If you are a blind child in India, you will very likely have to contend with at least two big pieces of bad news. The first bad news is that the chances of getting treatment are extremely slim to none, and that's because most of the blindness alleviation programs in the country are focused on adults, and there are very, very few hospitals that are actually equipped to treat children. In fact, if you were to be treated, you might well end up being treated by a person who has no medical credentials as this case from Rajasthan illustrates. This is a three-year-old orphan girl who had cataracts. So, her caretakers took her to the village medicine man, and instead of suggesting to the caretakers that the girl be taken to a hospital, the person decided to burn her abdomen with red-hot iron bars to drive out the demons. The second piece of bad news will be delivered to you by neuroscientists, who will tell you that if you are older than four or five years of age, that even if you have your eye corrected, the chances of your brain learning how to see are very, very slim -- again, slim or none.
Ako ste slepo dete u Indiji, veoma je verovatno da ćete se suočiti sa barem dve loše vesti. Prva loša vest je da su vam šanse da budete lečeni veoma male, takoreći nikakve, zbog toga što je većina programa za ublažavanje posledica slepila u zemlji usmerena na odrasle, i zbog toga što je svega nekoliko bolnica uopšte opremljeno za lečenje dece. U stvari, čak i kada biste bili lečeni, verovatno bi vas lečila osoba bez medicinskih kvalifikacija, kao što to ilustruje ovaj slučaj iz Radžastana. Ovo je trogodišnja devojčica siroče koja ima kataraktu. Njeni staratelji su je odveli kod seoskog vrača, i umesto da im predloži da je odvedu u bolnicu, on je odlučio da joj opeče stomak usijalim gvozdenim šipkama kako bi isterao demone iz nje. Drugu lošu vest saopštiće vam neuronaučnici koji će vam reći da, ako ste stariji od 4 ili 5 godina, čak iako vam se ispravi nedostatak oka, šanse da vaš mozak nauči da vidi, veoma male - takoreći nikakve.
So when I heard these two things, it troubled me deeply, both because of personal reasons and scientific reasons. So let me first start with the personal reason. It'll sound corny, but it's sincere. That's my son, Darius. As a new father, I have a qualitatively different sense of just how delicate babies are, what our obligations are towards them and how much love we can feel towards a child. I would move heaven and earth in order to get treatment for Darius, and for me to be told that there might be other Dariuses who are not getting treatment, that's just viscerally wrong. So that's the personal reason.
Kada sam čuo ove dve stvari, duboko su me pogodile, kako iz ličnih, tako i iz naučnih razloga. Dozvolite mi da počnem sa ličnim razlozima. Zvučaće otrcano, ali sam iskren. Ovo je moj sin, Darijus. Kao novopečeni otac, imam potpuno drugačiji osećaj o tome koliko su bebe osetljive, o tome koje su naše obaveze prema njima i koliko ljubavi možemo osećati prema detetu. Pomerio bih nebo i zemlju da obezbedim lečenje za Darijusa, a spoznaja da možda postoje drugi kao Darijus, kojima lečenje nije omogućeno, za mene je to suštinski pogrešno. To bi bio moj lični razlog.
Scientific reason is that this notion from neuroscience of critical periods -- that if the brain is older than four or five years of age, it loses its ability to learn -- that doesn't sit well with me, because I don't think that idea has been tested adequately. The birth of the idea is from David Hubel and Torsten Wiesel's work, two researchers who were at Harvard, and they got the Nobel Prize in 1981 for their studies of visual physiology, which are remarkably beautiful studies, but I believe some of their work has been extrapolated into the human domain prematurely. So, they did their work with kittens, with different kinds of deprivation regiments, and those studies, which date back to the '60s, are now being applied to human children.
Naučni razlog leži u ideji neuronauka o kritičnom periodu, da ako je mozak stariji od četiri ili pet godina, on gubi sposobnost učenja. Ne mogu da prihvatim ovo jer smatram da ideja nije adekvatno ispitana. Ova ideja vuče korene iz radova Dejvida Hjubla i Torstena Vizla, dvojice istraživača sa Harvarda, koji su 1981. godine dobili Nobelovu nagradu za istraživanja fiziologije vida, što su izuzetno lepe studije, ali verujem da je deo njihovih radova prerano primenjen u kontekstu ljudi. Oni su istraživanja radili na mačićima, sa različitim režimima uskraćivanja, i rezultati tih studija, koji datiraju iz 60-ih godina, sada se primenjuju na deci.
