[User] Please transcribe this text

[Assistant] The top of stack is a opening bracket. What is the precedence of opening bracket? Let's write opening bracket over here. The precedence of


[User] Please transcribe this text

[Assistant] Opening bracket is minus 1, because it is not operator. So, the precedence function will return minus 1. This precedence function will return minus 1. So, we will get minus 1. So, is the precedence of infix of i, so there is a bracket over here. Okay. Is precedence of infix of i, which is 1, is 1 less than or equal to minus 1? Is it less than or equal to minus 1? No.


[User] Please transcribe this text

[Assistant] It is not less than minus one or it is not even equal to minus one. One is not less than minus one. So this while loop will stop its execution.


[User] Please transcribe this text

[Assistant] We will come outside this while loop that is outside 4.2.3.1.


[User] Please transcribe this text

[Assistant] Because we are inside 4.2.3, right? Inside 4.2.3, we have a while loop, that is this instruction, and we have one more push instruction. This push instruction says, push the current operator onto the stack.


[User] Please transcribe this text

[Assistant] Which is the current operator which we are at. We are at infix of i which is infix of 5 which is minus. So now this minus is taken and pushed onto the stack. So minus will come over here. This will become the new top of the stack. Okay, so you've got minus in the stack.


[User] Please transcribe this text

[Assistant] We will come outside this else block. We will come outside.


[User] Please transcribe this text

[Assistant] The 4.2 block we will come outside the 4 and we will actually go at the end of the loop because we pretty much done all the instructions inside the step number 4 inside 4.2 and inside 4.2.3.


[User] Please transcribe this text

[Assistant] So we will come at the end of the for loop, we will come at the start of the for loop and now I will become 6. So I will now point at index position 6 which is an operand.


[User] Please transcribe this text

[Assistant] So operand by now, we've understood that we just simply have to print the operand into the postfix expression. Which is this condition, if infix of i is operand, just add it to the postfix expression. So see, I'll just write as it is. Let's quickly move forward, now we're getting a hang of it. Now i will become 7.


[User] Please transcribe this text

[Assistant] Now seven is a closing bracket, right? Seven infix of i is a closing bracket, you can see. So for that we have condition three.


[User] Please transcribe this text

[Assistant] So point number three is for closing bracket which we have got over here and it says pop and print the stack till the stack gets empty or a opening bracket is found


[User] Please transcribe this text

[Assistant] And then just pop that opening bracket as well. Don't print it, just pop it out. Just remove it because in the postfix expression, we are not requiring any opening or closing bracket. So we don't need to print that.


[User] Please transcribe this text

[Assistant] When I say print, it means that adding it to the postfix expression. So we've got a closing bracket. We will execute point number three. Point number three stays.


[User] Please transcribe this text

[Assistant] Pop and print the stack. What do we have at the top of the stack? Minus.


[User] Please transcribe this text

[Assistant] So minus will be popped first. I'm going to write minus over here. It is popped out. So now the new top of the stack is this opening bracket, right?


[User] Please transcribe this text

[Assistant] The condition says pop and print the stack till the stack gets empty. We have not yet emptied the stack.


[User] Please transcribe this text

[Assistant] But the other condition in the or says or opening bracket is found. So opening bracket is found at the top of the stack.


[User] Please transcribe this text

[Assistant] So we can now stop it, but before stopping this lsif condition, we have to simply pop this opening bracket out. So I'm gonna just pop it out, which means I'm just gonna erase it.


[User] Please transcribe this text

[Assistant] And not printed in the postfix expression because we don't require brackets. Now the new top of the stack is this one last opening bracket. Okay?


[User] Please transcribe this text

[Assistant] Alright, so, so far if you've observed, our postfix expression is pretty much exactly the same as the manual expression.


[User] Please transcribe this text

[Assistant] So let's move forward. This, since this third part is executed, we are done with this iteration. So now I will become eight. I will become eight and we are at.


[User] Please transcribe this text

[Assistant] This position, index position 8, which is a star operator.


[User] Please transcribe this text

[Assistant] So again, step number 4 will be executed because it is for operators. I'm gonna go a little fast now.


[User] Please transcribe this text

[Assistant] In this, 4.1 will not be executed, stack is not empty. 4.2 will be executed because stack is not empty.


[User] Please transcribe this text

[Assistant] So if stack not empty, 4.2 is executed in 4.2, we will see the precedence.


[User] Please transcribe this text

[Assistant] What is infix of i? Infix of i is star. We are currently at star operator. The precedence of star is 2.


[User] Please transcribe this text

[Assistant] So if precedence of infixor y is greater than precedence of stack of top, stack of top is a opening bracket whose precedence will be minus 1 according to r.


[User] Please transcribe this text

[Assistant] Custom function that we will create when we actually implement this program.


[User] Please transcribe this text

[Assistant] So obviously, 4.2.1 will be executed and in this part, we simply push the infix of i which is a star operator.


[User] Please transcribe this text

[Assistant] On to the stack because the precedence of this operator is


[User] Please transcribe this text

[Assistant] higher than the current top of stack which is a opening bracket and has minus one precedence according to our implementation.


[User] Please transcribe this text

[Assistant] Hence infix of i will be pushed onto the stack so star operator will go onto the stack and now it will become the top of the stack. And of course we will come at the end of the for loop and now i will become 9. So when i will become 9 it is


[User] Please transcribe this text

[Assistant] A simple operand, it has to be printed as it is. Let's print d as it is. I'm gonna write d as it is. Let's move forward. When we move forward, we get i equals to 10. Let's make i equals to 10.


[User] Please transcribe this text

[Assistant] I'm assuming you guys are also dry running this entire pseudocode with me. That's the best way you can practice and understand the working. So when I will become 10, we are having


[User] Please transcribe this text

[Assistant] Step number four will be executed because it is for operators.


[User] Please transcribe this text

[Assistant] Else if stack not empty. Stack is not empty. Obviously you can see stack is not empty. So, 4.2.1. What is this?


[User] Please transcribe this text

[Assistant] If precedence of infix of i, that is, if precedence of race to operator, which is 3, is greater than precedence of stack of top. What is stack of top? Star. What is its precedence? 2. Is 3 greater than 2? Yes.


[User] Please transcribe this text

[Assistant] So 4.2.1 will be executed, then push the infix of i onto the stack.


[User] Please transcribe this text

[Assistant] You get it printed in the postfix as it is. So directly attach it because point number 1 applies to that.


[User] Please transcribe this text

[Assistant] Which is, if it is operant, then just attach it to the postfix expression. Now i becomes 12.


[User] Please transcribe this text

[Assistant] And I'm going a little fast because I'm assuming you guys have got the hang of it. Now we are at


[User] Please transcribe this text

[Assistant] I equals to 12, which is another exponent operator. Now let's see what happens because this is a unique condition.


[User] Please transcribe this text

[Assistant] We already have a top of the stack as a race to operator, which has the highest precedence of three.


[User] Please transcribe this text

[Assistant] And now let's see in the loop what happens. So in the loop, in the for loop obviously, point number 1 will not be applicable. It is not an operand, it is an operator. Race 2 is an operator. So this will also not be applicable. The character is not


[User] Please transcribe this text

[Assistant] Opening bracket, the character is not closing bracket, so step number 4 will be implemented, which is for operators. In 4,


[User] Please transcribe this text

[Assistant] But stack is not empty, so 4.1 will not be executed. 4.2 will be implemented. 4.2 says, if stack not empty. So if stack not empty, we will go inside this elseif, which has multiple steps. Now here, we will check.


[User] Please transcribe this text

[Assistant] If precedence of infix of i, infix of i, what is infix of i? Infix of 12 which is exponent operator is the precedence which is 3 greater than is 3 greater than


[User] Please transcribe this text

[Assistant] Precedence of stack of top. That is top of stack. What is top of stack? Also a race to operator. Is 3 greater than 3? No. This is not true.


[User] Please transcribe this text

[Assistant] It is equal to 3, but it is not greater, right? So 4.2.1 will not be executed. Let's move ahead in the elsef. Let's see 4.2.1. Now here, this condition will become matching.


[User] Please transcribe this text

[Assistant] Which says, if precedence is matching, that is infix of i,


[User] Please transcribe this text

[Assistant] That is precedence of infix of i is equal equal to precedence of stack dot top. This is equal, right? This is true.


[User] Please transcribe this text

[Assistant] So this is equal and in the AND clause,


[User] Please transcribe this text

[Assistant] The infix of i is a exponent operator. So this is also true, which means else if condition will be executed, which says push the infix of i onto the stack. So we have to take this exponent also and push it onto the stack. So one more raised to operator or exponent operator is pushed onto the stack. And now this becomes the new top of the stack. Okay, so this is the new top of the stack.


[User] Please transcribe this text

[Assistant] The reason why we have this unique condition is because, as I mentioned, when we evaluate or when we convert infix to postfix expression, which involves two simultaneous race to operators, in that case, we go from right to left and not left to right. So when we go from left to right,


[User] Please transcribe this text

[Assistant] But since the associativity of race to operator is from right to left, we will first


[User] Please transcribe this text

[Assistant] Push both the race to operators onto the stack and then pop them out together so that they come side by side just like we have in the manual conversion. And you'll see that in a minute and then things will be more clear. Okay?


[User] Please transcribe this text

[Assistant] So since this 4.2.2 is executed, we will come outside the entire if-else statements. We will come at end of the for loop and now i will become 13. So when i becomes 13, we have f.


