 Anybody you want. I have an engineer from Stanford working for me building stuff. I don't have to do it. I just don't. Building it like that. You know. So it's very important and when you're starting out, you see your weaknesses and you think, uh oh, you know, I'm not going to make it in this because I can't do this. There are certain things you absolutely have to do to succeed. Coming up with ideas, thinking critically is vital. Thinking critically is vital. I can do that very well as well. Anybody who gives a lecture, whether it's me or anybody else, you should think critically about what that person is saying and I can do that really well. I'll give you an example. I was a graduate and I was a postdoc at UCLA at Brain Research Institute and they brought in a guy from big time guy, you know, National Academy from Harvard to give a lecture. And I was like first year postdoc. I was 24 years old. I'll never forget this. I was talking about these experiments that he was doing about whether or not there is some kind of primordial genetic recognition by species of predators. Do you understand what that means? In other words, what he was looking at, he went on an island in the Caribbean somewhere where these troop of monkeys were living. But these monkeys many, many, many generations before came from Africa and they were running around on an island. So he wanted to find out how these monkeys react to a predator that they had in Africa, but they don't have them. They never saw them. So he took this stuff, these stuff predators like a lion and exposed them to these monkeys to see what they do. And they were crazy. And so he was saying, well, you know, this shows you that even after 20 generations, it's still in the genome that they don't have this fear of the monkey, this predator, you know, the lion or whatever it was. You know, everybody's like, so I go. You have a question? I said, yeah, what's the control here? I mean, do you ever show him a bear? You know what? Why would I show him a bear? I say, you have no control. He goes, uh, next slide. The guy was stupid. You know, I mean, I mean, he was trying to prove something. There's no evidence of it because he was a, you know, just think critically because when, because what happens is, you know, I found for example, uh, when I would get papers to review or I have grants to review or give it to graduates and say, hey, review that. Someone that couldn't do it. It was just, yeah, it's not very good. Why isn't it very good? I don't know. It's not very good. That's not a critical thing. So you have to do that. You have to have ideas. And finally, this is probably very important, you have to learn how to write well. Most people, most people cannot write the terrible writers. You know, terrible writers. So, you know, when I, when I would write papers or a grant, I'd go 50, writing is rewriting. I would write one paragraph 50 times. Write it over and over and over again. And sometimes, you know, I always put it away for three or four days, look at it and go, God, did I write this junk? This is terrible. I mean, you know, like that. So if you could come up with ideas, think critically and write well and you're going to succeed. There's no question about it. You're going to succeed anywhere in the world. And, you know, and don't, don't think you have to be perfect in everything. Because there's no be perfect in anything. Not even me. So that's my long answer to your short question. Yeah. And in most of the schools, that doesn't happen. We have standard curriculum for everyone. So what would be your solution or your advice to potential parents? Tell them you heard this lecture and you should change it. You know, I mean, I mean, the fact that it matters, you absolutely, look, look, it's very hard to make change because it's based on what was done before and before and before and before. And I mean, you know, in the United States, it's the same way. Well, you know, why do they do it? Well, they do it because they did it like that last year in the year before and so on. So to change anything, it's the bureaucracy involved and so on. So the only places where you really get progressive education are small and in the United States, small, very expensive private schools. You know, we're paying $50,000 a year for a 10-year-old child to be educated. And then they have individual attention and each child is treated differently and so on. But the fact of the matter is that it's very, very, very difficult for a teacher that has 30 or 40 kids in the classroom to give individual attention to kids, you know. And my point here is that that has to be overcome in some way if you want to get optimal kind of learning, you know. It's just this optimal performance from kids. It's just as simple as that. And different kids have different strengths, you know. I mean, it's, and what's terrible is that when a child at any age, whether a college age or much younger, but younger is worse, fails at something because it's not being presented correctly to her or him. They feel as a failure and they consider themselves as a failure. And as a result, it has a second backing like that. But maybe on the very different circumstances, it was presented in a setting that made sense, it would excel. And, you know, it's just one of those things that is a worldwide problem and is very difficult to change. I was, you know, I went to a parochial school in New York City, and I was lucky that in like the fourth grade, I had a teacher that actually paid attention to the kids and had each kid do a special project. Every kid, every kid in the class, like 30 kids I think, you know, had a special project. And it was just amazing to see that. You know, I had a project where I did a, I still remember