice, right? Yeah. Anybody else? Anybody else? Okay. All right. So this is actually, what do I say? I think a request or a recommendation that you keep thinking about these things and probably these attributes don't come in a day. They come as you keep practicing it and in any relationship just learning how to practice it is very, very helpful in the way that you refine yourself as a compassionate helper, as a compassionate minister. So these skills and I believe these are skills, some of these are skills that we spoke about, you know, genuineness and unconditional positive regard is not a skill. It should be an attitude. It should be a change in the way that we see people not through eyes of judgment or through eyes of prejudice or bias, but with who God made them to be. Okay. Continue doing that even as, you know, as we keep going in classes and from here on, there's going to be a lot of, you know, if we were in offline classes, there would have been half the classes all about practice and learning how to respond. And so we had a lot of, I think Abinas, Abinas, I think you were there in my last class. I think a part of it, weren't you? Okay. Okay. Yeah. Yeah. So so Abinas will tell you that, you know, we had role plays and things like that because that's what really actually, you know, puts you on a spot but but helps you maybe we'll do some of that, you know, just for learning so that we could all get better at it. Okay. So today we're going to. Yes, Christopher, you have something to say. Yes. Faster. I just wanted to, I guess, get some a little more clarity or guidance on, on this impact, empathetic, empathetic, understanding. Yes. So, you know, it sometimes it is closely related to, and you mentioned in the notes also, you know, sympathizing with someone.  And sometimes those, sometimes those words also are viewed by that person, particularly when it, you know, you kind of repeat these words on multiple occasions. You know, the empathy sort of words.  And so I just wanted to find out what is the best approach to use. Because sometimes during, you know, sometimes interacting with certain people, you know, certain people who want that level of who actually want sympathy actually. They don't, they don't really want, you know, they really don't want empathy with empathy, but they, they started getting used to that, you know, coming from, from, from a person who's, you know, the other person.  Hmm. So I think one of the things that when, when we use empathy, we are, we are from the premise of the understanding that empathy is what empowers, but sympathy actually creates a sense, you know, a feeling of being victimized. And this is through the eyes of a counsellor, maybe not through the eyes of the counsellor. So there may be a person, like you said, would like that place where they, they want sympathy. Now, what does sympathy create? Sympathy creates a sense of pity, and it enhances that for the counsellor.  You know, I just don't know how you're going to get out of this.  It's a, from a counsellor's point of view, it's a very standoffish way of relating. And it's, it's, it's something that comes across as, hey, you know, I'm better off than you in this situation, but I'm feeling really sorry for you. And, you know, I just hope things work better. Now, a person, you're right, a counsellor may be so lost in that pattern of pity and feeling victimized that they feel empowered being there. All right. But as a counsellor, you know that that doesn't bring about any growth. They have stayed stagnant in that place because of self-pity, because they sabotage themselves into feeling that this is the way things are.   So it, they put themselves in a place of a full stop at a place of a period. And that's what as a counsellor, you see that that is a negative pattern, self-pity, sympathy, and hence, spitty. And as a counsellor, you, you, you want to turn that for them and help them and to gently show them that the place that they are in. So, so often what you would hear people says, you know, it's okay, don't give me all that feeling kind of a thing. I know I'm in this, there's nothing I can do about it. You know, so there's nothing that I can actually do about it. Right. So that's, that's, that's where that you see that they are calling for sympathy. Now you understand that when someone is looking for sympathy. We kind of infer that they seem to be very comfortable in the place that they are in. Okay, they're probably getting some things met, maybe it's attention, maybe it is focus, maybe it is people's, you know, attention towards them. But in the long run, you do see that that's not helpful for them. So you engage them in a place where you make them or you show them that perspective.  