[User] Please transcribe this text

[Assistant] F is an operand, so step number 1 applies. We have to simply paste it or print it in the postfix expression DEF. Okay? And then I will become 14. I will become 14, so we are at this position which is now a closing bracket.


[User] Please transcribe this text

[Assistant] And now things are gonna pop off and let's see how things work. So when we get a closing bracket, we come at point number three. Point number three is for closing bracket, right? So if infix of i is a closing bracket, then pop and print the stack.


[User] Please transcribe this text

[Assistant] So we have to pop and print all the operators till the stack gets empty.


[User] Please transcribe this text

[Assistant] Or we get a opening bracket. So obviously when you're popping, this race to operator is popped out first. Let's write down race to over here. So we erase this out.


[User] Please transcribe this text

[Assistant] And printed it in the postfix expression. So now this is the new top. So this also has to come out because we have to keep on copying and printing.


[User] Please transcribe this text

[Assistant] Till the stack gets empty or a opening bracket is found. Is the opening bracket found at the top? No. So even this is popped out. So we'll write one more race two symbol over here. This is popped out.


[User] Please transcribe this text

[Assistant] Now the new top of the stack is star operator. Is star operator equal to, uh, opening bracket? No.


[User] Please transcribe this text

[Assistant] Is the stack empty? No. So we still have to pop this also. So this is also popped out. We'll write star over here. And let's erase this out. And now the new top of the stack is a opening bracket.


[User] Please transcribe this text

[Assistant] So, the condition says pop and print stack till the stack gets empty or a opening bracket is found. And once the opening bracket is found,


[User] Please transcribe this text

[Assistant] Pop that opening bracket. So we'll simply pop this out, but we will not print it because we are not requiring brackets in our postfix expression. So now our stack has also become empty.


[User] Please transcribe this text

[Assistant] Okay, if you see the expression so far, it is exactly same as the manual conversion.


[User] Please transcribe this text

[Assistant] We've pretty much got our final answer now. We are left with last


[User] Please transcribe this text

[Assistant] This divide by operator. So since it is an operator, we will go to step number 4 in the loop.


[User] Please transcribe this text

[Assistant] In 4, 4.1 will be executed now because if stack empty, then push infixify onto the stack. Stack is empty, you can see. So this divide by operator, division operator will be pushed onto the stack. And now this will be the new top of the stack. Then we will move forward, i will become 16.


[User] Please transcribe this text

[Assistant] 16 is this G. G is a simple operand, so rule number 1 will be applicable. If it is operand, just put it and paste it into the postfix expression, so I'm gonna write G as it is over here.


[User] Please transcribe this text

[Assistant] And now we have exhausted the entire infix expression from 0 to 16. We've scanned the expression from left to right. So lastly, when this for loop completely completes executing, that is this entire code, you can see that in stack we have left with the divide by operator as it is.


[User] Please transcribe this text

[Assistant] So one last statement will be like just pop and print all the operators remaining in the stack till the stack becomes empty. So that's something that I've not mentioned in this pseudocode, but


[User] Please transcribe this text

[Assistant] After this for loop ends over here, there would be one last statement which will basically come after this loop.


[User] Please transcribe this text

[Assistant] So after this end for loop, we will have one more instruction which will say pop and print remaining operators from the stack. Okay. So lastly, we will just


[User] Please transcribe this text

[Assistant] This process will come to a halt, our entire function will be done. And now, if you observe, the manual conversion is exactly equal to the stack conversion using this pseudocode.


[User] Please transcribe this text

[Assistant] So I hope you've understood step by step the entire pseudocode of infix to postfix conversion using stack data structure and the next obvious video, the next tutorial is to take this entire pseudocode and write a C++ program to implement and to do the practicals of infix to postfix using stack data structure.


[User] Please transcribe this text

[Assistant] Now this can be also implemented using any other general purpose programming language because the pseudocode is always gonna be the same. The rules are obviously gonna be the same.


[User] Please transcribe this text

[Assistant] And you can do the practicals using Java or Python or any other general purpose programming language.


[User] Please transcribe this text

[Assistant] Okay, so that's it for this video guys. If you like this video, please give this video a like. Let me know in the comments how this video was, if you watched it so far and understood this entire tutorial. And if you've stuck throughout this video till this point, I would highly appreciate if you can add a comment and give this video a like.


[User] Please transcribe this text

[Assistant] And lastly, definitely share this video with your friends. This is an important video. And this is where I'm gonna conclude this video. Thanks for watching. See you in the next one. Peace.


[User] Please transcribe this text

[Assistant] Illustrated by Marcus Cutler Focus Question What is a dream?


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[Assistant] I dream about space.


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[Assistant] I dream about monkeys.


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[Assistant] I dream about robots.


[User] Please transcribe this text

[Assistant] Dream about super powers.


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[Assistant] I dream about food.


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[Assistant] I dream about sports.


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[Assistant] I dream about monsters.


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[Assistant] I dream about good sleep.


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[Assistant] Do you dream about Draw a picture


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[Assistant] And write this sentence. I dream about


[User] Please transcribe this text

[Assistant] Science. Why do you sleep? Share your ideas with a partner.


[User] Please transcribe this text

[Assistant] Carlos Goes to School, written by Lorena F. DiBello, illustrated by Angela Kamstra Jacobson.


[User] Please transcribe this text

[Assistant] You know, you see this wall throughout online blogs, a lot of street fashion.


[User] Please transcribe this text

[Assistant] Uhm, the color itself is identifiable.


[User] Please transcribe this text

[Assistant] Well, I think this wall stands out because like I said, the shade of the pink is completely identifiable, um, location and also the height of the building and the shape of the building also is what makes it stand out.


[User] Please transcribe this text

[Assistant] It's a factor that I have a particular interest in, a trait that I have a particular interest in because I've done a lot of work studying creativity, especially creative achievement. Uhm, there's a difference between creativity and creative achievement. Creativity,


[User] Please transcribe this text

[Assistant] Let's say, technically speaking, from a measurement perspective, is the ability to generate a diverse range of original but practical ideas. And so, you can measure creativity using, uhm, uh, uh, divergent thinking test, for example. Uhm, one of them is, a good one, is the Torrance Creativity Test.


[User] Please transcribe this text

[Assistant] Think of. And you can score that in various ways. You can score absolute number of responses. You can score proportional originality of response. So let's say, you know, you only have ten responses, but no one else came up with those responses, so you get extra credit for that. And, uh,


[User] Please transcribe this text

[Assistant] Oh yes, and categorical diversity. These are harder to score, and they require multiple raters to get any reasonable degree of convergence, but categorical diversity would be


[User] Please transcribe this text

[Assistant] And that's where we specialized, uh, with a student of mine named Shelly Carson. Uhm, we developed this instrument called the Creative Achievement Questionnaire which is now one of the most


[User] Please transcribe this text

[Assistant] Depends on how you define it. And there's reasons to assess both the ideation process and the outcome process. And, uh, so I'll talk to you about the creative achievement questionnaire as well when we go through this. Uhm, and so openness to experience is


[User] Please transcribe this text

[Assistant] As two aspects, uhm, oddly named, in some sense, openness and intellect.


[User] Please transcribe this text

[Assistant] Openness ends up being named twice because it's not easy to come up with a single word that captures what openness is better than openness, and so uhm,


[User] Please transcribe this text

[Assistant] Openness and intellect are the two aspects, so let's go with intellect first. Intellect is, is


[User] Please transcribe this text

[Assistant] They seem interested in ideas. They seem fluent with ideas. And so that's intellect, essentially. And openness is more creative.


[User] Please transcribe this text

[Assistant] Imaginative aesthetic, so people who are interested in art and literature and dance and, and that, and, and the sort of creative end of the distribution. They're also generally smart people,


[User] Please transcribe this text

[Assistant] They might be high in intellect, but they have that additional appreciation for aesthetic experience, which seems to be part and parcel of their implicit constitution. And so,


[User] Please transcribe this text

[Assistant] And one of the things I would like to say right off the bat is just to dispense with this idea. You know, you hear this idea bandied around all the time in the popular media, and psychologists aid and abet this to a substantial degree, that everyone's creative. That is absolutely wrong. It's not the case. It's that, first of all, creativity is relatively rare.


[User] Please transcribe this text

[Assistant] And the bulk of the creative work is done by a very tiny proportion of the people. It's one of those Pareto distribution phenomena.


[User] Please transcribe this text

[Assistant] One, okay, two, hey, that's a lot for a group this size. Uhm, how many of you have painted more than three oil paintings?


[User] Please transcribe this text

[Assistant] Oh wow, that figures. Well, you guys would be much higher in openness than the typical audience because, well, otherwise you wouldn't be here. But, uhm.


[User] Please transcribe this text

[Assistant] To listening to a lecture about ideas, right, so I've got a skewed sample here.


[User] Please transcribe this text

[Assistant] Uhm, you know how many paintings Picasso painted? You know how many works of art he created? For those of you who are thinking about, thinking...


[User] Please transcribe this text

[Assistant] Happy thoughts about your three oil paintings? 65,000.


[User] Please transcribe this text

[Assistant] Wrote so much music, composed that is, so much music, that if you were a professional copyist, it would take you several decades of eight hour days just to transcribe it. And only a tiny proportion of Bach's compositions are still played. So that's another Pareto distribution phenomenon. I think it's...