I did a thing on this solar system. I made drawings of that, I drew things in stomach and somebody else did a thing about growing plants and things. That was like an eye open to me because everything was standard stuff. And so it's very difficult to change. Yeah. Thank you very much for your comprehensive this overview. My question relates to language and genetic. So what is the links between ethnicity and primary language you are learning? There's an opinion that Japanese, you first learn English and after return to use Japanese, so his effectiveness and style of thinking will be radically different than in opposite. He will start from his native language. Thank you. Sorry, I don't have expertise in that to answer that. But there is, you know, there are a lot of data that the ethnic background of the individual and the way they learn language is, you know, what you just said will have an impact on the person's later creativity and things of that sort. So for a long time the Japanese, and I go to Japan every year for many years now, were concerned about the fact that their creativity was stifled because of things like how the language has been learned and so on. And that turned out to be not true because the Japanese guys who went to the United States or to Europe, some of them ended up winning Nobel prizes. So it wasn't the early language learning, it was the system they had in Japan after they got into the higher levels. And I'll give you an example, just so you'll appreciate this. So I was, many years ago I was at Osaka University working with a very famous guy in my field and I was there for a month and one day the young people in the department they were associate professors but they were really like postdocs. So it was a professor of five or six of them. Took me out for sake and yattatory and so we were out in this restaurant for a long time drinking a lot in the sun. And after a lot of drinks I said, let me ask you guys a question and by the way these guys were trained at, one guy was at Harvard, one guy at MIT, one guy came from Berkeley, they were at the top places they were trained. So they were in the American system that came back to Japan to join this professor's department. And I said, let me ask you a question Professor Sumoto had an idea for a project and you knew, you absolutely knew that this project could not work. You're absolutely convinced. Would you still do it? Or would you tell him, I'm sorry, I don't think this project would work. Every one of them said we'd still do it. That's the problem. The hierarchical system, okay. In the U.S. I don't know how it is here but you had this experience, you know. An undergraduate in the lab will say, you know what, I don't think that's telling him to do an experiment. Yeah, I don't think that experiment will work. That's telling me, I'm distinguished professor of neurobiology. I don't think it's going to work, you know. Most of the time that kid is not what he's talking about. But every once in a while you go, hmm, let me think about that, okay. So this lack of a hierarchy and that's not due to language learning per se, is the culture and Japan has changed a lot in that way to bring in more women into the academic thing. And as a result they've won some of the prize money. They've won some number in Japan, like that. Yeah. Sir. Questions. One is more global. You know that the phenomenon of EG, yes? This is the potential which we can register from the surface. Yeah, Berger, Berger in Germany discovered it in the 20s. Yes, yes. What about European? Is it just a phenomena or this potential can regulate the activity of some part of the brain in the time? This is the first question. The second is about how the visual stimulation or enrichment of the environment stimulates. Yes? How it's impact to learning or changing the situation of the brain. Yeah, okay. So for those of you who saw the first question about something called EG, also called brain waves. Yes. So these are recordings. They've been around since the 1920s. I've been recording some of these. You put these scalp electrodes on and you turn on an amplifier and what you see is you see these brain waves coming. And they're characterized by different frequencies and different amplitudes. There's like alpha wave, there's beta waves, gamma waves and so on. And to a large degree they kind of stage a wave. So if you're kind of relaxed just sort of chilling out, you're mainly in kind of alpha wave, okay? Now if I come behind you and I go you go into a beta wave like that. And there are others. They'll use a lot in sleep research. So it gave us an indication that four stages of sleep, one dreaming occurs we know now as a result of that sum. So yes, they reflect brain states for sure. And what's interesting is people have been able to train themselves so they can generate different brain waves by a feedback. It's called IPB. And a number of people have been interested in using these brain waves to control machinery and stuff. So in the United States there's an agency called DARPA. DARPA is the agency responsible for the internet in the world. It was first started at the military use. And many years before that I had a good friend of mine who came out of the same postdoc lab as I did. And when he got his own lab DARPA gave him a long time ago a lot of money so to see whether he could get jet pilots to use brain waves to fly jets. I hope they're not doing that on the flight back to the U.S. and stuff. So I don't know how to work that. So yeah, actually the real thing is not that big a phenomenon. It's been around for a long time. And by the way, it's the final sign of death. So when your EEG is flat, I mean the brain is dead, your dead. Even the heart could still be beating.