 Any questions? I spoke about high risk growth, especially even when we are talking about children having smaller brains. Did you include children with fetal alcohol syndrome? No, because like I explained to you, we were very careful to include people whose brains had not been altered, who may have been altered by the substance use. The issue is as you have, you probably would have realized that the problem exists long before these children have touched, have the first drop of alcohol touching their tongue or had their first smoke. The alcohol or the drugs in a way are their self medication of their own problem, because the social systems are failing them or failing to recognize it. I have one more question, you spoke about children or individuals who have a short propensity towards externalizing behaviors more prone to getting addicted, isn't it that individuals who are introverted on the other side of the spectrum, they are equally at risk because socially they kind of are isolated and hence more prone to abuse alcohol. That was what was believed earlier and yes, I mean people who are introverted, who have difficulty in coping with poor coping strategies do use alcohol and drugs to deal with it. But I am dealing with a particular condition called addiction and here more than the introversion, we find the externalizing to be a risk factor. To be honest, the introverted people that we do find have externalizing traits, which is people who have more of, see externalizing does not necessarily mean impulsive, I am going to do BTU up etcetera. Externalizing also means difficulty in sustaining interest, in a difficulty in allocating interest and sometimes what happens is that I get so disturbed because whatever I do, nothing is happening, I know I am good. But whatever I do, I cannot reach my goals, people who are half as good as me are just going past me and achieving their goals, I am left here like a fool on the hill and then you try withdraw, you do not want to talk to people, you become more depressed. So, what we are again finding is that this whole thing of internalizing, externalizing often is not such a rigid boundary as we used to think when I started my career. You said it is not a problem, what is it that can be done like you said in schools. In fact, this is something that I was on my list of slides, one of the things that we are focusing on is increasing resilience in high risk children. How do you do that? You do that at an individual level, that you enhance their cognitive abilities. If I am not able to sustain interest, teach me how to sustain interest. If I am not able to sit at a place and study for two hours, teach me how to chunk or break my study thing into half an hour, half an hour, half an hour, half an hour. Teach me how to use my brain, there is a lot of data on how to use how the brain learns and knowledge of how the brain learns to learn. For example, do you know that the old style of learning, walking around is a very good way of learning, because as your body moves, parts of your brain which are responsible for coding information, hard coding information also works better. So, these are some of the things that we try and teach them. For example, we are using neurofeedback, getting these young people to produce the right kind of brain waves. As you saw, actually I did not present the data here, they have more of the faster brain waves, the faster beta brain waves. They are not able to produce the slower, more relaxed brain waves. So, we use biofeedback to get them to produce. For example, we get them to play a game, where if only if they produce their alpha waves, that is if they get their brains to relax, can they make a ball stand on a fountain, if not the ball falls down. It has other applications as well, because I am sure you would have read things where you can use your brain waves to fly a plane and to target missiles, but we do not want to do that, we want to teach kids to get more control over their brain. We are teaching children how to achieve healthy highs. I personally do not believe any human being can live without a high, but there are harmful highs and there are healthy highs and we teach these children to have healthy highs. Then we are trying to do it at family levels, to do active parenting, there are three kinds of parenting. There is an aggressive parenting, where you just beat up the kid and get the kid to do whatever you want, then there is a passive parenting saying, whatever you want you do, both worse in this situation. Active parenting is where you are involved, but you also let the child be part of the decision making. Then we found, for example, there is another study that we found, maintaining family rituals. For example, I just put it as an example, families where there are, the family meets at the dinner table every day, where the family is not one person eating dinner at the TV, another person is eating dinner somewhere else, where families which go out for shopping, for example, at this to the market together. These have been found to be protective increased resilience, especially in this particular group. Then of course, there is the community level interventions, which are effective. What we have been also working on is, we have been working on certain medicines, which are given to people with ADHD. We found that these medicines also help in preventing or at least reducing the impact of drug use in these children. So, it is not one answer, it is a number of answers and I would not pretend that I know the answers, because this is something that has just happened. We are in the process of discovery, I am just sharing to you some of the things we have discovered in the last 10 years, so I would not be arrogant enough to say I know the answers, but I feel that some things work. We have been working on things like diet, where the evidence is very poor. For example, using omega fatty acids in diet, somebody said if you get them to play table tennis or any game like that, where they have to concentrate on that works. God knows, I do not know. But the biggest thing is the understanding that there are people who are at higher risk, they are at higher risk, because of this, this, this, this and there we need to find out ways and I am glad I am speaking to you guys, because these are design solutions, these are engineering solutions, these are pharmacological solutions. It would not come from one particular group, it has to come through a dialogue of different people working on it, because this is a big, big problem, it is a huge problem. All kinds of high risk. So, if you talk about the education system in a class of 16 students, if they are two, three, four students like this, there should be something like different classes or something like that for them, because as they might be free dejected in the whole crowd of people who are normal, but then they have some. See, that has been worked, that is not very useful, because you are