[User] Please transcribe this text

[Assistant] Composers, only five. And 95% of what's played of their work is drawn from only 5% of their published corpus of compositions. That's another good example of how not only is it a small proportion of people who are doing the greatest amount of


[User] Please transcribe this text

[Assistant] Who are producing the greatest volume of productive work, but then you can even look at their volume of work, and it's only a tiny fraction of their total volume of work that's doing most of the heavy lifting. It's preto distribution all the way down, right? Preto distribution, uhm, is a phenomena that occurs where


[User] Please transcribe this text

[Assistant] I think they die in large part because of the consequence of the Pareto distribution. So imagine this. Imagine you have a company with 10,000 employees. Let's say 200 of them do half the work. We'll be generous about it. The question is, which 200? And the answer is,


[User] Please transcribe this text

[Assistant] You probably don't know, or you probably don't want to know. But, because it's not likely the people that you think it is. Especially if your corporation is failing, because you're not really paying attention the way that you should be. Okay, so imagine this. So, you have a very large corporation, and a very tiny proportion of the people are doing all the productive work. And then you have a bad quarter. And then you announce that there's gonna be layoffs. Who's the first to lean?


[User] Please transcribe this text

[Assistant] And so the problem is that once it starts to sink, especially if you make the wrong decision, the sinking is going to occur ever more rapidly. And I think that's part of the reason why Marx in some sense was wrong, because Karl Marx thought that capital would accrue in the hands of smaller and smaller numbers of people, and he was right in that


[User] Please transcribe this text

[Assistant] Capital accumulation also follows a Pareto distribution, right? I think the twelve richest people in the world have as much money as the bottom two billion. It's something like that.


[User] Please transcribe this text

[Assistant] And you know, you hear about the 1% all the time. By the way, you're all in the 1%.


[User] Please transcribe this text

[Assistant] Uhm, you only need an yearly income of $32,000 a year to be in the upper 1% for the world income distribution.


[User] Please transcribe this text

[Assistant] Capital does accrue in the hands of a relatively small proportion of people.


[User] Please transcribe this text

[Assistant] But what Marx missed was that there isn't a lot of intergenerational stability with regards to where the capital stays.


[User] Please transcribe this text

[Assistant] And so, there's, there's a relatively small probability that you're currently in the 1%, say by Canadian standards, but there's a reasonable probability that you will be in the 1% at some point for some period of time during your life. I think it's 10%.


[User] Please transcribe this text

[Assistant] I think it's something like 25% that you'll be in the upper 5%.


[User] Please transcribe this text

[Assistant] And so, even though the fact that a small percentage of the people have most of the capital, the


[User] Please transcribe this text

[Assistant] And I think part of the reason why large companies collapse is actually a consequence of the Pareto distribution that I just described. As your company grows, incompetence grows exponentially and competence grows linearly, which is a real, which is really, you know, not a good thing. But one of the consequences of that is that things get so large that they fail.


[User] Please transcribe this text

[Assistant] Which is another interesting thing to know about credo distributions, because you remember during the financial crisis, everybody said, too big to fail, which is exactly the wrong thing to say. Because the right thing to say is, so big, it will inevitably fail. And that's, that's something that I think is worth knowing at a general level as well. You don't wanna,


[User] Please transcribe this text

[Assistant] Things don't necessarily scale, right? I mean, there's an old rule, if you want to build a large thing that works, start by building a small thing that works and scale it. But there's another rule which was not everything scales.


[User] Please transcribe this text

[Assistant] Open people. This is the creative end. Enjoy the beauty of nature. Believe in the importance of art.


[User] Please transcribe this text

[Assistant] Love to reflect on things. Get deeply immersed in music.


[User] Please transcribe this text

[Assistant] Do not, do not like poetry. Reverse. Seldom notice the emotional aspects of paintings and pictures. Reverse. Need a creative outlet.


[User] Please transcribe this text

[Assistant] seldom get lost in thought, reversed seldom daydream, reversed see beauty in things that other people


[User] Please transcribe this text

[Assistant] Have difficulty understanding abstract ideas, reversed. Can handle a lot of information. Like to solve complex problems. Avoid philosophical discussions, reversed. Avoid difficult reading material, reversed. Have a rich vocabulary. Think quickly. Learn things slowly, reversed. Formulate ideas clearly.


[User] Please transcribe this text

[Assistant] So you can see, that's the difference between smart and creative, I would say, roughly speaking, or maybe between smart and imaginative. Now, there's a fair bit of overlap between them, and IQ, by the way, is very powerfully, positively correlated with both of them.


[User] Please transcribe this text

[Assistant] Uh, openness to experience seems in large but not complete part to be the reflection of IQ, general intelligence, in personality. But there's the creativity dimension to it too. And so, so how do you...


[User] Please transcribe this text

[Assistant] Imaginative, creative, complex, curious, daring, independent, analytical, untraditional, liberal, broadly interested. That's the open types. So.


[User] Please transcribe this text

[Assistant] And so they orient their world around such pursuits. I think, remember I talked to you about the hierarchy at the beginning with


[User] Please transcribe this text

[Assistant] I think the open people's attentional focus gravitates up the hierarchy, so they're interested in broader, lower resolution ideas where the more concrete types, maybe the more conservative types, or at least the less open types,


[User] Please transcribe this text

[Assistant] So most people with a high IQ are interested in ideas.


[User] Please transcribe this text

[Assistant] And so we're going to talk about IQ, because IQ is the most powerful predictor.


[User] Please transcribe this text

[Assistant] of long-term life outcomes that social scientists have ever identified by a large margin.


[User] Please transcribe this text

[Assistant] Right, and most of you are old enough to remember that there were kids who got held back, right, who failed.


[User] Please transcribe this text

[Assistant] Now, that's not as common as it used to be, but, you know, if you had a class of 35 kids, there were two kids in the class who were likely to be held back. And maybe there was one kid who'd been held back more than once. And that was a kid. And that might have been a kid who had behavioural problems, but often was a kid that just


[User] Please transcribe this text

[Assistant] He just, or she just didn't have the intellectual wherewithal to master the material. And so, one out of fifteen


[User] Please transcribe this text

[Assistant] Well, they could master the curriculum without any effort whatsoever, right? They were just, and there was usually two or three of them. It's like they were the brains of the class.


[User] Please transcribe this text

[Assistant] That's, that's the differentiation of people by intelligence and the problem with it is, is that it's both


[User] Please transcribe this text

[Assistant] Obvious beyond belief and painful beyond bearing.


[User] Please transcribe this text

[Assistant] Because the truth of the matter is, is that there is such a wide variation in human cognitive ability, that it's actually almost miraculous. You know, and if you're a smart person,


[User] Please transcribe this text

[Assistant] Almost all the people you know are as smart as you are smarter. You don't know anybody who's in the other end of the cognitive distribution, 85 and below.


[User] Please transcribe this text

[Assistant] There's just as many people down at that end of the spectrum as there is at the top. You have no idea how much difference there is between those two categories of people. And how difficult it is for people


[User] Please transcribe this text

[Assistant] Uhm, the U.S. military, which did IQ testing, much of the basic research in IQ testing, very, very interested the military in rapidly screening people for competence.


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[Assistant] Why? Well, because if you're in a war, it's like you probably don't want to lose, and so placing the most competent people in positions of authority as fast as you possibly can is a paramount concern, and so the army has always been very much concerned about this. It's done IQ testing. Uhm, and they did IQ research for a hundred years, and they concluded


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[Assistant] I don't remember when, but it was several decades ago, and now this has been passed into American law that it is illegal to abduct into the American Armed Forces anyone with an IQ of less than 83. That's 10% of the population.


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[Assistant] Now you think about what that means. It's not like the armed forces hasn't, doesn't have a continual demand for, for people, right? They're a, they're a, uh, uh, eager employer.


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[Assistant] Particularly in times of combat, but even in times of peace, because


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[Assistant] And for the military to conclude that 10% of the population can't be trained under any circumstances to do anything useful whatsoever in an organization as complicated as the armed forces is something to reflect upon because it's probably no more complex than ordinary life.


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[Assistant] And so what that essentially means is that our society is already structured so that 10% of the population is fundamentally unemployable.


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[Assistant] And so that's an awful, and you see the conservatives, they don't like that because they think, well, if you just, you know, worked hard enough, that's the conscientiousness element.


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[Assistant] There'd be a job for you, and there's truth in that, because hard work does produce life's success. And the liberals think, well, you can train anyone to do anything, which is probably untrue.


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[Assistant] And also unfair to those people that you actually can't train to do complex things, and it's ungrateful as well, if you happen to be one of those people, say, gifted with an IQ of 145 to say, well you can train anyone to do anything, look at me, it's like, yeaah.


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[Assistant] Right, no, sorry, you know, you were one in a thousand at birth. And, you know,


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[Assistant] It's something to be grateful for and to remember, if you can, what it's like to be on the opposite end of the spectrum.


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[Assistant] Because it is straightforward and it's quite easy to understand. So imagine this.


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[Assistant] And you can abstract away from the world and you can manipulate the abstractions. And that's thought.


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[Assistant] With regard to speed and to regard, and with regards to number of variables that they can conceptualize simultaneously.


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[Assistant] And as well with regards to how fast they can master new material.


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[Assistant] Psychometric intelligence. Okay, so now you wanna assess how many variables someone can


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[Assistant] Uhm, simultaneously process how fast they can do it and how quickly they can learn.


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[Assistant] And you want to reduce that to a test that you can administer quite quickly so that you can predict their academic and industrial performance. So what do you have to do? So then, here's, here's the technical way of doing it. Uhm, gather a library of 10,000 questions. Doesn't matter what the questions are. About anything.