If they would choose to allow somebody to support and help and understand them. Often they have closed themselves, they have walled themselves because they fear trusting somebody. And that's what you usually see. But slowly when they begin to trust the individual, they will, they will be open to the idea of shedding that feelings of, you know, I'm a victim or, or this is what I'm bound to be in. But are open to see something else when the counselor actually demonstrates empathy. I hope I answered your question, Christopher. I completely understand. And I mean, just something to some, I mean, a point to note is that, you know, in a typical professional counseling session, even if it is, you know, secular or Christian, I think it's, it's, it's, it works much better. But I'm, I'm talking about, you know, so for example, if it's a friend or a family member or someone who, you know, it's, it's not, it's not a very, it's not a professional one, but someone who where you have your, your built relationship and they come seeking for, you know, for counseling, but it's, they're, they're actually seeking for more that, you know, the sympathy kind of counseling. I think it's more difficult to, to manage and maybe there's a point where, you know, one can help and then, you know, it doesn't really go beyond that, you know. But I think even when you are, let's say it's a family member to help them see that the place that they are in is not really helping them that being in a place of pity or they don't see it as pity. They may see it as sympathy, but then what you're doing is you're actually feeding into something that you want them to come out of. So not really engaging in that is what I'd say, but you take your stance of empathy and they may accept it or not, but you do see that that's not going to really propel them into growth. It's going to push them back into a place of, you know, self-indulgence because they're getting something out from there of being in that place of pity. So even if it is a personal relationship, it's something that you may be able to see that they're not in a good place and helping them realize that, that this place of sympathy or seeking that sense of, you know, that image of being a poor thing or image of being a victim is not where they should be called, is not what they should be at and that you wouldn't feed into that. So, and yeah, that has to be done very sensitively and very carefully. I completely agree. When especially when you are in an emotional relationship, it's really hard to do that. However, when you have a view that it doesn't help, you may find ways to communicate that to the person. Okay. All right, we'll move forward. Okay. So today we're going to be looking at the counseling process and I'm on page 18 of the of the notes and you all could keep that open. And we could follow that. I'm also going to be sharing my presentation because I think it really helps because we're going to have a lot of examples that we are going to look at. So that will help in this. So just give me a minute. I'm just going to share my screen. Okay. I think you're able to see it. Okay. So, so we looked at what we're doing is looking at the entire counseling relationship. We're looking at the counseling process. So today we're going to start in figuring out what happens in the process of counseling. What are you doing there? And next week we're going to get into the stages of counseling. What really happens during counseling and after that we get into the skills. So like we spoke about the counseling process should be a process of change. You're hoping to move the council, the council leaf from one place into into another. You're, you're, you're doing that in order to help work out a problem or a situation that they would have come come through. And we start that by first of all, like we said, by building that therapeutic relationship. And in that therapeutic relationship, one of the attitudes of the counselor is of huge importance. And that's what we looked at the last time. Now, these three attitudes we spoke about is not just something that you display in your first meeting, but this is something that you display throughout. And in fact, all of what we are learning, remember, they don't follow us may not always follow a sequence. Okay, but they, they are something that needs to be interwoven, especially things like skills and attitudes and, and the relationship and rapport is all something that is interwoven into the process of counseling. Okay, so we looked at what the role of a counselor is. We said that the counselor is a facilitator. A counselor is one who is able to understand what the situations is and what are the emotions that that are associated with the with the situation. And the counselor is also someone who begins and helps the counselor to start some form of an action. When the counselor comes to you, you help them to explore what the problem is understand what the issue is and help initiate them into taking some kind of a positive action. And it is done by the counselor equipping the counseling to help, help the other. Okay. Now, you remember, we, we started off with this, we started off with this example at the first time. Remember, I mean, this is the first thing and I said, keep those notes and we will come back to it. Okay. And I know some of you have written it down and I don't know if you have that copy of what you've written. If not, I want you to attempt this again. Okay. Now, what would you say now this should be in first person don't say, you know, this is what I will ask Susan, this is what I will do. Tell me, like I said, I am Susan, tell me what you're going to tell me. Okay.  There were, there were many things and all of those are, are examples of responses. So I want you to write up a response that is in first person. Okay. So quickly, if you already haven't done so and if you don't have it in your notes already.  