segregating them, you are saying your abnormal goes still, these are not abnormal children, these are highly intelligent children. So, you need to integrate them and give them different solutions. One of the solutions is cut down the number of people in a class, where the teacher can, you know, look at more individual solutions, that is not going to happen in a hurry in India, but that is where a lot of the schools are going, that you have more teachers to the student ratio, because once you do that, you find these children do much better, they do very, very well. For example, I mean, one of the things that I have been discussing with in schools is instead of just giving theory, that da, da, da, da, da, da, da, da, give it as a project. People go find out or you are doing some thing in social studies about parliament, you go to your local self government, you go find out the children are given assignments, which a lot of you must have done when you were in school, we did not do it, we just had to read and memorize. What we do find is giving projects and I am sure right now, in your post graduate education, you are doing projects and you are learning much better because of that. So, which brings us to this whole new set of thing, which is called brain based education and that is very, very important, because again we are learning, but those are things which need to come back to the classroom as fast as possible. Like you said, the brain is wired differently for various people. So, such interventions, how does that affect the wiring of the students? It is not the wiring, which is affected, it is the actually the insulation of the wiring, which is affected, is delayed. You see that wire there, there is an insulation, you see an electrical, other inside is copper wire, copper or whatever metal. Now, similarly here in the brain, we have normal wiring and on top of that, there is a coating. When the brain matures, the part of the brain where the design is complete, suppose you know when what happens, when I grow up and I start learning how to walk, the brain is kept fluid, so that I can learn to walk. When I am born, I do not know how to walk, unlike a elephant or a giraffe, when they come out, they know whatever they will know for the rest of their life. So, their brains are complete. For human beings, we can be in anything, we can be in the tundra as an ischimo, we can be, so we have to, our brains have to be absolutely flexible. It is kept flexible, so that you can learn and once you have learnt whatever you need to learn, then the brain says, let us close the design, shut the design. That is what you do in your design process, that you work, work, work, keep it open and then you say, done, let us shut the design and the brains we are shutting the design is by coating it. No more is going to happen here and at different ages, at different stages, different parts of the brain get shut. You know at one part, you learn how to move, motor movements. Another part, you learn how to make judgments. Another part, you learn how to distinguish right from wrong and these happen at different stages. These are delayed. So, what happens is, it is almost as the brain in these kids is saying, time is not right, there is too much speech going on, time is not right to close the design, keep it open. But it is a time window, if that time window, there are effective time windows in which you should learn things. If you do not learn how to sing by the time you are 6, 7, 8, it will be, you can still learn it at 35, but it will be very, very difficult. If you have not learnt a third language, by the time you are 10, you are not going to do it. That is what happens in these kids. It gets delayed. One activity defines that these are those specially able things with such. Like I told you, these are the kids who are pulling things, who are not able to sit in one place, who are probably learning the nursery rhyme in 2 minutes, when the other kids have learnt it, take 20 minutes to learn. These are the kids, there is no difficulty in learning, in distinguishing. There is usually a slide that I show to school teachers. I do not know whether you have seen, have you read this book called Wind in the Willows, where there is Tigger and Winnie the Pooh, Winnie the Pooh. You have seen Winnie the Pooh. You have seen the figure of Tigger there, the Tiger, who all the time jumping, getting into, that is it. I just have to show the picture to those teachers and say, child, that child, that child, it comes out. So, it is not difficult, because these are kids you know. These are kids I know. These are kids we have, some of us have been and also continue to be as adults, because this continues in adulthood. But as I said, the solution is not just recognizing. The solution is putting in interventions and the interventions are from different fields. One is you need to talk. You need to talk. You need to, I told you something. You need to go out and tell somebody that, we all need to talk. We all need to create this awareness. And of course, hopefully more and more of this evidence will come and more and more people will know. Like I said, the best way is to tell other young people. The old people like us are not going to learn anything new. So, target the young people. That is where change has to happen. That is where change will come. And there is a lot of information, you know, coming out. For example, the other day I was reading the story about, in Kenya, they did this wonderful study. They looked at a tribe, who about 100 years back, half the tribe, they were hunter gatherers, hunting in the savanna. Half the tribe came and settled down in villages and all that. They started doing agriculture. And then, they found that the same group of people that I was talking to you about, in the hunter gatherers society were the heroes, because they would find out where the antelope was. They would find out where the best grazing, you know, fields were. They were the heroes. So, same guys with the same genes in the agrarian society were the zeros. They were stealing. They were getting into trouble. They were getting drunk and disorderly, beating people up. So, in a way, it is fascinating that the same thing in different social circumstances, you know, flowers as a different flower, the same seed. So, who is wrong? Is the seed wrong or the environment wrong? In the morning, I met a group of people who were studying about adjustment. And all of us have to adjust to our circumstances. Sometimes, the circumstances are like that. They throttle you, but we still have to learn how to adjust to them well. But, there are some people who adjust better, some people who do not adjust better. And up till now, we have said what to do? People who do not adjust will just sink and die or go to prison. The time has come to change this and say that our worlds are going to get even more complicated, are going to get even more frustrating and suffocating. So, are