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[Assistant] Okay, now you've got your 10,000 questions, so you've kind of randomly covered the set of things people could know or, or calculate.


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[Assistant] Now, draw out a set, random set of a hundred questions, and administer that to a hundred people. Okay, and then the score is just how many questions people get right. Then rank order the people, from high score to lowest score. Okay? You've just rank ordered them by IQ. That's all there is to it.


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[Assistant] So then here's what you do next, because you want to test the reliability of it. So you could wait two weeks and...


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[Assistant] But then you could do another trick, equally interesting. You could go back to your set of 10,000 questions, draw another random set of 100, test the same people, rank order them, and the


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[Assistant] The correlation between the rank orders, even though you use different questions, would be almost as high as the correlation between testing the same set of people twice. Right.


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[Assistant] That's what happens if it's a technically an IQ test. It's also corrected for age because older people tend to


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[Assistant] It doesn't matter that much, because older people know more things, but younger people are faster calculators. And so,


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[Assistant] Your crystallized intelligence, which is sort of a measure of what you know increases as you age, but your fluid intelligence, which is how fast you can compute declines. If you want to keep your fluid intelligence intact, the best thing to do is not cognitive exercises of the sort that were, uh, flogged on the internet a few years ago, uh,


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[Assistant] There were a bunch of companies that were trying to, uh, promote the idea that, you know, active engagement in complex cognitive exercises would maintain or increase your IQ. It's like wrong. It's not, it's not the case.


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[Assistant] Like, if you give someone a cognitive exercise and they practice it, they get better and better at it. But it does not affect how they do another cognitive exercise. And there's no cross-exercise transmission of skill.


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[Assistant] No one knows how to increase IQ. You can increase crystallized IQ with education. But nobody's figured out how to increase fluid IQ except with nutrition. If your kids are well nourished,


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[Assistant] Development investment dollar, the best thing to do is to concentrate on early childhood nutrition and vaccination. It produces a something like a 60 to 1 return on investment.


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[Assistant] So, that's kind of an interesting thing to know. Anyways, that's pretty much all there is to IQ. And that's kind of terrifying.


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[Assistant] Because it's not that difficult to understand, and it's not that difficult to administer, and it's a deadly predictor of long-term life success. So for example, if just before you were born, you had the option of being born at the 95th percentile for wealth, or the 95th percentile for IQ in a Western society,


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[Assistant] The answer is IQ. It's a better predictor of success at 40 than the socioeconomic status of your birth family.


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[Assistant] So, and that, that to me is actually really, look, there's some things about this that are really positive, and this is another thing that


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[Assistant] You don't hear talked about at all with regards to the idea that our culture is an unfair, patriarchal tyranny. It's like the best predictors of success in western culture are intelligence and conscientiousness. It's like, well what do you want to predict? Exactly. Like if you're gonna set up a society that was set up properly,


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[Assistant] Well, what would predict better than how fast you can do things and how much you can learn and how hard you work?


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[Assistant] Now it doesn't predict perfectly, but those two together, the correlation with the two together is about .6.


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[Assistant] Which is a wallop, again, there isn't anything in social sciences that approaches that as a multivariate correlation. Point six is pretty damn high. And it's actually an indication of the validity of the dominant structures in our society, that intelligence and conscientiousness are the best predictors of success.


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[Assistant] Now in entrepreneurial domains, creative domains, it's IQ and openness. And that's fine too, because


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[Assistant] You'd hope that in creative and entrepreneurial domains, smart, creative people would do better. And they do. They do markedly better. So,


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[Assistant] Okay, so that's IQ, and you see IQ reflected in intellect. And so then we can talk a little bit about creativity instead, as the alternative to, uhm, IQ. Now, oh, I should tell you one more thing about IQ. So, imagine that


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[Assistant] I asked a thousand people a thousand questions and I factor analyzed their answers. Which is exactly what happened.


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[Assistant] When the personality models were set up, right, I asked a thousand people a thousand questions, but about their own personalities, did a factor analysis and extracted out five factors. What happens if you do that with, with questions that require abstract reasoning to solve? And the answer is, one factor. You get one factor. There's one kind of intelligence.


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[Assistant] Now, it's a bit more complicated than that, but for all intents and purposes,


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[Assistant] It collapses into a single factor. You can break it into fluid and crystallize and it's tricky because the real IQ in some sense is the fluid IQ.


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[Assistant] There's still reflections of the same thing, which is something like that.


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[Assistant] Capacity to learn, number of variables you can compute at a single moment, and uhm,


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[Assistant] Uh, and speed of processing. And that's associated with some pretty basic biological features. So, simple reaction time, for example. Light goes on, you push a button. If you have a higher IQ, you do it faster. And that seems to be associated with how thick the myelination is in your neural pathways.


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[Assistant] It's just another piece of relatively straightforward evidence that there's a profound biological underpinning to the differences in intelligence. And here's something that's even more


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[Assistant] Striking, shocking, depressing, factual than that.


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[Assistant] The richer and more egalitarian your society, the more the IQ differences are determined by biological factors.


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[Assistant] Why? Well, it's the same thing that happens with the gender differences. You remove the cultural variation, all that's left is the biological variation.


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[Assistant] And so, you know, the more, as you raise everyone up, the mean IQ increases, because the people at the bottom who are now nourished and so forth, their IQ climbs up, and so the population average increases. That's a really good thing. But the variability between people isn't affected at all.


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[Assistant] After, after you account for, for absolute privation, you know, getting rid of absolute privation, that's a very useful thing, but after that you don't reduce variability, and so, and so,


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[Assistant] And so, okay, so, so, that's IQ, but you can't ignore it, and it's going to pose a more and more complex


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[Assistant] Technical problem for us as we advance because I think one of the things that's happening is that


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[Assistant] Because you think, well you know how smart a smart person is, well you might know, but


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[Assistant] You think about how smart a smart person is who knows how to use a computer. It's like a smart person who knows how to use a computer is so much smarter than a person who isn't smart that doesn't know how to use a computer.


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[Assistant] It's like they don't even live in the same conceptual universe.


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[Assistant] Unbelievably high. And you might think, well no, because computational power is going to give everyone access to more information.


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[Assistant] And, and more intellectual power, and there is truth in that, but, you know, you must have observed this already. We've had computers for 30 years. Most of the economic returns to the people who use computational technology still accrue to those who are on the cutting edge. Right?


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[Assistant] If you're a high level computer programmer, that's a whole different story, especially if you're at the top of your game, because there's sort of an infinite demand for you. So you still have to stay on that cutting edge, and that's pretty much a function of...


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[Assistant] But if you're conscientious and all of a sudden you've been rendered useless, I mean, that violates your set of-


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[Assistant] And I think the problem is more, it's deeper than that. It isn't how are we going to provide people with enough material resources so that they can scrape by, let's say, or even flourish to some degree, materially speaking.


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[Assistant] How are we going to provide people who are on the lower end of the cognitive distribution with a genuine purpose and place in a complex technological society? Like, man, we got our work cut out for us on that front. Okay.


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[Assistant] Uhm, creativity is associated more with verbal IQ, by the way.


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[Assistant] And so let's talk a little bit about creative achievement. So when we set out to measure it, uhm, we noticed that there wasn't a measure of


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[Assistant] Correct. And so what we did was, we identified ten domains of potential creativity. We tried to be relatively comprehensive, without going overboard.


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[Assistant] And so the ten dimensions were visual arts, that's painting or sculpture, music, dance, architectural design, creative writing, humor, inventions, scientific discovery, theater and film, and culinary arts. Uhm, probably should have had a separate category for entrepreneurial


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[Assistant] Check the rank ordering. So, so here's typical rank ordering. So uhm, visual arts, painting, sculpture. Zero. I have no training or recognized talent in this area.


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[Assistant] One, I've taken lessons in this area. Two, people have commented on my talent. Little bit of social validation.


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[Assistant] Three, I've won a prize or prizes at a juried art show. Four, I've had a showing of my work in a gallery.


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[Assistant] Five, I have sold a piece of my work. Six, my work has been critiqued in local publications.


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[Assistant] Seven, my work has been critiqued in national publications.


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[Assistant] So you can see that there's a pretty decent leap in status and accomplishment with each level and that there's gonna be a rapid fall off in terms of the number of people who've accomplished that. So that's visual arts. Music. I'll just read you a couple of these so you get a sense. I have no training or recognized talent in this area. Skip to dance.


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[Assistant] 1. I play one or more musical instruments proficiently 2. I have played with a recognized orchestra or band 3. I have composed an original piece of music 4.


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[Assistant] My musical talent has been critiqued in a local publication.


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[Assistant] The median response per category, so the median response is the most frequent response, not the average response, but the most frequent response. In each domain, 60% of respondents score zero.


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[Assistant] Right, zero. And the next most frequent response is one. 26% of the respondents score one. So 86% of people score zero or one in each domain.


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[Assistant] And so if you add up across domains, you find that there's a tremendous number of people who stack up at zero. That's by far the most common level of creative achievement. Zero. And the next most common is...


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[Assistant] Everything that's associated with individual variability in creative production.


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[Assistant] And it's a funny law. Uhm, so here's, here's the sorts of phenomena that seem to be distributed in that Pareto manner. Uhm, size of cities. So, a small number of cities have most of the people. Uhm, height of plants in the jungle.