What are you going to say and if you could put it on the chat, I will read it out. And then I'd like to go to the next slide so quickly reading out so what Susan says is I don't know what's wrong with my husband he doesn't allow me enough space to just be me. He wants to pry into what I'm doing who I'm talking to I'm having quite enough. I have second thoughts about my marriage. Okay. So quickly I'd like everybody 30 people on the call 32 to quickly in first person put down what how is it that you will respond remember this is a learning. Okay. So don't worry about am I right am I wrong is this wrong. I mean, don't worry about it just put down what is it that you will tell Susan Susan sitting I'm Susan I'm sitting right in front of you and you have to give me a response so quickly put that down. Okay. That's not waste time. And maybe I'll read out some responses and then I want to go on to the next slide to to help understand that. Okay. So I need I need. Okay. One one responses what happens Susan. What makes you feel like that. Okay. I want to I want to see more more. Where have you where have you lost your trust or love. Okay. Just two out of 32. Come on. 30 30. If you if you want to unmute and speak you can go ahead. Okay. Susan, please tell me more about yourself. Okay. I'm trying to understand what you're feeling. Tell me more. Okay. Keep going. Keep going. I'm listening. Okay. Second thoughts. Okay. So what are your second thoughts. Okay. Susan, don't worry. I'm here to help you. Okay. Come on. There are so many more of you. I'm waiting. Just allow Susan. Okay. What will you tell her? What are you going to tell her? Maybe don't give me what you're going to do. What are you going to tell her? How are you going to get her to speak more? What are you going to say? Come on. At least two, three more. I'm looking for two, three more. If you want to unmute and just share, that's also fine. Please give more details about this. I'm here. Okay. Susan, I understand your concern, but let's, but let's understand the real issue. Hi, Susan. I'm so sorry that there are things going the way you hope. Things are not going the way you hope for in your marriage. There is always a way to work things out through the fact that you're here and are sharing this with me shows that you want to work this out. Let's start. Okay. Susan, thanks for sharing. Okay. Okay. All right. Okay. Good. Good. Good. Susan, it's very stifling when we are pride upon constantly. Okay. All right. Okay. So I'm, I'm going to go. I don't know if there are going to be more responses. That's, that's good. Okay. So I'd like you to rate your response. Do you think it's effect ineffective, somewhat effective or effective? So I think I've, I've read out a few. So let me ask those who have. So I think Kennedy. Anita, you started. What happened, Susan? What makes you feel like, like this? Where do you rate your response, Anita? Okay. Samuel says his is somewhat effective. Some, somewhat effective. Prabhakar, you've written marriage is honorable among all divorce is not a solution. Yes, there are problems, but it can be sorted out. Okay. So everyone, okay. Anita says hers was effective. Prabhakar says somewhat effective. It's always best to be neutral. No. Don't be here. Don't be there. Just be in the center. Okay. Somewhat effective. Okay. All right. Okay. Um, Susan. Okay. Someone said, uh, I think, uh, I would like to help you transcend the situation to where you would like to be. Tell me more. Okay. Shay. The confidence says it's effective. Okay. That's good. All right. Okay. Good. All right. So, um, Let's, let's look at common responses that, that we, we see. Okay. So you will have, uh, and some of this may be what, you know, very close to what you all have written. Some maybe not. Okay. But here are some common responses. What has made you feel this way? So quickly retort with a question. Okay. And find that out. Or what, why do you quarrel like that? You must be patient with him and love him. Okay. So that's more like, uh, I would, what would you see it as? Do you see it as, uh, Well, what would you see that second one? Why do you quarrel like that? You must be patient with him and love him. You must be patient with him and love him. You must be patient with him and love him. You must be patient with that response. How would you see the response? Is it, uh, Ineffective. An ineffective response. Okay. So probably because there is a lot of judgment on that response. Right. Or the third one says, tell me, were you really in love when you got married? Okay. Someone said a parental response for the second one. Okay. So tell me why you really in love when you got married. What kind of a response do you think that sounds like? This is in between. Okay. All right. Maybe you should try other ways like making his favorite dish to please him. Okay. So I think some of you will have written it as ineffective. Okay. Or you're saying that your marriage is not going well and your relationship with your husband has deteriorated. He does not seem to appreciate anything you do. You're doing the best, you know, but without success in satisfying him. So what would this be? Okay. So some of you have written this as an effective and last one you feel hurt because your husband is disappointed in you. What about the last one? What do you think of that? Effective. Effective. Okay. So