So I felt that I needed to do two things. One: provide care to children who are currently being deprived of treatment. That's the humanitarian mission. And the scientific mission would be to test the limits of visual plasticity. And these two missions, as you can tell, thread together perfectly. One adds to the other; in fact, one would be impossible without the other. So, to implement these twin missions, a few years ago, I launched Project Prakash. Prakash, as many of you know, is the Sanskrit word for light, and the idea is that in bringing light into the lives of children, we also have a chance of shedding light on some of the deepest mysteries of neuroscience. And the logo -- even though it looks extremely Irish, it's actually derived from the Indian symbol of Diya, an earthen lamp. The Prakash, the overall effort has three components: outreach, to identify children in need of care; medical treatment; and in subsequent study. And I want to show you a short video clip that illustrates the first two components of this work.
Zbog toga sam osećao da bi trebalo da uradim dve stvari. Prva: da pružim negu deci kojoj je tretman trenutno uskraćen. To je humanitarna misija. Naučna misija bi bila testiranje granica vizuelne plastičnosti mozga. Ove dve misije se, kao što možete videti, savršeno uklapaju. Jedna dopunjuje drugu. Zapravo, nijedna ne bi bila moguća bez one druge. Da bih primenio ove dve misije, pre par godina sam pokrenuo projekat Prakaš. Prakaš, kao što mnogi od vas znaju, na sanskritu označava svetlo, i ideja je da kroz donošenje svetla u živote dece, takođe imamo priliku da osvetlimo neke od najdubljih misterija neuronauka. Logo, iako deluje izuzetno irski, izveden je iz indijskog simbola dije, odnosno zemljane lampe. Projekat Prakaš se sastoji iz tri dela, aktivnosti u zajednici kojima se pronalaze deca kojima je potrebna nega, medicinskog tretmana i naposletku, naučnog istraživanja. Želeo bih da vam pokažem kratak snimak koji ilustruje prve dve komponente ovog projekta.
This is an outreach station conducted at a school for the blind.
Ovo je stanica za aktivnosti u zajednici koje se sprovode u školi za slepe. (Tekst: Većina dece je skoro ili potpuno slepa.)
(Text: Most of the children are profoundly and permanently blind ...)
Pawan Sinha: So, because this is a school for the blind, many children have permanent conditions. That's a case of microphthalmos, which is malformed eyes, and that's a permanent condition; it cannot be treated. That's an extreme of micropthalmos called enophthalmos. But, every so often, we come across children who show some residual vision, and that is a very good sign that the condition might actually be treatable. So, after that screening, we bring the children to the hospital. That's the hospital we're working with in Delhi, the Schroff Charity Eye Hospital. It has a very well-equipped pediatric ophthalmic center, which was made possible in part by a gift from the Ronald McDonald charity. So, eating burgers actually helps.
Pavan Sinha: Pošto je ovo škola za slepe, stanje većine ove dece je trajno. Ovo je slučaj mikroftalmije, a to je nedovoljna razvijenost oka; trajna je i ne može se lečiti. Ovo je ekstremni primer mikroftalmije koji se naziva anoftalmija. Ipak, povremeno, kod neke dece se mogu pronaći ostaci vida, a to je veoma dobar znak. da je kod njih lečenje moguće. Nakon pregleda, dovodimo decu u bolnicu. Ovo je bolnica sa kojom radimo u Delhiju, Šrofova dobrotvorna očna bolnica. Ima veoma dobro opremljen pedijatrijski oftalmološki centar koja je delom omogućena zahvaljujući donaciji humanitarne organizacije Ronalda Makdonalda. Dakle, jedenje hamburgera zaista pomaže.
(Text: Such examinations allow us to improve eye-health in many children, and ... ... help us find children who can participate in Project Prakash.)
(Tekst: Ovakvi pregledi nam omogućavaju da popravimo vid mnoge dece, i... pomažu da pronađemo decu pogodnu za učešće u projektu Prakaš.)
PS: So, as I zoom in to the eyes of this child, you will see the cause of his blindness. The whites that you see in the middle of his pupils are congenital cataracts, so opacities of the lens. In our eyes, the lens is clear, but in this child, the lens has become opaque, and therefore he can't see the world. So, the child is given treatment. You'll see shots of the eye. Here's the eye with the opaque lens, the opaque lens extracted and an acrylic lens inserted. And here's the same child three weeks post-operation, with the right eye open.
