 This is slightly different from others. I'm a new science professor, I'm a surgeon. So, I teach students, I teach medical students, and you know, you guess what? If you feel like banging your head over the years, over the last 10 or 12 years, I've devised new and new different techniques, interactive techniques to make them get interested in about the brain and how to learn the brain. So, therefore, I have created four technologies. The first one, this one I've taken from the Visible Human Project of the National Library of Medicine. This is just a screenshot. I'm going to give you the demonstration right now, how to use this. It can be much better if I show it to you and I'm going to show it to you right now. But before I show it to you, I have compared it with five other places, which they have similar technologies on the basis of these seven parameters. Our work out of seven parameters scores five out of seven. So, this is the demo painting, demonstration of how to use this project, how the students can learn about the brain, because this is important. Because in clinical practice, we get what is known as MRI, medical resonance imaging. And these are all slices like this. So, how will the students learn to recognize an MRI, unless they will learn to recognize all the parts of the brain? So, I have got another thing, I've got the YouTube videos also. If this was too low, I can show it in the YouTube post. You want it? I can show it there also. This is a quick demonstration on how to use the Stable Interactive Digital Handbrake Project. On the left-hand side of the screen, you see a few simple instructions. On the right side, you see the image actually. This is what's known as the Stable section of the head and the brain. These are the pictures that you get in medical resonance imaging MRI images. You are getting a practice. And therefore, it is incumbent of the partner student to be able to identify each and every structure when they see the Stable section of the head and the brain. So, what we have done, we have hyperlinked every square millitubules of this image. Such that, when the student falls, he is now scourcer. But he becomes a hand. Immediately, that region shows up. The identification of that place, and a few quick simple descriptions. So, therefore, here you can see it's the rectal bone scald. This is the scalp. This is the superior cellus sinus. This is the rectal bone brain. This is the barbs colossum. This is the cerebellum. This is the mid-brain. The students can go either horizontally, and they can see section by section. Perhaps on the ankle section, they can go vertically. Perhaps on the colon section, they can go oblique, or they can go randomly. And they can study that. Therefore, this becomes very easy to use. Very user-friendly and a fun way of learning about the brain. We have created this project using scripts, active center roles, hyperlinks, bookmarks, and has been written in the form of a single-brain webpage. Bone brain. Now, you see another part of the brain. So, this is another interactive image. Cerebellum is a small brain which is in the back of the skull. Is it an MRI? No, this is the histology of the cerebellum, but I'm going to show you that. The unique beauty of the cerebellum is, it's got a lot of connections. Circuits coming in, within the cerebellum, circuits going out. You know, even imagine teaching all these things to the students is really crazy. I don't know, they go up to sleep, as somebody says. So, we have a game gradient in the other system. Have you heard of this? So, these are some screenshots. And again, I'm going to show you the interactivity. The same things I'm going to show you. Let me go over the next demonstration on how to use the interactive digital cerebellum. As I told you, the cerebellum is about going on circuits, intra-celebrate circuits, inputs, outputs, etc., etc., and the students have a lot of difficult effect to understand them. So, therefore, I've created this simple demonstration of how to use the interactive digital cerebellar circuits. Let's see the zoom case here. Immediately, all the inputs to the cerebellum from the cerebral cortex by the spinal cord, the superior system, they are open up in front of the student. And the zoom also brings up any one digital circuit that also is available for him to view. And if he wants to go back to the welcome screen page, he can see that. Let's say he wants to see all of the circuits inside the cerebellum. And, therefore, this is one particular view of the cerebellar circuits inside. And if he wants to see another view of it, he can get the same view. And if he wants to see any one individual, he can click on that and that will also appear in the third fashion in front of him. Then he can go back again. And let's see if he wants to see one of the outputs. He can see the outputs again from three different perspectives. And, finally, if he wants to see the entire surgery of all the cerebellar circuits, all he has to do is just click once. And then, the circuits inside and outside and within the cerebellum will all appear in front of him in a sequential fashion. And then, if he clicks again, the next circuit will appear and so on and so forth. They'll keep appearing from different parts and different perspectives. Again, this is a very fun and easy way to learn about the cerebellar circuits rather than from reading texture matter from the books. The students find it very easy, very useful, very user-friendly. And it is, again, a lot of great reviews. The students are more interested in what they are seeing. So this is the second one. You see the third one and this is the hypothalamus. That's another part of the brain. Now, this contains not circuits, but nuclei. Nuclei means a small collection of cells which perform different functions. Now, students have a lot of problems understanding what are the names of the nuclei, what are the functions, and what do they do. So, these are some screenshots. These are some of the eight screenshots. And I'm going to show you right now the same demonstration of the interactive digital hyper-founding Nuclei project. The Nuclei project is the first of the three sub-projects. There's