what in these responses do does make you sense that something is effective or not effective. So you do see some classes of responses that help you that are just being interrogated. That is, you just want to know more. All right. And what do those responses demonstrate is that, hey, I just want to hear what is going on. All right. I'm not demonstrating that. Hey, I'm concerned about what you are going through or what all of this means to you. It does not get demonstrated. Those questions when you ask questions. Okay. Like tell me were you really in love with him or what happened or, you know, how long has this been going on? These are good. The questions are good in itself. But like I say, they have a timing and they have a place. Okay. When Susan comes to you initially what she is looking for, what do you think Susan's looking for? She's looking for a place where she can bear her heart out. And there is someone who is there willing to listen and willing to understand. So when we make certain judgments, like maybe you should try other ways, like making his favorite dish to please him, making a judgment, or you're making a recommendation, or you're probably giving some scripture and say, you know, this is what scripture is talking about. That's the focus that there is. All true. I agree it is all true, but they have a place. They have a place and a time to when some things are spoken about. What makes it effective is when you have reached or entered into the world of the counseling. So the fifth response here, if you look at it, it's a paraphrase of what the person has said. And that makes it somewhat effective because you are paraphrasing what is going on, but you have not made an inference about what they're feeling. Whereas the sixth one, it's a very short one, but there are very two important things that the counselor here has enlisted out. They have bought about the feeling and they have bought about a little bit more about the meaning of that entire problem of the husband.  So what makes it effective is when you are able to move into a place of bringing about change. So we're going to talk about this and what we specifically going to look about is an understanding called the frame of a reference. How do you bring about a frame of reference? So when a counselor comes for help, she has to change something in herself to solve it. Now this probably can be a change of attitude, a change of the way that she looks at herself, the way that she looks at others or certain habits, or even maybe in general, some kind of a behavior. So there is no solution to a problem without a personal change in the counseling. So how does the counselor facilitate or bring about this change? Now this is called through a learning process. Okay. And this is what we are going to be looking at next week. It's the stages of counseling or the learning process and the EUA that you see on the slide is exploration, understanding and action. And we will come to this in detail next week. So don't worry about this. Okay. Just follow through what I'm saying. So this change comes about through a process of learning which consists of self-understanding. Sorry, self-exploration, E, understanding the problem and moving into action. So this understanding is what, sorry, the exploration is what leads to understanding which leads to action. You remember I gave you all an example of if you have a new phone or a new device that you do not know, what you would do is you first explore it. You click around the buttons. You click on around the screen. You figure out what all is there. You're exploring it in order to understand it. And when you understand it, that's when you're okay. Okay. This is the way that you make a call. Right. So similarly, this is how it can be explained. You look at identifying and exploring everything that may be going on within the counseling so that they can understand what is happening. Where is it that there is a fault or where there is a deficit or where there is an issue. And then once they understand, they put their hands into working on an action. So that's what the process is called is the exploration, understanding and action. And it is your attitude, what we spoke about last time, the empathy, the positive regard and the genuineness that is displayed through the counseling that brings about this kind of a learning process. So I've just put that up in a flow chart for us to understand. So how do you bring about change? When the attitudes in the counselor, when you have empathy, when you have those three core things, you facilitate this process of exploration, of understanding and action. So what does exploration mean? You're figuring out what's going wrong. What is understanding? You're getting insights into the problem and bringing about certain goals for change. And the action is you're working on some strategies for change. Now, how does this happen? Is by entering into the frame of a reference of the counseling. So that's what we're going to look at today and maybe the second part of the class, we're going to be looking at a model also. What do you mean by the frame of reference? Now, this process of learning EUA or the stages of counseling EUA, that's exploration, understanding, action happens when you enter into the frame of reference of a counseling. So let's look at what do we mean