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[Assistant] Uhm, mass of stars, a small number of stars in the galaxy have most of the mass, uhm,


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[Assistant] And so, it isn't exactly obvious why that is, but I think it's because, I think it's because success works like this. You could think, well here's,


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[Assistant] Failure, that's the failure path. Here's the success path, so that's linear, right? Going uphill in a linear way.


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[Assistant] Hard to get past zero, but once you do, you can accelerate rapidly. Failure is the opposite way. You fail a little bit, you fail a little bit, you fail a lot.


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[Assistant] Each good thing that happens seems to increase the probability that another good thing will happen on the creativity or the productivity or the capital accumulation front.


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[Assistant] And on the negative front, the same thing happens. Every time something bad happens to you.


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[Assistant] And so you get this strange phenomena that seems to be phenomenon that seems to be associated with the Pareto distribution. So, alright, and so, uhm,


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[Assistant] We tried to validate the creative achievement questionnaire and to see if it was a decent predictor of


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[Assistant] So everybody got a standard kit, so it's like, here's some glue and here's your collage kit, why don't you make a collage?


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[Assistant] Creativity. And the first thing we found was that, see, the first thing you want to detect is


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[Assistant] Would there be some relationship between all the ratings? Because artist one might think, well, person A is creative, and artist two might think they're not creative at all. Might just be random, right? No reliable assessment of creativity across the ratings at all. Turned out not to be the case.


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[Assistant] So that was, that was a good thing, because it wasn't obvious that that would be the case, because it seems, you know, there's just obviously an element of


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[Assistant] Articulate what criteria they were using to determine whether the composition was aesthetically pleasant, but maybe they could get it at a glance, you know, maybe it has something to do with complex pattern recognition, which I think is highly probable. So anyways, uhm,


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[Assistant] The creative achievement questionnaire was highly correlated with artist ratings of creativity of this one piece of creative output and it was also


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[Assistant] Uhm, all of the measures that we could come up with suggested that


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[Assistant] In, in the real world. So, let's summarize openness to experience. Well, it breaks into openness and intellect, openness seems to be associated with imaginativeness and creativity, and intellect with interest and ideas, both of them are tightly associated with IQ, uhm,


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[Assistant] If it's also driving radical differences in productivity, then it's not so easy to level the playing field economically because it seems to make a certain amount of success.


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[Assistant] It's also of unbelievable significant benefit to everyone else, and maybe there's some utility in trying to bribe people, so to speak, with the structure of your economic system, so that those who are the most competent at solving complex problems are also the most highly motivated to do it.


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[Assistant] One of the outcomes of that is going to be an ineradicable element of inequality. And so,


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[Assistant] Traits are rules of thumb for interacting with the world. Quick and dirty rules of thumb for interacting with the world. And then we talked about measurement a bit.


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[Assistant] And describe the manner in which psychologists have come to a stable


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[Assistant] ...personality model over the last three or four decades and what it means for a model to be stable and how a model like that might be useful in terms of prediction, control, and understanding.


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[Assistant] And then we talked about the five traits in the ten aspects, extroversion associated with positive emotion, neuroticism associated with negative emotion,


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[Assistant] Agreeableness associated perhaps with maternal behavior and


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[Assistant] Conscientiousness associated with industriousness, whatever that is,


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[Assistant] And so those, that's the basic landscape of up-to-date psychometric modeling of personality and, uh,


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[Assistant] Yo, what's going on guys? Tanmay here for simple snippets and welcome back to another video tutorial on data structures and algorithms. And today's topic is going to be postfix to infix conversion using stack data structure.


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[Assistant] To take a postfix expression and convert it to infix expression. And we are going to use the stack data structure to make this conversion possible.


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[Assistant] Now before we go ahead, we've already talked about infix, prefix and postfix expressions, why we need them.


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[Assistant] We've talked about infix to postfix conversion using the manual process. We've also talked about infix to postfix using stack data structure. So this video is exactly the reverse process because here we are going to take a postfix expression and convert it back to an infix expression. So if you've missed any of the previous tutorials, I will drop this entire DSA course DSA playlist in the video description. Do check it out. If you already know all those concepts, you're good to go.


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[Assistant] Please make sure you watch this video till the end. It is very important. It is a stack data structure application. And with that being said, let's get started.


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[Assistant] If you're new to my channel, my name is Tanmay Sakpal and I do a lot of computer science and information technology video tutorials like computer programming, development, technology talks and a lot more on this channel.


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[Assistant] So if that's something you're interested into, then definitely subscribe and turn on the notifications to get the latest updates and never miss out on such important topics.


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[Assistant] So before we go ahead with the rules and pseudocode of postfix to infix conversion, as you can see on the screen, I have question number one written over here which says convert this postfix expression to infix and in the brackets I have written manual method and then over here we have the same question which says convert postfix to infix and this time we are gonna use a stack, okay.


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[Assistant] So before we head with the stack data structure use case, let's quickly see how manually the postfix expression will be converted to infix. And I'm directly going to show you the solution because we've already seen how to convert postfix to infix manually.


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[Assistant] In previous tutorial, so we will not waste time. However, we will note down the result of this postfix to infix manual method.


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[Assistant] So that we can cross check it and verify it with the result of the postfix to infix using stack data structure. Okay.


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[Assistant] Okay, so this is the postfix expression. We have AB plus C minus DEF raised to raised to star G divided by.


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[Assistant] Now if you followed previous tutorials, we are taking this example throughout all the tutorials. That is because this example pretty much covers all the rules, all the possible use cases. And this is a postfix expression which needs to be converted to the infix format. And you can see initially we convert


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[Assistant] This and this part to its appropriate in fix format and then assume it as x1 and x2. So a plus b is assumed as x1 and e raised to f is assumed as x2.


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[Assistant] Substituting that, we get this expression. Then we convert x1c- to its proper infix format. And we convert dx2r2 into its appropriate infix format. Again, we substitute x1-c as x3. And we substitute dx2r2 as


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[Assistant] x4, so we get x3 x4 star g divided by, then star comes over here and we get x3 star x4 as the infix format. We consider it as x5 and we get x5 g divided by, and ultimately we get the result as x5 divided by g. And after re-substituting all the values, which we've held over here in temporary variables, we get the final answer, and I've written it over here again.


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[Assistant] And you can see there are a lot of brackets and that is because in infix expression, we require brackets to determine which part of the infix expression happens first.


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[Assistant] The other way is to have the operator precedence and associativity or you can use brackets. When we use brackets, brackets have the highest priority and depending upon the innermost bracket,


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[Assistant] Over here also, this inner bracket happens first, then the outer bracket and then this whole outer bracket and the result is then divided by g. Okay.


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[Assistant] So this is how the evaluation will progress. And the reason why things get complicated in infix expression is because of operator precedence and associativity.


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[Assistant] Star 5, this would be 35. However, I can also do


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[Assistant] So you can see we are getting two separate results and this is why we require operator precedence and associativity in infix expressions. We do not require


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[Assistant] Operator precedence and associativity when it comes to prefix and postfix expressions and that is why those are more convenient and efficient in algorithmic evaluation.


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[Assistant] That's the whole point of it, right? But anyways, that's why we are getting these brackets over here. So ultimately what we want is


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[Assistant] When we use a stack data structure to convert postfix to convert this very same postfix expression to its infix format, we want this answer. Okay. So what we'll do, let's write this answer over here in the manual conversion. And then now we will go ahead with


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[Assistant] The stack conversion and then we will cross verify and cross check both the answers if we get the same answer. Okay.


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[Assistant] Okay, so I've written the manual conversion answer over here and now that you've seen the manual conversion answer, let's talk about the rules and pseudo code of postfix to infix conversion using a stack data structure. So when you use a stack data structure,


[User] Please transcribe this text

[Assistant] Obviously we need to follow certain rules, follow certain pseudocode and basically this rules is just converted into pseudocode. So rules and pseudocode are one and the same thing. However, pseudocode is a representation which looks like part code and part text, which can be easily converted to any programming language code. Okay.


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[Assistant] So pseudo code is pretty much language agnostic, which means that it is independent of any one particular programming language. So if you see this pseudo code and you can use this pseudo code in any programming language, any general purpose programming language and write a program in that language to convert a postfix expression to its infix format. Okay.


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[Assistant] The rules are more English way of representing the entire process, entire walking. So let's first go ahead with the rules. When it comes to rules,


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[Assistant] And the pseudocode, it is pretty easy compared to infix to postfix. In infix to postfix, we had many rules and the pseudocode was also kind of complex. But when it comes to postfix to infix, the rules are simple and we have only four rules. Okay. So starting off the rule number one is scan the postfix expression from left to right.


[User] Please transcribe this text

[Assistant] So over here I have the same postfix expression. We have ab plus c minus d and so on and so forth. I have created a stack over here and we will scan this expression from left to right in this direction.


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[Assistant] So starting from index position 0 to the last index position. So when we speak programmatically,


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[Assistant] This string will have its index positions at every index position will have a symbol which can be an operand or an operator, right? So, this is rule number one. For this rule number one, we have


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[Assistant] The pseudocode statement which is this point number 2 which says loop i equals to 0 to postfix.length.


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[Assistant] So in this pseudocode, what we're doing, we're creating a function postfix to infix, which will accept a string, which is the postfix string or postfix expression.


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[Assistant] Step number one is to create a stack data structure. We will say stack S. So S is basically an object.


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[Assistant] The length of the postfix which can be in this case from 0 to 12, right? Index position 0 is this starting position and this is the ending index. So this is that rule scan postfix expression from left to right that translates to a for loop in the pseudo code perspective.