a menu screen. Let's say the student wants to see what is the dorsum medial nucleus. He gets into the dorsum medial nucleus. He gets to see the rotation and the shape of the dorsum medial nucleus. But again, he wants to see, let's say for example, he wants to see the posterior nucleus and he gets into the posterior nucleus. Now, let's say he wants to see all the nuclei together. And then he takes his golden nucleus and then when he's looking at it, he tries to figure out what is this A-R-N. He can't figure out. So, he clicks on that and he takes in the dorsum medial nucleus. While he's doing that, let's say he wants to do a self-assessment quiz. So, he clicks on that and he takes into the quiz. And when he's trying to answer all these nuclei and he cannot figure out what is this one. So, therefore, he clicks on that and that's in that it's a ventrometer nucleus. So, therefore, this student can go back and forth in multiple different ways and he can see all the nuclei. This is the second of the three project. Again, this is the welcome screen. The student is faced with the hypotalamus. This is the location of the hypotalamus where the nucleus is. Now, he wants to see the preemptive nucleus. He clicks on it and it appears in front of it. Then, he wants to see the suprachiasmatic nucleus and he clicks and it appears in front of it. And now, he wants to see the parametric nucleus and it appears in front of it. So, he can keep clicking and one by one, the nucleus will appear and this is the third of the three subprojects. This is even more easy. Again, it's about the blank hypotalamus in front of him and he just clicks once and the preemptive nucleus appears and he clicks the second time and the suprachiasmatic appears. Then, the parametricular, the anterior, the supraoptic, and so he clicks each and one by one, the nucleus keeps appearing in front of it. So, as you can see, this is very user-friendly and he shows the nuclei of the hypotalamus from different perspectives and it makes it very easy for the students not only to understand the location, shape, size and is also very fun to learn. There are many more projects and the next one, which is interactive which I'm going to do with you, is not exactly about the human brain but it's about something else. This is not exactly about the brain but this is taken from the American Heart Association. What is your risk of developing a cardiovascular event in the next five years? These are some screenshots and exactly three clicks of the mouse I will tell you your cardiovascular risk. So, this is just a few screenshots here. This is the first page, this is the second page, this is the third page and this is what it will tell you but it won't be so much eventful. Welcome to our next final demonstration that is on what is your risk of developing a cardiovascular event in the next five years. So, this is a program generated using the parameters from the American Heart Association and you find that it's very easy to use. So, first you open, you look at the stage here you click on the link here and it says take care to start the risk assessment. So, this is the image I'll be giving you also. Let's say you are maybe 40 to 49 years of age before your career is D. Let's say you are a diabetic. So, D, Y and let's say you're also a smoker. So, your order is D, Y, S. So, we click on D, Y, S. Now, that will exit to the next page and let's say you're listening from your computer 18 hours a day and therefore your temperature is very high. It's 108 by 105 degrees of boundary. 180 by 105 degrees of boundary and your cholesterol is also very high because you're eating junk food. So, 180 by 105 and cholesterol 80, you click here and you find that the risk of an event in the next five years is 50 to 20% which is very high. So, let's try one more risk assessment and see what's here. Let's say you are 50 to 59 years of age so you're C, you are not diabetic and you're not smoker T, C and T. So, we click here C and T. Let's say your temperature is rather recently well maintained. It's about 140 by 85 degrees of boundary and your cholesterol is also 4. So, 140 by 80, 5 and cholesterol is also 4. We click here and you find that the risk of an cardiovascular event is 255,000 which is rather high. So, this is a very useful system which I've used from my patients and my students and they've found it very useful. I've created this program using scripts, I've taken its controls, bookmarks and plugins and this has been rendered in a single file, very great. Maybe your information. BYD. Take the screen size down. So, can I give us your phone? Yeah. Is my code BYT? It's BYT? Uh-huh. Okay, so I'm going to click on BYT. No. BYT. It's BYT. Yeah, I'm not that young yet. Okay, can you tell me your... Blood pressure is 140 over 85. 140 over 85 and what's your cholesterol, my age generation of cholesterol is the... It's 5. It's wonderful. So, 140 by 85 Yes and 5. Yes. Not good enough. I have to get rid of that. Anybody else who would like to try? So, your C and D. Let's work on C and D. Blood pressure 120 over 75. 120 over 75 and... Cholesterol report. You're going to be a minimum. I'm going to be a minimum of 55%. Less than 55%. So, this is... Anybody else who would like to try, sir? You'd like to try, sir? So, can you give me the code board so that we can ask quicker? So, it is B and B and C. Here, 120, 75 and... I'm taking the stat with some 4. So, okay. 120, 75 and you're full. So, you're good. 10% in my... I'm going to die before anyone else. We're not going to let you. Basic parameters which have been given by American Heart Association. So, this is what I've been using for my patients and my students and they've loved it. And it's very useful. So, this is the project which I've created. This is both one. Anybody else who would like to try? Anybody else? What about you? Well, I've tried on myself. I'm also in the 2.5% percent. You are less than 2.5% percent. So, this gives you a quick overview of where you stand in terms of your risk assessment. So, these are my references and thank you very much for watching, ladies and gentlemen. And if you have any questions, or comments, please leave them in the comments.