by this frame of reference? Now, the frame of reference is very similar to what you learned about empathy. And if you see there are many things that the similar things are there. Now, what are you doing when you empathize is that you are entering into the frame of reference. That is, you're almost getting out from your skin and getting into their skins or you're taking the perspective of the counseling and that's another way of stating the ability to understand their frame of reference. So if the counselors are to feel that you have heard them loud and clear, you need to develop the ability to walk in their shoes, get inside their skin, see the world through their eyes and at the heart of this is active listening. It is a distinction. What are you doing? The frame of reference is a distinction between you and me or between your view of yourself and my view of you. And so we will look at that a little bit. I know probably I'm playing a little bit with words, but there is a distinction. Now, for example, let's take an example. The way that we think about, let's say, I'm trying to think of something as neutral as possible. Let's say a dog. How do you think of a dog and how do I think of a dog? Now, I love dogs. So I think they are the best pets around. Someone else may think cats are the best pets and they think that dogs are too noisy. So about a dog, this is my view of the dog and that is your view of the dog. And when I enter into your frame of reference, I am leaving my understanding of what a dog is to me and getting into your skin to understand what you feel about dogs and your feeling about dogs is probably negative. So the frame of reference is leaving where you are or how you understand something and entering into the space of another. So there are two kinds of frames of reference. There is the external frame of reference and there is an internal frame of reference. Now, your view of me, that is what you think of me and what I think of you is an external frame of reference. An internal frame of reference is what I think about myself and what you think about yourself. So just get that distinction. So the internal frame of reference is the view that you have of yourself, what you think about yourself and what I think about myself are inside. They are internal perspectives or internal frames of reference. Whereas what I think of you and what you think of me are external perspectives. The skill of listening to an understanding a counsellor is based on choosing to acknowledge the difference or the separateness of you and me by getting into their internal frame of reference. So if you respond to a counsellor in ways that show accurate understanding of what they are feeling you're responding from the counsellor's frame of reference. But if you choose not to show understanding of your counsellor's perspective or lack the skill to understand that you're responding from an external frame of reference. So when we look back at those examples that Susan spoke about when we are saying your husband seems like a nice guy. I wonder what's going on. It is my perspective of the situation and I have not responded from her frame of reference. I have responded from my frame of reference. So what is it that's necessary to do? Sorry, I forgot to put that. So that's the internal frame of reference. So in counselling, what is it that you're demonstrating is you're responding in the way that shows or that says I understand your view of you. I understand or I am seeing your view of you. I'm seeing your world in the way that you are seeing it. Not in the way that I am seeing you or I am seeing myself. But then I understand it in the way that you are seeing yourself. And that's what gets demonstrated through the more that you listen and how you respond. And these are responses. It depends.  Now I'm just going to stop here. Is there clarity in what I said or would you like me to repeat anything? Clarity or is there anything that you'd like me to repeat? Because I'm going to go a little bit more into it but to just know that there is an external perspective, external frame of reference that is outside of you that is the way that I think about you that you think about me is external. Internal perspectives is the way that I think about myself and the way that you think about yourself. In counselling the frame of reference is when the counsellor begins to understand the counsellor's view of themselves. I hope that's clear. Since I haven't had a question I suppose that's clear. So let's move on. So what are you doing is that you need to respond from a frame of reference. So when you as a counsellor responds from an internal frame of reference it is like a three-link chain as you can see over here. Example, maybe the person is saying the counsellor is saying there is no one I can relate to at home it's like being in a foreign place the client is saying that or the counsellor is saying there is no one I can talk to at home or no one I can relate to it's like being in a foreign place. Now as a counsellor if your response is I wonder what do you think is wrong with you or what's happened with you now they are okay they are midway responses but what you would want to do is to engage them in more conversation. So this client or this counsellor has only said I can't relate to anyone at home it's like being in a very