PS: Dakle, kako budem zumirao oči ovog deteta, videćete uzrok njegovog slepila. Belilo koje vidite u sredini njegovih zenica je urođena katarakta, odnosno neprovidnost sočiva. U našim očima, sočiva su prozirna, ali su kod ovog deteta sočiva postala neprozirna i zbog toga ono ne može da vidi svet. Dete će zbog toga biti lečeno. Videćete snimke oka. Evo oka sa neprozirnim sočivom, ono se odstranjuje i na njegovo mesto se stavlja akrilno veštačko sočivo. Evo istog deteta tri nedelje posle operacije sa otvorenim desnim okom.
(Applause)
(Aplauz)
Thank you.
Hvala vam.
So, even from that little clip, you can begin to get the sense that recovery is possible, and we have now provided treatment to over 200 children, and the story repeats itself. After treatment, the child gains significant functionality. In fact, the story holds true even if you have a person who got sight after several years of deprivation. We did a paper a few years ago about this woman that you see on the right, SRD, and she got her sight late in life, and her vision is remarkable at this age. I should add a tragic postscript to this -- she died two years ago in a bus accident. So, hers is just a truly inspiring story -- unknown, but inspiring story. So when we started finding these results, as you might imagine, it created quite a bit of stir in the scientific and the popular press. Here's an article in Nature that profiled this work, and another one in Time. So, we were fairly convinced -- we are convinced -- that recovery is feasible, despite extended visual deprivation.
Dakle, čak i iz ovako kratkog snimka, možete da steknete utisak kako je oporavak moguć. Do sada smo tretman obezbedili za preko 200 mališana i priča se ponavlja svaki put. Posle intervencije, dete stiče značajnu funkcionalnost. Štaviše, ovo važi čak i za osobe koje su progledale posle više godina života bez vida. Pre par godina smo objavili rad o ženi koju vidite sa desne strane, SRD; njoj je vid vraćen kasnije u životu i vid joj je izvanredan u ovim godinama. Trebalo bi da dodam i tragičan epilog ove priče - umrla je pre dve godine u autobuskoj nesreći. Njena priča je zaista inspirativna, nepoznata, ali inspirativna. Objavljivanjem prvih rezultata, kao što možete zamisliti, uzburkali smo naučnu i popularnu štampu. Evo članka u časopisu „Priroda“ koji prikazuje naš rad, a evo još jednog u časopisu „Tajm“. Dakle, bili smo prilično ubeđeni da je oporavak moguć, uprkos produženom periodu vizuelne deprivacije.
The next obvious question to ask: What is the process of recovery? So, the way we study that is, let's say we find a child who has light sensitivity. The child is provided treatment, and I want to stress that the treatment is completely unconditional; there is no quid pro quo. We treat many more children then we actually work with. Every child who needs treatment is treated. After treatment, about every week, we run the child on a battery of simple visual tests in order to see how their visual skills are coming on line. And we try to do this for as long as possible. This arc of development gives us unprecedented and extremely valuable information about how the scaffolding of vision gets set up. What might be the causal connections between the early developing skills and the later developing ones?
Sledeće pitanje koje se nameće: kako teče oporavak? Ovo je način na koji smo to proučavali. Recimo da naiđemo na dete koje pokazuje osetljivost na svetlost. Dete dobija tretman, a želeo bih da naglasim da je tretman bez ikakvih obaveza, od pacijenata ne očekujemo ništa zauzvrat. Lečimo mnogo više dece od broja onih sa kojima radimo. Svako dete kome treba tretman bude lečeno. Posle tretmana, na oko nedelju dana, ispitujemo dete nizom jednostavnih vizuelnih testova da bi videli kako napreduju njihove vizuelne sposobnosti. Nastojimo da ovo radimo što je duže moguće. Krivulja razvoja nam daje jedinstvene i veoma korisne informacije o načinu uspostavljanja razvoja vida. Koja bi mogla biti uzročna veza između veština koje se rano razvijaju i onih koje se razvijaju kasnije?
And we've used this general approach to study many different visual proficiencies, but I want to highlight one particular one, and that is image parsing into objects. So, any image of the kind that you see on the left, be it a real image or a synthetic image, it's made up of little regions that you see in the middle column, regions of different colors, different luminances. The brain has this complex task of putting together, integrating, subsets of these regions into something that's more meaningful, into what we would consider to be objects, as you see on the right. And nobody knows how this integration happens, and that's the question we asked with Project Prakash.
