[User] Please transcribe this text

[Assistant] Now one quantity that would be nice to have is the norm of the vector u. So these are, you know, double bars on the left and right that denotes the norm or the length of u. So this just means really the Euclidean length of the vector u.


[User] Please transcribe this text

[Assistant] And, uh, this by Pythagoras theorem is just equal to u1 squared plus u2 squared


[User] Please transcribe this text

[Assistant] What is the length of this arrow that I just drew is the normal view.


[User] Please transcribe this text

[Assistant] Now, let's go back and look at the vector v, because we want to compute the inner product. So v will be some other vector with some, you know, value v1, um, v2, and so the vector v will look like that. So we draw v like so. Now,


[User] Please transcribe this text

[Assistant] Let's go back and look at how to compute the inner product between u and v. Here's how you can do it. When I take the vector v,


[User] Please transcribe this text

[Assistant] And what I'm going to do is measure the length of this red line that I just drew here. So I'm going to call the length of that red line P.


[User] Please transcribe this text

[Assistant] And it's possible to show that the inner product u transpose d, that this is going to be equal to p times the norm or the length of the vector u.


[User] Please transcribe this text

[Assistant] So this is one way to compute the inner product, and if you actually, you know, if you actually do the geometry and figure out what p is and figure out what the normal u is, this should give you the same way, the same answer as the other way of computing the inner product, right, which is if you take u transpose v,


[User] Please transcribe this text

[Assistant] Then u transpose is this u1, u2, is a 1 by 2 matrix, and then times b.


[User] Please transcribe this text

[Assistant] And so, this should actually give you u1 v1.


[User] Please transcribe this text

[Assistant] And by the way, u transpose v is also equal to v transpose u, so if you were to do the same process in reverse, uh, instead of projecting v onto u, you could project u onto v, then, you know, do the same process, but with the rows of u and v reversed, and you would actually, you should actually get the same number, whatever that number is.


[User] Please transcribe this text

[Assistant] And just to clarify what's going on in this equation, the norm of u is a real number and p is also a real number. And so u transpose v is the inner, is the, is the regular multiplication of two real numbers of the length of p times the norm of u.


[User] Please transcribe this text

[Assistant] And in this case, I will still have that u transpose v is equal to p times the norm of u, except that in this example, p transpose v


[User] Please transcribe this text

[Assistant] So, you know, in, in inner products, if the angle between u and v is less than 90 degrees, then p is the positive length of that red line. Whereas if the angle, if this angle here is greater than 90 degrees,


[User] Please transcribe this text

[Assistant] Here's the optimization objective for the support vector machine that we worked out earlier.


[User] Please transcribe this text

[Assistant] To make things easy in the plot, I'm also going to set n, the number of features, to be equal to 2. So we have only 2 features, x1 and x2.


[User] Please transcribe this text

[Assistant] Now let's look at the objective function, the optimization objective of the SVM.


[User] Please transcribe this text

[Assistant] When we have only two features, when n is equal to two, this is, this can be written one half of n.


[User] Please transcribe this text

[Assistant] Theta 1 squared plus theta 2 squared, because we only have two parameters, theta 1 and theta 2.


[User] Please transcribe this text

[Assistant] And the reason I can do that is because for any number, you know, w, right, the, uhm,


[User] Please transcribe this text

[Assistant] Square roots of w, and then square, that's just equal to w. So if you took square roots and square, then you should give me the same thing.


[User] Please transcribe this text

[Assistant] And what you may notice is that this term inside the parentheses, that's equal to the norm or the length of the vector theta. And what I mean by that is that if we


[User] Please transcribe this text

[Assistant] Write out the vector theta like this, that's the other theta 1, theta 2.


[User] Please transcribe this text

[Assistant] Then this term that I just underlined in red, that's exactly the length for the norm of the vector theta, following the definition of the norm of the vector that we had on the previous slide.


[User] Please transcribe this text

[Assistant] And in fact, this is actually equal to the length of the vector theta, whether you write it as theta 0, theta 1, theta 2, that is if theta 0 is equal to 0, as I assume here, or just the length of theta 1, theta 2.


[User] Please transcribe this text

[Assistant] Theta as this, uhm, right, let me just write theta, the norm of theta as this theta 1, theta 2 only.


[User] Please transcribe this text

[Assistant] So all the support vector machine is doing in the optimization objective is minimizing the squared norm or the squared length of the parameter vector theta.