[User] Please transcribe this text

[Assistant] Push it onto the stack. Now, if you observe this expression, this postfix expression, which is a, b, plus, c, minus, d, f, raise two, raise two, star, g, divide by, you can see that we don't have any brackets.


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[Assistant] And that's the reason why things are a little simple over here because in postfix or prefix expression we do not require any brackets.


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[Assistant] So the only two possible cases can be either the character, either the symbol can be an operand. Operand can be a variable. Variable means a, b, c, and so on and so forth. It can be a constant.


[User] Please transcribe this text

[Assistant] Right, it can be a constant which is a number 1, 2, 3 and 4 and so on.


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[Assistant] So this whole thing, for example, let me write a expression over here. a plus b star c minus d. So for this star operator,


[User] Please transcribe this text

[Assistant] The two operands are this sub-expression and this sub-expression. So this is OP1 and this is OP2. So this is what I mean by


[User] Please transcribe this text

[Assistant] Sub-expressions being one particular operand, right? So only these three things can be operand.


[User] Please transcribe this text

[Assistant] So in that case, we have to push the symbol that is the operand onto the stack. Simple rule. So for rule number two,


[User] Please transcribe this text

[Assistant] In the loop, we have 2.1, which says if postfix of i, that is the index position that we are scanning in the postfix expression, if that symbol is an operand, just push it onto the stack, s.push. Pretty basic? Okay. So this is 2.1.1. And this is rule number 2 in the rules part. Let's see rule number 3. Rule number 3 is for


[User] Please transcribe this text

[Assistant] If the incoming symbol is operator, so if it is not an operand, if it is not a, b, c, it is an operator. Operator is something which performs some operation on the operands, which can be plus, minus, star,


[User] Please transcribe this text

[Assistant] Divide by and reach 2. So in our case, we are considering only these 5 as operators.


[User] Please transcribe this text

[Assistant] So if the incoming symbol is an operator, what we have to do, we have to pop two operands from the stack, which are there already in the stack, then we have to take this operator


[User] Please transcribe this text

[Assistant] And add the incoming operator in between the two operands. We have to add opening and closing bracket to the whole expression that we are just forming and push this whole new expression string back into the stack. Okay, sounds a little tricky. Let me just demonstrate an example. Let's say we have


[User] Please transcribe this text

[Assistant] A and B as operands in the stack. And now we get plus as operator.


[User] Please transcribe this text

[Assistant] So what this condition says, if this incoming simple is an operator, it is an operator plus, what we have to do, we have to pop two operands. So we will take b outside, we will take a outside.


[User] Please transcribe this text

[Assistant] The next thing we have to do is add this incoming operator in between the two operands. So we have to say a plus b, so plus comes in between because remember we are converting a postfix expression to its infix format. In infix, remember the operator always comes in between the two operands.


[User] Please transcribe this text

[Assistant] So we say a plus b. So this is what we formed so far. And lastly, we also have to add a opening bracket and a closing bracket.


[User] Please transcribe this text

[Assistant] So we've pretty much popped these two operands from the stack. We have formed this a plus b as a new expression. We've added the opening and closing brackets. And lastly, we have to say and push this whole new expression string back into the stack. So we have to push this entire string back into the stack. So we will say a plus b.


[User] Please transcribe this text

[Assistant] Opening and closing bracket and this is now pushed into the stack. Okay?


[User] Please transcribe this text

[Assistant] So this is considered as one operand now. So this will be considered as op1. The next time we get an operator. So let's say now we get c. We push it onto the stack. And now let's say we get a new operator. Let's say we get minus. So in that case we will


[User] Please transcribe this text

[Assistant] Pop C. C will come over here and pop this A plus B and with the brackets as one operand. So A plus B as one operand. We will put minus in between. We will


[User] Please transcribe this text

[Assistant] Then say c, and then we will again add more brackets.


[User] Please transcribe this text

[Assistant] So we've popped this out and now we've created this entire expression string and we will again put this back into the stack. So now we will get a plus b in brackets and then minus c into this larger bracket. Okay.


[User] Please transcribe this text

[Assistant] So now you can see how the infix expression is formulating.


[User] Please transcribe this text

[Assistant] From this postfix expression and of course things will get more clear when we actually dry run this entire pseudocode.


[User] Please transcribe this text

[Assistant] Onto our example, right now I'm just trying to showcase and demonstrate how things would work.


[User] Please transcribe this text

[Assistant] But this is rule number 3 and for rule number 3 we have 2.2 statement which says else if posfix of i is an operator. If it is an operator that is if the symbol that we are scanning is an operator. We first say op1 is equal to s.top. We then say s.pop so we pop out that particular operand which is stored in op1.


[User] Please transcribe this text

[Assistant] Then we say operand2 is equal to again the top of the stack and then we remove that top of the stack. And lastly, we create this expression exp which says opening brackets. So we have to add opening brackets plus op2 plus posfix of i plus op1.


[User] Please transcribe this text

[Assistant] The stack operates in last in first out. So the last operator will come out first.


[User] Please transcribe this text

[Assistant] Which will be in OP1. So last operator has to come at the right, right?


[User] Please transcribe this text

[Assistant] And you'll understand this when we actually dry run it. I know I'm just saying it and it might not make sense. But anyways, here's where the expression will form and then we have to push this expression back into the stack. Okay?


[User] Please transcribe this text

[Assistant] And then we again end this loop because that's rule number three, that's about it. And the fourth rule basically is when this entire loop will


[User] Please transcribe this text

[Assistant] Complete itself, when you completely scan the entire postfix expression, it says at the end, pop and print the full infix expression from the stack.


[User] Please transcribe this text

[Assistant] So at the very end, after this entire looping happens, after you, you know, scan through the entire postfix expression,


[User] Please transcribe this text

[Assistant] The only one last result that would be there in the stack would be the actual infix expression.


[User] Please transcribe this text

[Assistant] So we simply have to pop and print it out and we will get the final answer. Okay?


[User] Please transcribe this text

[Assistant] So these are the four important rules and corresponding pseudo code for postfix to infix conversion using stack data structure.


[User] Please transcribe this text

[Assistant] Over here, we don't have opening and closing brackets in the postfix expression and hence fewer rules and fewer lines in the pseudocode.


[User] Please transcribe this text

[Assistant] If you're taking notes, you can, you know, note down these rules, note down the pseudo code. It is very important for your exams perspective and you know, for understanding this or you can take a screenshot. I'm obviously going to be sharing all the pseudo code, these rules, some theory as well as the final C++ code.


[User] Please transcribe this text

[Assistant] Of course fix to infix using stack in the video description on our official website so you can check that out as well.


[User] Please transcribe this text

[Assistant] But now, let's actually dry run this pseudo code on our example.


[User] Please transcribe this text

[Assistant] We've been just talking through the rules and we've understood a little bit of basic, but now let's actually implement the pseudo code on our example so that this idea, this working gets very clear to us.


[User] Please transcribe this text

[Assistant] Okay, so let's dry run the pseudocode because the pseudocode represents these rules only.


[User] Please transcribe this text

[Assistant] I would prefer pseudocode because we are gonna write a C++ program in the next tutorial to implement the pseudocode. Starting off,


[User] Please transcribe this text

[Assistant] This function will start and the very first step is to create this stack. This stack is created over here. Then, we have a loop.


[User] Please transcribe this text

[Assistant] The loop says we have to go from i equals to zero, which means this index position.


[User] Please transcribe this text

[Assistant] To poshfix.length, that is to the length of this poshfix string, so from left to right till the last, okay.


[User] Please transcribe this text

[Assistant] Inside this loop obviously let's start with running this loop.


[User] Please transcribe this text

[Assistant] So at the very beginning, we will be at i equals to zero. So let's track i. I'm gonna write i equals to zero. Now we will say 2.1, which is if posfix of i is a operand. So what symbol is there at index vision zero? We have a.


[User] Please transcribe this text

[Assistant] A is an operand, right? If it is an operand, we have to push it onto the stack. So I'm gonna write A over here. Let's use another color. I'm gonna use orange A, okay? So this is the top of the stack.


[User] Please transcribe this text

[Assistant] Okay, so since this if condition is executed, that is, since 2.1 is executed, obviously 2.2 will not be executed. We will come at end of the loop. And then again, we'll go at the start of the loop where I will become one.


[User] Please transcribe this text

[Assistant] So i has now become 1. We will come from 0 to index position 1. Over here again b is an operand. So again 2.1 will be executed, right? So 2.1 is again an operand.


[User] Please transcribe this text

[Assistant] So if it is operand, we have to push it onto the stack. So I'm going to write B over here. B comes as the top of the stack. So this is the new top of the stack. Okay.


[User] Please transcribe this text

[Assistant] So since if condition was executed, the elseif will not be executed. That's how the if and elseif block works, right? So now I will become 2. Let's move forward. At index position 2, we have a plus. Plus is an operator. So if posfix of i is an operator, no. This 2.1 will not be executed. We will go to 2.2. 2.2 says


[User] Please transcribe this text

[Assistant] Else if poshfixr y is operator. Is it operator? Is it plus minus star divided by a raise to yes. Doesn't matter which operator. It just has to be operator. Okay, because


[User] Please transcribe this text

[Assistant] There is no precedence and there is no associativity rules involved in postfix expressions.


[User] Please transcribe this text

[Assistant] So no matter which operator, we have to do these steps only and that's why we have less rules. So in that case we say,


[User] Please transcribe this text

[Assistant] OP1 is equal to s.top. So let's create OP1 over here or let's write OP1 over here itself. OP1 is equal to


[User] Please transcribe this text

[Assistant] S.top. What is the stack of top right now? It is B. So OP1 will be B. So this is done.