Koristili smo opšti pristup pri istraživanju različitih vizuelnih sposobnosti, ali želim da istaknem jednu od njih. To je razbijanje slike na sastavne delove. Dakle, bilo koja slika slična onoj koju vidite levo, bilo da je reč o realnoj ili veštačkoj slici, sastoji se od sitnijih regija koje vidite u srednjoj koloni. Te regije su različitih boja i nivoa osvetljenosti. Mozak ima složen zadatak da sastavi i integriše podskupove ovih regija u nešto što ima više smisla, nešto što možemo smatrati predmetima, što možete videti desno. Niko ne zna kako se odvija ova integracija, a to je pitanje koje postavljamo u projektu Prakaš.
So, here's what happens very soon after the onset of sight. Here's a person who had gained sight just a couple of weeks ago, and you see Ethan Myers, a graduate student from MIT, running the experiment with him. His visual-motor coordination is quite poor, but you get a general sense of what are the regions that he's trying to trace out. If you show him real world images, if you show others like him real world images, they are unable to recognize most of the objects because the world to them is over-fragmented; it's made up of a collage, a patchwork, of regions of different colors and luminances. And that's what's indicated in the green outlines. When you ask them, "Even if you can't name the objects, just point to where the objects are," these are the regions that they point to. So the world is this complex patchwork of regions. Even the shadow on the ball becomes its own object. Interestingly enough, you give them a few months, and this is what happens.
Evo šta se događa ubrzo posle pojavljivanja vida. Evo osobe koja je progledala pre par nedelja, a vidite i Itana Majersa, postdiplomca sa MIT-a koji vrši eksperiment sa njim. Njegova vizuomotorna koordinacija je prilično loša, ali stiče se predstava o tome koje regije pokušava da iscrta. Ako mu pokažete stvarne slike, ako ih pokažete drugima poput njega, nisu u mogućnosti da prepoznaju većinu predmeta jer za njih je svet izuzetno fragmentisan, sačinjen je iz kolaža, zakrpa, regija različitih boja i osvetljenosti. To je označeno zelenim konturama. Kada ih pitate, čak i ako ne mogu da imenuju predmet, da samo pokažu gde se nalazi, oni pokazuju ove regije. Dakle, za njih je svet kompleksni skup zakrpa različitih regija. Čak i senka lopte postaje predmet za sebe. Zanimljivo je da, ako im date nekoliko meseci, desiće se sledeća stvar.
Doctor: How many are these?
Lekar: Koliko vidite predmeta?
Patient: These are two things.
Pacijent: Vidim dva.
Doctor: What are their shapes?
Lekar: Kog su oblika?
Patient: Their shapes ... This one is a circle, and this is a square.
Pacijent: Kog su oblika... Ovo je krug, a ovo je kvadrat.
PS: A very dramatic transformation has come about. And the question is: What underlies this transformation? It's a profound question, and what's even more amazing is how simple the answer is. The answer lies in motion and that's what I want to show you in the next clip.
PS: Došlo je do dramatične transformacije. Postavlja se pitanje šta je uzrok ove transformacije. Ovo je bitno pitanje, a još je fascinantnija jednostavnost odgovora. Odgovor leži u pokretu. To je ono što vam želim pokazati u sledećem snimku.
Doctor: What shape do you see here?
Lekar: Koji oblik vidite?
Patient: I can't make it out.
Pacijent: Ne mogu da razaznam.
Doctor: Now?
Lekar: A sad?
Patient: Triangle.
Pacijent: Trougao.
Doctor: How many things are these? Now, how many things are these?
Lekar: Koliko stvari je ovde? A sad, koliko ih je sad?
Patient: Two.
Pacijent: Dve.
Doctor: What are these things?
Lekar: Šta vidite vidite?
Patient: A square and a circle.
Pacijent: Kvadrat i krug.
PS: And we see this pattern over and over again. The one thing the visual system needs in order to begin parsing the world is dynamic information. So the inference we are deriving from this, and several such experiments, is that dynamic information processing, or motion processing, serves as the bedrock for building the rest of the complexity of visual processing; it leads to visual integration and eventually to recognition.
PS: Ovaj šablon viđamo iznova i iznova. Ono što je vizuelnom sistemu potrebno kako bi raščlanio svet je dinamična informacija. Zaključak koji izvlačimo iz ovoga i nekoliko sličnih eksperimenata je da obrada dinamičkih informacija ili obrada pokreta služi kao temelj za izgradnju ostatka složenosti vizuelne obrade, dovodi do vizuelne integracije i konačno do prepoznavanja.