more and more of you young people going to just suffocate and die? Is that right? Shouldn't we recognize that most people have lots of talent and let that flower? In whatever circumstances, human beings, your next generation will be living in Mars. So, how will you guys adjust? How will they adjust? So, what we hope is that you will use this information to bring about changes in human societies. But, even if you are aware of some goals that is bad, he is trying to get rid of it. It has been like three years now that he is participating in horse riding, bungee jumping and all that. But, still he is not able to do that, completely get rid of it. Just ask him, when he does horse riding and bungee jumping, does he still drink and smoke? See, that is the whole thing. See, you yourself have brought up the solution. Then, he gets the urge to smoke. Fine. I mean, see, if you stop treating it as a moral problem, bad, you use the word bad. What is bad? Why is it bad? Health wise, yes, it is not good. But, that is not the way we look at it. The way we deal with it is bad, bad boy. Don't come near. Go. That does not help. That does not help him, because as you probably would have realized that he is a very bright, better than average person. Right. So, next time you go, realize that he is using it to control him, whatever, to normalize his functioning. If he is given great, good enough challenges, he would need that. It is not automatically going to, he has got used to it. He will have to find high, which takes care of it. He will also have to deal with it. There are ways and means to deal with it. But, if he does not have an alternative, and he only has this, he will keep coming back to this. But, as you rightly said, when he goes horse riding, he does not do it. When he is out saving the world, he does not do it, is it not? Steve Jobs did not need Ganja. He had Apple to take care of. So, in a way, it is about finding that project, that great dream on the hill, which all of us have to do, all of us. Because, in a certain, you guys have reached IIT, you cannot be dumb fools. To a great extent, you will also be those kids who have little bit of this, because you also have, you know, you have reached here, because you have some level of genius. The other side of genius is this restlessness, inability to sit there, get bored easily. So, you also carry great dangers on your shoulders. I do not mean you personally, but all of you. Because, none of you have reached this place without being slightly abnormal, and I mean it in a good sense. Very good question. First answer to that is, I do not know, because there are tests for people who fall very clearly on this side of the bell curve. But, these kids that we are talking about, a lot of them are not diagnosable disorders. I strongly suspect that I had ADHD as a child, not ADHD diagnosable. But, as my friends will tell me, why you all the time moving around? I find it difficult to stop my second thought coming before my first thought is finished. I would never have, I was the quintessential good boy. I would never have satisfied criteria for attention deficit hyperactivity disorder. But, throughout my life, I have seen that there are ways, you know, half way through a project. The second project would have entered my mind, and it has been difficult. So, it is not, you are right. I do not know, the answer to that is I do not know, how does one catch hold off? I think that the message should go out is that this is not a problem. This is actually latent genius. Then, we will catch it more. If we send out the message, yet this is not a problem, but this is something to encourage the other part of the coin, then we will probably get the message through. Then, mothers will say, this is something to look forward to. So, we will give more positive influences, and positive influences will help the children who need it, will help the children who do not need it, you know, exactly, you know, nothing, nothing, nothing. You are very good question, nothing. You know, tomorrow I am going to talk about behavioral addictions, which include things like workaholism. There are seven of the IT billionaires in this country, who I think have fallen to this category. None of them touches, I mean, none of them have problems with drug and alcohol, but they have problems in their work place. They are riding roughshod over people. They do not come home to eat dinner. They are least bothered about what their children are doing. They are so concentrated in the work, but they have created major resources for this country. So, there is no black and white dimension. You are absolutely right. This is not just about drug and alcohol. I got involved in it, because I work in this area, and my research took me from this area. So, what I am talking to you about is research from this particular area, but what we are realizing now is it is not just about this particular group. It is about huge proportion of humanity. It is generally, what I told you was not about alcohol. What I told you was a story about how brains work and sometimes work in different ways. Now, the nods are saying, please let us out. Sure, please. No, somebody is vulnerable to sustaining alcohol. From a policy point of view, should the quantum of punishment not be different for… Yes, yes, yes. This is the whole… This is right now in the case of whatever things of these issues, but they should be… That is a much more difficult question. The question that is being answered today in the courts of India, in this whole review that happened about the juvenile justice thing is whether children who are 17 years old should get, because of the crime that they have committed is so serious, whether they should be judged as adults. That is a bigger question to my mind. As a neurobiologist, I find it difficult to say that a 17-year-old brain, whatever the crime should be judged as a 35-year-old brain, because a 17-year-old brain is still trainable. A 17-year-old brain is still plastic. It can be molded. A 35-year-old brain is not. So, if you say a 35-year-old brain is become such a bad criminal that you cannot do anything other than put him in jail for life, do not agree, but still understandable. But if you tell me a 17-year-old is without help and the brain cannot change any longer, treat him like the 35-year-old and put him in jail for life, I do not agree. I vehemently do not agree. Because bigger question, which is now being entertained in the courts of the US is whether people with this kind of brain dimension require to be seen differently. That is a bigger question. The courts in the US are saying that they are not as culpable as people who do not have this issue. It is a difficult ethical question, but as far as the crime is so serious, criminality of a 17-year-old brain and the 35-year-old brain, I am firmly on the side of the 17-year-old. It is a very difficult ethical question. After this Delhi incident is a very topical question.