[User] Please transcribe this text

[Assistant] Then 2.2.2 says s.pop, which means we have to remove this b outside this stack. Just remove it out. Because we stored it in the variable op1. So now the new top is a, right? a is the new top. So at 2.2.3 we say op2, op2.


[User] Please transcribe this text

[Assistant] Is equal to again s.top, which is the top right now a. So op2 will become a.


[User] Please transcribe this text

[Assistant] Then at 2.2.4 we say s.pop. So we remove this also from the stack. So the stack has now become empty. Moving on, we say at 2.2.5 we say exp is equal to this opening bracket


[User] Please transcribe this text

[Assistant] Then we have to append, so this plus is just for appending, okay. OP2, what is OP2?


[User] Please transcribe this text

[Assistant] OP2 is A. So I'm gonna write A over here. Then we have plus postfix of I. What is postfix of I?


[User] Please transcribe this text

[Assistant] Postfix of i currently is postfix of 2, which is plus operator. So plus operator will come in between. Let me write plus over here.


[User] Please transcribe this text

[Assistant] Then again we say plus OP1. So this plus is for opending, okay. It is not gonna come in the expression.


[User] Please transcribe this text

[Assistant] It is for appending or adding this OP1. What is OP1? OP1 is B. So let's write B over here.


[User] Please transcribe this text

[Assistant] And then we have plus this closing bracket, so we will add closing bracket. So we've created a infix expression from this first part, that is first three symbols, that is three characters of the postfix expression.


[User] Please transcribe this text

[Assistant] And it is stored in this exp variable, string variable it is basically.


[User] Please transcribe this text

[Assistant] And at 2.2.6 we say s.push this expression back into the stack. So I'm gonna take this same expression and push it onto the stack. And now this becomes the top of the stack. Okay? So after this obviously lsif part is done.


[User] Please transcribe this text

[Assistant] We will come outside the else if we will end the loop over here, again go to the start and I will now become 3.


[User] Please transcribe this text

[Assistant] So I hope you understood how we went through this entire iteration where we made our very first sub infix expression from these three characters.


[User] Please transcribe this text

[Assistant] And now we will move forward where i will become 3. So when i will become 3, we get c.


[User] Please transcribe this text

[Assistant] C is what? C is operand. So this if block will be executed. And when the if block is executed, we say s.push. So C is pushed onto the stack. So let's write C.


[User] Please transcribe this text

[Assistant] So it's C is pushed onto the stack. This becomes the new top of the stack.


[User] Please transcribe this text

[Assistant] And then we move forward. So if condition is done, we will come at the end of the loop. Again, I will become four.


[User] Please transcribe this text

[Assistant] i is at index position 4, which is a minus. Now minus is the operator. Okay.


[User] Please transcribe this text

[Assistant] So again, minus is operator, so we will go in the else if part, we say op1 is equal to s.top. What is op1?


[User] Please transcribe this text

[Assistant] So s.pop will just pop off the top of the stack. That's how pop function works. So we remove this and now the new top of the stack is a plus b with the brackets, right? So we come at


[User] Please transcribe this text

[Assistant] 2.2.3 which says op2 is equal to again s.top. What is s.top? s.top is brackets a and we have a plus.


[User] Please transcribe this text

[Assistant] And then we have a b and closing brackets. So this becomes the operand 2 now.


[User] Please transcribe this text

[Assistant] And you can see now the operand 2 is a sub-expression which is a sub-infix expression. So this can also be considered as an operand. That's what I showed you initially, right?


[User] Please transcribe this text

[Assistant] Then we say 2.2.4 which says s.pop. So we remove this entire expression by saying pop. So the stack becomes empty. Then at 2.2.5 we say a new expression is formed by using opening brackets. That is this. Then we say plus op2. What is op2?


[User] Please transcribe this text

[Assistant] OP2 is this sub-expression we say A plus B.


[User] Please transcribe this text

[Assistant] Again, closing bracket, that is OP2, then we say plus postfix of I. What is postfix of I? We are currently at minus, right?


[User] Please transcribe this text

[Assistant] I is 4, so postfix of 4 is minus, which is an operator, so minus comes over here in between, and then we say plus OP1. OP1 is C. So I'll write C over here, and then this is done, and then we have a closing bracket. So now we have a closing bracket, and this guys is then


[User] Please transcribe this text

[Assistant] And now we've utilized AB plus C minus of the entire postfix expression. So let's move forward now.


[User] Please transcribe this text

[Assistant] And let's go a little faster now that you've understood the entire process. So now i becomes 5. We are at this position, we have d.


[User] Please transcribe this text

[Assistant] D is operand, we push it onto the stack. So I'm gonna write D over here. Then we move forward.


[User] Please transcribe this text

[Assistant] I becomes 6. We are at this index position. It is EE is again operand, we push it onto the stack. Then I becomes 7.


[User] Please transcribe this text

[Assistant] We are at this position which is index position 7 which is again f which is another operand and the top is also gonna change.


[User] Please transcribe this text

[Assistant] F is the new top of the stack. By the way, our stack is not overflowing. Okay, so I don't have space. That's why it is something like this. It would still be a little longer than this. In fact, let me just draw it. Okay, so the new top of the stack is F and I is seven. So I now becomes eight. We move forward.


[User] Please transcribe this text

[Assistant] And now at 8, we get a operator. Operator is a raise to sign. So in that case again, we get op1, which is equal to


[User] Please transcribe this text

[Assistant] Top of the stack, which is f. So I'm gonna write f over here. Then we say 2.2.1. So s.pop. So we remove this f. The new top of the stack is e. So that goes in op2. So op2 is equal to e. We remove that off also at 2.2.4. So new top of the stack is d.


[User] Please transcribe this text

[Assistant] And lastly we create this expression at 2.0.5 we say exp is equal to


[User] Please transcribe this text

[Assistant] Then we have plus the posfix of i which is the operator.


[User] Please transcribe this text

[Assistant] Which in this case is a raise 2 sign, we'll say e raise 2. Then we have plus OP1, OP1 is F.


[User] Please transcribe this text

[Assistant] And then a closing bracket. And we simply push this onto the stack so in the stack we will get e raised to f and then the closing bracket. And now this is the new top of the stack. So now I will become 9. We move forward.


[User] Please transcribe this text

[Assistant] At 9, we again get a race to operator. So this is the race to operator.


[User] Please transcribe this text

[Assistant] So now again we have to pop two elements from the stack which will go in OP1 and OP2. So OP1 will be e raised to f. Let's write that.


[User] Please transcribe this text

[Assistant] So op1 will be e raised to f. We've popped e raised to f, so that will be removed. And the new top will now become d.


[User] Please transcribe this text

[Assistant] D will be then stored in OP2. OP2 will become D and then we pop this also. So D is also removed. So now new top of the stack is


[User] Please transcribe this text

[Assistant] the only element left then we create this expression we say opening bracket we say op2 so op2 is d then we say posfix of i which is


[User] Please transcribe this text

[Assistant] A raise two operator, so I'm gonna write D raise two. And then OP1, OP1 is, it's E.


[User] Please transcribe this text

[Assistant] Raise to f, closing brackets and then we add this closing bracket.


[User] Please transcribe this text

[Assistant] So we've got this expression, we will then push it onto the stack at 2.2.6.


[User] Please transcribe this text

[Assistant] So this exp will go over here, we say d raised to opening brackets, e raised to f closing bracket, another closing bracket. And now this becomes the new top of the stack. Okay, so this was when i was nine, i now becomes 10. So we are at this position and we get one more operator. So again, we have to perform 2.2.


[User] Please transcribe this text

[Assistant] Let's do that. So we say op1 is s.top. What is op1? op1 will be s.top. What is top right now? We have this d raised to then bracket e raised to f closing bracket closing bracket. So that is op1. So I'm going to write d raised to opening bracket e raised to f closing bracket closing bracket. This is op1. Then we have op2 which is equal to


[User] Please transcribe this text

[Assistant] The second element, so this element gets popped out and then we have the top of the stack, which is this whole expression. So that becomes op2.


[User] Please transcribe this text

[Assistant] And then now we have to create the expression by taking the operator we are currently at, which is star operator in between these two operands, right?


[User] Please transcribe this text

[Assistant] So I'll form the entire expression over here because we don't have space over here. So the expression goes as follows. We add an opening bracket. We say op2 plus the operator, which is star in this case.


[User] Please transcribe this text

[Assistant] Because we are at index position 10 and we have star over here. Then we again say plus op1 and a closing bracket. So let's build this entire


[User] Please transcribe this text

[Assistant] Expression, we have opening bracket. Then we have OP2. Let's copy and paste this entire OP2 inside. Then we have star in between, which is multiplication. And then we have OP1. OP1 is this entire expression. Let me just paste it over here. And then we have a closing bracket. So this is one extra closing bracket, which is appended at the end. So this my friends is the entire expression, which is formed


[User] Please transcribe this text

[Assistant] And you have to pop this also. So this is the new exp.


[User] Please transcribe this text

[Assistant] And this has to be pushed into the stack. So let's entirely.


[User] Please transcribe this text

[Assistant] Cut this and paste it in the stack. And I know it is not fitting.


[User] Please transcribe this text

[Assistant] So let me just write down a better version of this. Okay, so this is the entire exp which I have pushed onto the stack at step number 2.2.6.