different place and the counsellor's response is something like you seem lonely and you seem lost because you really have no one to connect to at home. Now you have entered into the frame of reference put yourself in that and said okay what would it feel like if I had no one to relate at home and I was in a foreign place maybe I'd feel lost or maybe I'd feel upset or maybe I'd feel happy I don't know but I'm taking the first two I'm picking two and I say okay maybe you feel lonely you feel lost because you really have no one to connect to and then your counsellor states that's right I feel really alone and isolated even in my own home I feel like I'm an island so what does this mean you have been able to enter into that frame of reference now if you've made that mistake and they're saying okay you know I'm actually happy there they will tell you no in fact I don't feel alone I feel that I've got my space I finally got a place to rest where I don't have other people so what you're doing is you're attempting to understand their frame of reference okay let's look at as against but if a counsellor were to respond from an external frame of reference okay the counsellor said the same thing there's no one I can relate to at home this feels like a foreign place if your response is you know it's your home after all they are in strangers to you isn't it right I mean you've been living there for the last 15 years why would they be strangers to you right it looks like a question as if you know it's an exploratory question but the statement that could come come back is actually I don't even feel good at work so what happens there is a deflection you have not given the counsellor enough space to stay in the matter and rarely share what's going on at home they've deflected and they say okay I don't feel like good at work also which means the counsellor has not felt understood or it's from your external frame of reference that you said you know there are so many people at home why are they strangers to you right so the point is to be able to enter into what they are going through so an internal frame of reference what does it involve you to do is to understand the counsellor on their terms which means you're choosing to listen very carefully you're giving them enough space to tell details of their stories and those details of the stories don't just come like that understand that there are many counsellors who will give you one or two statements they'll say I'm having a very tough time at home stop they wouldn't say anything okay and what do you do so you want them to engage in a conversation but there will be some who start from the beginning will not enter the end they are much easier because they've come to really bring out but there may be some who want to but they're testing the waters okay so where you allow that space to help them tell their stories you're paying attention to those messages that they're giving you're responding to the feelings associated with the problem so if you look at the last response in that it says you feel hurt because you feel your husband is disappointed at you so you've responded to some feeling that they have not even verbalized to you but you you're sitting there in that place and say what would this make this person feel what would this make me feel does it make me feel angry does it make me feel frustrated and you respond to that like I said you may be right you may be wrong that's not that's not the matter here it is that you're attempting to understand and the more that you respond with the feeling and the councillor corroborates that you know that you are in the right place with them so what is it that involves a person's frame of reference now if you look at a councillor and a councillor you will see that the way that I've just represented here is for you to just see that the councillor and the councillor are different entities and each have their own culture their own education, their experience their expectations, their beliefs their everything and that's very personal to me and that's something that only I am fully able to understand as a person and you are able to understand as a person so what involves the frame of reference is is all of this understanding their culture, their upbringing what have been their experiences in different stages of their life, what are they hoping for what is their environment right now what is their socio-cultural context what is their religious belief all of this is what involves somebody's frame of reference these are just a few that I've put up much more so when you're saying that you're going to enter into somebody's frame of reference what you are doing is you are coming to a place of entering in and I've just given you an example of what an irrelevant or an ineffective response does and I've just kind of written in a diagram for us to understand think back about Susan and if you look at what is written in red one of the things is one of the points that we picked up from there is why do you quarrel like that you must be patient with him and love him if you see this response is from the counsellor's frame of reference this is the way that if I as a counsellor the way that I'm seeing it and I have responded from my frame of reference if you see the arrow it's responding from within my own frame of reference and that