This simple idea has far reaching implications. And let me just quickly mention two, one, drawing from the domain of engineering, and one from the clinic. So, from the perspective of engineering, we can ask: Goven that we know that motion is so important for the human visual system, can we use this as a recipe for constructing machine-based vision systems that can learn on their own, that don't need to be programmed by a human programmer? And that's what we're trying to do.
Ova jednostavna ideja ima dalekosežne implikacije. Dozvolite mi da spomenem dve, jednu iz domena inženjeringa i drugu iz kliničkog domena. Iz ugla inženjeringa, možemo se zapitati, s obzirom na to da znamo da je pokret toliko važan za ljudski vizuelni sistem, da li možemo to da iskoristimo kao recept za konstrukciju vizuelnog sistema zasnovanom na mašini koji može da uči samostalno, kome nije neophodno da ga programira čovek. To je ono što pokušavamo.
I'm at MIT, at MIT you need to apply whatever basic knowledge you gain. So we are creating Dylan, which is a computational system with an ambitious goal of taking in visual inputs of the same kind that a human child would receive, and autonomously discovering: What are the objects in this visual input? So, don't worry about the internals of Dylan. Here, I'm just going to talk about how we test Dylan. The way we test Dylan is by giving it inputs, as I said, of the same kind that a baby, or a child in Project Prakash would get. But for a long time we couldn't quite figure out: Wow can we get these kinds of video inputs? So, I thought, could we have Darius serve as our babycam carrier, and that way get the inputs that we feed into Dylan? So that's what we did. (Laughter) I had to have long conversations with my wife. (Laughter) In fact, Pam, if you're watching this, please forgive me.
Ja radim na MIT-u, a tamo morate naći primenu svakom osnovnom znanju koje steknete. Zbog toga kreiramo Dilana, računarski sistem sa ambicioznim ciljem da prima vizuelne ulazne informacije iste vrste kao što bi i dete, i da samostalno otkriva šta su predmeti u tim informacijama. Ne brinite za tehničke detalje Dilana, ovde ću samo govoriti o tome kako ga testiramo. Testiramo ga stimulacijom, kao što sam već rekao, istog tipa koju dobijaju bebe i deca u projektu Prakaš. Međutim, dugo nismo mogli da utvrdimo kako da dobijemo ovaj tip vizuelnog stimulusa. Pomislio sam da bi Darijus mogao da nam posluži kao bebi kamerman i na taj način snimi stimuluse koje bi bili informacija za Dilana. (Smeh) Morao sam dugo da ubeđujem suprugu. (Smeh) Zapravo, Pem, ako gledaš ovo, molim te, oprosti mi.
So, we modified the optics of the camera in order to mimic the baby's visual acuity. As some of you might know, babyies are born pretty much legally blind. Their acuity -- our acuity is 20/20; babies' acuity is like 20/800, so they are looking at the world in a very, very blurry fashion. Here's what a baby-cam video looks like.
Dakle, modifikovali smo optiku kamere tako da oponaša bebine vizuelne sposobnosti. Kao što možda znate, bebe su po rođenju praktično slepe. Naša oštrina vida je 6/6, a kod beba je 6/240 dakle, one vide svet kao veoma zamućen. Ovako izgleda video snimljen ovom kamerom.
(Laughter) (Applause)
(Smeh) (Aplauz)
Thankfully, there isn't any audio to go with this. What's amazing is that working with such highly degraded input, the baby, very quickly, is able to discover meaning in such input. But then two or three days afterward, babies begin to pay attention to their mother's or their father's face. How does that happen? We want Dylan to be able to do that, and using this mantra of motion, Dylan actually can do that. So, given that kind of video input, with just about six or seven minutes worth of video, Dylan can begin to extract patterns that include faces. So, it's an important demonstration of the power of motion.
Na svu sreću, nemamo zvučni zapis koji bi išao uz ovo. Ono što je fascinantno je da, sa ovako lošim vizuelnim informacijama, bebe veoma brzo uspevaju da otkriju značenje ovakvog stimulusa. U roku od dva do dana po rođenju, bebe počinju da obraćaju pažnju na majčino ili očevo lice. Kako se ovo dešava? Želimo da Dilan bude u stanju da to uradi, a koristeći ideju pokreta, Dilan zaista to može da uradi. Dakle, sa takvim video informacijama, nakon samo šest do sedam minuta trajanja snimka, Dilan može početi da razaznaje šablone koji uključuju lica. Ovo je važna demonstracija moći pokreta. Kliničke implikacije dolaze iz domena autizma.