[User] Please transcribe this text

[Assistant] We move forward, we get a G at index position 11. So index position 11, we get


[User] Please transcribe this text

[Assistant] This g, which is an operand, so we push that onto the stack. Simply push g onto the stack. This becomes the new top of the stack. Right? Then we move forward, which is the last


[User] Please transcribe this text

[Assistant] Index position, which is i equals to 12 at index position 12, we get the last division operator. So it is an operator. So 2.2 has to be carried out.


[User] Please transcribe this text

[Assistant] So in 2.2, we have 2.2.1 which says op1 is equal to s.top. So op1 is equal to s.top. What is the top of the stack? It is g. So this is basic. Then we pop that out. So we pop g out.


[User] Please transcribe this text

[Assistant] Now what is the top of the stack? It is this entire infix expression which we have formed so far. So then we say op2 is s.top. So this is the s.top right now. So this becomes the entire op2. So I'm gonna write op2. That is operand2 equals to this entire expression. So let me write it over here.


[User] Please transcribe this text

[Assistant] Okay, so this is OP2 and now we have to again form the expression. We will say exp is equal to opening bracket.


[User] Please transcribe this text

[Assistant] Then we have op2, which is this entire expression. Let's paste it as it is. So this is the entire expression.


[User] Please transcribe this text

[Assistant] Then we have the postfix of i which is nothing but the divide by operator because we are at index position 12. So divide by operator comes in between.


[User] Please transcribe this text

[Assistant] I'm gonna write divide by over here and then we simply have plus OP1. OP1 is G. So I'm just gonna write G over here as it is and then we have one closing bracket.


[User] Please transcribe this text

[Assistant] So this is the entire expression, we have, we have basically popped this.


[User] Please transcribe this text

[Assistant] Op2 also from the top of the stack so we don't have anything in the stack and this entire expression is now gonna be pushed into the stack. So let me write this entire string into the stack.


[User] Please transcribe this text

[Assistant] Okay, so this is the entire infix expression string which has formed in the exp which we've now pushed into the stack. So this is going to be the only top of the stack. And if you observe, we are pretty much exhausted the entire


[User] Please transcribe this text

[Assistant] Postfix expression starting from 0 to index position 12. And also in the stack if you observe we have pretty much got our infix expression as well. So just take a look at this.


[User] Please transcribe this text

[Assistant] And compare it with the manual conversion result. Let me just copy and paste it.


[User] Please transcribe this text

[Assistant] So I'm gonna paste it over here and just observe this result.


[User] Please transcribe this text

[Assistant] Using stack and using the pseudo code with our manual conversion result, it is exactly the same. And the only difference is extra bracket is added over here.


[User] Please transcribe this text

[Assistant] In the stack data structure conversion and that will not have any effect because it is just extra bracket. So if you add extra bracket over here in the result of the manual conversion, the output will still be the same. So one extra bracket in the manual conversion and we have the same result.


[User] Please transcribe this text

[Assistant] And I advise you guys to take a pencil and paper and actually practice this pseudo code.


[User] Please transcribe this text

[Assistant] Practice these rules on a few examples to get a hold of it so that you understand them in detail. And I'm assuming you guys have now got a good idea about the rules and pseudo code of postfix to infix conversion using stack data structure.


[User] Please transcribe this text

[Assistant] Okay, so I'm gonna conclude this video over here. If you like this video, please give it a thumbs up. Let me know in the comments how this video was. Do share it with your friends. And I'll see you guys in the next video. Peace.


[User] Please transcribe this text

[Assistant] Hello kids, welcome back. I'm your teacher, Brian, and today we're going to read together a book.


[User] Please transcribe this text

[Assistant] The book is called Let's Make an Eclipse.


[User] Please transcribe this text

[Assistant] Eclipse. Oh, 너무 힘들어. This word is very difficult.


[User] Please transcribe this text

[Assistant] What is an eclipse? If you can see the picture behind the book, what is this? This is the moon. And we can see the moon has different shapes.


[User] Please transcribe this text

[Assistant] Because the earth and the sun are moving around with the moon. An eclipse in Korean, you say il shik.


[User] Please transcribe this text

[Assistant] Which is solar eclipse, or you say walshick, which is lunar. Lunar. Wall is the moon. Lunar eclipse. We'll learn about that in this book.


[User] Please transcribe this text

[Assistant] Look at here, we see guai il, right? Fruit.


[User] Please transcribe this text

[Assistant] This book is not about fruit. It's not about fruit.


[User] Please transcribe this text

[Assistant] They're using the fruit as a model.


[User] Please transcribe this text

[Assistant] This is the earth, this is the moon. Okay? Let's, let's, let's find out how they use the fruit to talk about an eclipse. Okay? 같이 해요.


[User] Please transcribe this text

[Assistant] Let's make an eclipse. Can you make an eclipse? Right? Can you make one? Yes. Using Gua-il, we can make an eclipse. Gua-il, again, is fruit. Fruit. Like banana, orange, melon,


[User] Please transcribe this text

[Assistant] We can use that to make an eclipse. Don't eat it.


[User] Please transcribe this text

[Assistant] Don't eat it. Use it to make an eclipse. Okay.


[User] Please transcribe this text

[Assistant] What do we see here? It's 아침에, right? They're, uh, just finished breakfast.


[User] Please transcribe this text

[Assistant] Washing the dishes. Mom has a newspaper.


[User] Please transcribe this text

[Assistant] And the little girl is looking at the newspaper. Lets read together.


[User] Please transcribe this text

[Assistant] Mom was reading the newspaper.


[User] Please transcribe this text

[Assistant] There is going to be a solar eclipse.


[User] Please transcribe this text

[Assistant] There is going to be, okay? So, uh, in the future, mire, maybe tonight?


[User] Please transcribe this text

[Assistant] Maybe tomorrow, okay, nail, there is going to be future. There is going to be what?


[User] Please transcribe this text

[Assistant] A solar eclipse. Ill shick.


[User] Please transcribe this text

[Assistant] Right? Will come. So that's very interesting. Ah, I want to see it. There is going to be a solar eclipse, she said.


[User] Please transcribe this text

[Assistant] What is a solar eclipse? Right? It'll shick-moil, right? What is a solar eclipse? Ask Amy. Here is Amy.


[User] Please transcribe this text

[Assistant] She doesn't know what a solar eclipse is. Do you know? Let's find out.


[User] Please transcribe this text

[Assistant] It is when the moon blocks out. Blocks out.


[User] Please transcribe this text

[Assistant] The sun's light, said dad. Here is dad.


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[Assistant] What will happen? Right? What will happen?


[User] Please transcribe this text

[Assistant] What will happen? It will get dark. It will get dark.


[User] Please transcribe this text

[Assistant] It will be like night. It will get dark.


[User] Please transcribe this text

[Assistant] Don't worry, only for a few minutes. Right? It's only a little time for the solar eclipse. Then it becomes light again.


[User] Please transcribe this text

[Assistant] Okay, so it will get dark, but only for a short time.


[User] Please transcribe this text

[Assistant] Mom is going to show Amy how to make a solar eclipse. Do you remember Gua'il, the fruit? This is a melon.


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[Assistant] Melon and orange. So the melon equals the earth. The orange is the moon. And a flashlight is the sun. Let's read together.


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[Assistant] We can show you how to make an eclipse said mom.


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[Assistant] We, nugu we, we nugu el, mom and dad. We, we can show you.


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[Assistant] Right? How can we make an eclipse? We can show you, right?


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[Assistant] She is mom. She got a flashlight. She got a melon.


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[Assistant] She got an orange to get, right? She got


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[Assistant] These things. Three things. A flashlight, a melon, and an orange. Okay.


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[Assistant] The flashlight is the sun, right? Il, right? The flashlight is the sun. The melon is the earth.


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[Assistant] The orange is the moon, said dad.


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[Assistant] So dad says, what are these things? Of course, not real.


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[Assistant] Imagine. Imagine or pretend. Imagine. Imagine. Just think. Pretend. The flashlight is the sun.


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[Assistant] The melon is the earth and the orange is the moon. Think about that. The melon is big.


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[Assistant] The orange is small. Why? Because the earth is bigger than


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[Assistant] The moon. The earth is big.


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[Assistant] The moon is smaller. So the melon is the earth and the orange is the moon.


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[Assistant] Okay, now I'm very curious. I want to see what happens next, don't you? We will look at that in part two. So, don't go away. I'll see you soon.


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[Assistant] Hello kids! Are you ready to make an eclipse?


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[Assistant] Let's look at Amy's family as they make an eclipse. Do you remember part one?


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[Assistant] In part one, we said the flashlight was the sun, magile. The melon is the sun.


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[Assistant] Earth Magile. And the orange, what is the orange? Do you remember Kyokyu?


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[Assistant] Yes, the orange is the moon. So sun, earth, moon.


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[Assistant] How can we make an eclipse? Let's read


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[Assistant] Stand over here, Amy, said Mom. Stand


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[Assistant] Stand up. Sit down. Stand over here. Stand over here. Stand over here. Stand over here, Amy. That's the first thing.


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[Assistant] So hold the pen in one hand, what about the other hand? One hand, other hand.


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[Assistant] Hold the orange in the other hand. In the other hand. Hand, soni, dugeissel. One hand, the other hand.


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[Assistant] Hold the orange in the other hand. So melon in one hand, orange in the other hand.


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[Assistant] Move the orange in front of the melon, said mom.


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[Assistant] Here, she's holding the melon here, the orange in the other hand.