becomes an irrelevant or an ineffective response okay so what are these okay I think I'll just leave that so what makes it a relevant response is when the counsellor you see that arrow entering into the world of the counsellor and responding from there so what you're doing is you are listening you're guessing the feeling and you're communicating the understanding that you've had and you're also checking that understanding so that example of you feel hurt because your husband is disappointed in you so what it's this response brings about a feeling and a reason for the feeling okay the response is not about asking a question not about making a judgment but you're saying hey this is the way that I think you're feeling and it is because of this that you're feeling this way this is what makes a relevant response because what are you doing here is you're exploring you're helping the counsellor to explore yes am I hurt or do I feel my husband is disappointed in me and so she may say yeah absolutely or exactly okay so the counsellor entering into the frame of reference of the counsellor and responding from there makes it a relevant response okay and what happens after that once the counsellor enters into the frame of reference of the counsellor this response initiates the next action so look at the example okay it says so you feel frustrated because you can't find out what it is about you that displeases your husband so this is another response okay another internal frame of response you're getting into the internal internal frame of reference of the client so here you're saying you feel frustrated because you can't find out what about you that is that displeases your husband so the counsellor says yeah yeah exactly exactly and what are you doing next you're saying okay so would you like to find out what it is about you that displeases him right so you're saying would you like to find out what it is that displeases him or you want to find out what it is about that displeases him a helpful way maybe to explore your personality in relation to him or the way that you interact with him so what are you doing you've got the counsellor to begin to explore what how he or she behaves in relation to the other person so you've entered into the frame of reference you're helping them to explore and understand and you're getting them into a place of action but they're going to think about okay maybe and so you know this conversation can go wonderfully so it says you know the last sentence is a helpful way maybe to explore all areas of your personality in relation to him what is it that you would like to explore first or are there specific areas that you feel you need to work on so they so you know the client may immediately move on to say yeah sometimes the way that I speak to him I probably get very angry you know I snap so do you see that from from where it went to where it is taken where the counsellor begins to look more about themselves in order to bring about that change in in in their in their space of action okay so quickly I'm just going to put in some more examples so if you look at external frame of responses these are some of the things that you know you know that aren't absolutely right you know he's your husband after all oh you poor thing how are you managing now that's sympathy okay that's not empathy or you let yourself get upset far too easily or you could change all this by feeling differently or I think you're doing the right thing by not letting him step on you like that so these are all coming from the from an understanding of the council counsellor but whereas when you get into an internal frame of reference these are some of the ways that you could respond you seem upset with his behavior you feel annoyed when he doesn't allow you space you feel disappointed at the way he treats you you're worried that if this goes on your marriage can be in danger okay so these are some examples to help you to help to see how you can respond from an internal frame of reference now when you work from an internal frame of reference you can see that it initiates action there so if you look at the second part of all of this it says you seem upset with his behavior and hoping to discuss this with him right so what are you doing you're pushing the counsellor to get to the next stage or you feel annoyed when he doesn't allow you space and you're looking at ways you can let him understand your need you want to talk to him about how you can understand your need so that's the next space of action or the next one you feel upset and disappointed that the way he treats you have you considered talking to him about your feelings so that's again pushing the client into making the next stage or the last one you're worried that if this goes on your marriage can be in danger help me understand what could both of you work on to save this marriage so do you see that this is come to a place where the client themselves or the counsellor themselves has felt that you've understood what their feelings are what the problem is and you're helping them move into the next stage of action or next stage of movement into working out the problem ahead okay any questions here before we stop for a break and come back any questions okay alright we'll close for a break for 10 minutes it's 10 56 we will be back at 11 6 see you soon