The clinical implication, it comes from the domain of autism. Visual integration has been associated with autism by several researchers. When we saw that, we asked: Could the impairment in visual integration be the manifestation of something underneath, of dynamic information processing deficiencies in autism? Because, if that hypothesis were to be true, it would have massive repercussions in our understanding of what's causing the many different aspects of the autism phenotype.
Nekoliko istraživača povezuje vizuelnu integraciju sa autizmom. Kada smo to videli, postavili smo pitanje da li je moguće da je oštećenje vizuelne integracije manifestacija nečega ispod toga, nedovoljne obrade dinamičkih informacija kod autizma. Ako je ova hipoteza tačna, to bi imalo dalekosežne posledice u našem razumevanju uzročnika mnogih različitih aspekata autističkog fenotipa. Ono što ćete sad videti su snimci dva deteta,
What you're going to see are video clips of two children -- one neurotypical, one with autism, playing Pong. So, while the child is playing Pong, we are tracking where they're looking. In red are the eye movement traces. This is the neurotypical child, and what you see is that the child is able to make cues of the dynamic information to predict where the ball is going to go. Even before the ball gets to a place, the child is already looking there. Contrast this with a child with autism playing the same game. Instead of anticipating, the child always follows where the ball has been. The efficiency of the use of dynamic information seems to be significantly compromised in autism. So we are pursuing this line of work and hopefully we'll have more results to report soon.
jednog neurotipičnog i jednog sa autizmom kako igraju pong. Dakle, dok deca igraju pong, mi pratimo gde gledaju. Crvenim su prikazani pokreti očiju. Ovde vidimo neurotipično dete i možete videti da dete u stanju da stvara naznake na osnovu znakova dinamičke informacije da bi predvidelo gde će lopta ići. Čak i pre nego što loptica dođe do određene tačke, dete već gleda tamo. Uporedimo ovo sa autističnim detetom koje igra istu igru. Umesto da predviđa, dete uvek prati loptu gde je bila. Efikasnost upotrebe dinamičke informacije se čini ozbiljno ugroženom kod autizma. Nastavljamo da u radu idemo ovim putem i nadamo se da ćemo uskoro imati još rezultata.
Looking ahead, if you think of this disk as representing all of the children we've treated so far, this is the magnitude of the problem. The red dots are the children we have not treated. So, there are many, many more children who need to be treated, and in order to expand the scope of the project, we are planning on launching The Prakash Center for Children, which will have a dedicated pediatric hospital, a school for the children we are treating and also a cutting-edge research facility. The Prakash Center will integrate health care, education and research in a way that truly creates the whole to be greater than the sum of the parts.
Ako pogledamo napred, uzevši ovaj disk tako da predstavlja svu decu koju smo lečili do sada, ovo je opseg problema. Crvene tačkice predstavljaju decu koju još nismo lečili. Dakle, ima još mnogo dece kojoj je tretman neophodan, a kako bismo proširili domet projekta, planiramo da pokrenemo Prakeš centar za decu koji će u svom sklopu imati pouzdanu pedijatrijsku bolnicu, školu za decu koju lečimo i savremenu istraživačku stanicu. Centar Prakaš će integrisati zdravstvenu zaštitu, edukaciju i istraživanje na način koji stvara celinu veću od prostog zbira pojedinačnih delova. Da sumiramo, Prakaš je, za svojih pet godina postojanja,
So, to summarize: Prakash, in its five years of existence, it's had an impact in multiple areas, ranging from basic neuroscience plasticity and learning in the brain, to clinically relevant hypotheses like in autism, the development of autonomous machine vision systems, education of the undergraduate and graduate students, and most importantly in the alleviation of childhood blindness. And for my students and I, it's been just a phenomenal experience because we have gotten to do interesting research, while at the same time helping the many children that we have worked with.
imao uticaj na veliki broj oblasti, idući od osnove neuronauka, plastičnosti mozga i učenja, do klinički relevantnih hipoteza, kao kod autizma, razvoja autonomnih, veštačkih vizuelnih sistema, obrazovanja studenata osnovnih studija i postdiplomaca, i što je najvažnije, na uklanjanje slepila kod dece. Za moje studente i mene, ovo je bilo fenomenalno iskustvo jer smo bili u prilici da sprovodimo interesantno istraživanje a da istovremeno pomažemo velikom broju dece sa kojom smo radili.
Thank you very much.
Hvala vam puno.
(Applause)
(Aplauz)