[User] Please transcribe this text

[Assistant] And on the previous slide we figured out what u transpose v looks like, the different vectors u and v, and so we're going to take those definitions, you know, with theta and x i playing the roles of u and v, and let's see what that picture looks like.


[User] Please transcribe this text

[Assistant] I plotted on the horizontal axis some value xi1 and on the vertical axis xi2. That's how I plot my training examples.


[User] Please transcribe this text

[Assistant] And although we haven't been really thinking of this as a vector, what this really is, this is a vector from the origin, from 0, 0 out to the location of this training example. And now let's say we have a parameter vector theta, and I'm going to plug that into


[User] Please transcribe this text

[Assistant] As a vector as well, what I mean by that is I'm going to plot theta 1 here and


[User] Please transcribe this text

[Assistant] So what is the inner product theta transpose xi?


[User] Please transcribe this text

[Assistant] Well, using our earlier method, the way we compute that is we take my example and project it onto my parameter vector theta, and then I'm going to look at the length of this segment I'm coloring in in red, and I'm going to call that P superscript I.


[User] Please transcribe this text

[Assistant] times x be greater than or equal to 1 because theta transpose xi is equal to pi times the norm of theta.


[User] Please transcribe this text

[Assistant] Theta transpose xi, I now have this Pi times the norm of theta.


[User] Please transcribe this text

[Assistant] Now let's consider the training example that we have at the bottom, and for now continuing to use the simplification that theta zero is equal to zero, let's see what decision boundary the support vector machine will choose. Here's one option. Let's say the support vector machine were to choose this decision boundary.


[User] Please transcribe this text

[Assistant] This is not a very good choice because it has very small margins. This decision boundary comes very close to the training examples. Let's see why the support vector machine will not do this.


[User] Please transcribe this text

[Assistant] For this choice of parameters, it's possible to show that the parameter vector theta


[User] Please transcribe this text

[Assistant] Is actually at 90 degrees to the decision boundary. And so that green decision boundary corresponds to a parameter vector theta that points in that direction.


[User] Please transcribe this text

[Assistant] If we look at the projection of this example onto my parameters data, that's the projection, and so that little line red segment, that is equal to P1, and that's going to be pretty small, right? And similarly, if, uhm, this


[User] Please transcribe this text

[Assistant] Then if I look at the projection of this example onto theta, you know, then uhm, let me draw this one in magenta. This lower magenta line segment, that's going to be in


[User] Please transcribe this text

[Assistant] P2, that's the projection of the second example onto my, onto the direction of my parameter vector theta, which goes like this. And so this law


[User] Please transcribe this text

[Assistant] And, uh, are going to be pretty small numbers. And so if we look at the optimization objective and see, well, for positive examples, we need P i times the norm of theta to be bigger than either one.


[User] Please transcribe this text

[Assistant] Pi over here, if P1 over here is pretty small, that means that we need the norm of theta.


[User] Please transcribe this text

[Assistant] To be pretty large, right? Because if P1 of theta is small, and we want P1, you know, times the norm of theta to be bigger than equal to 1, well the only way for that to be true, for the product of these two numbers to be large, if P1 is small, is if we set norm of theta to be large. And similarly, for our negative example, we need


[User] Please transcribe this text

[Assistant] To be less than or equal to minus one and we saw in this example, right, that P2 is going to be a pretty small negative number and so the only way for that to happen as well is for the norm of theta to be large.


[User] Please transcribe this text

[Assistant] You know, so this doesn't seem like such a good direction for the parameter vector theta. In contrast, let's look at a different decision boundary.


[User] Please transcribe this text

[Assistant] Here's the corresponding direction for theta. So with the decision boundary, you know, being that vertical line, that corresponds to, it's possible to show using linear algebra that the way to get that green decision boundary is to have the vector theta be at 90 degrees to it.


[User] Please transcribe this text

[Assistant] And now if you look at the projection of your data onto the vector x, let's say as before that this example is my example x1, so when I project this onto x, onto theta, what I find is that this is p1, that length there is p1, and uh,


[User] Please transcribe this text

[Assistant] The mother example, you know, if that example is x2 and I do the same projection, then what I find is that this length here is, uh,


[User] Please transcribe this text

[Assistant] P2, really that's, again, this is going to be less than zero. And you notice that now P1, right, and P2, these lengths of the projections are going to be much bigger.


[User] Please transcribe this text

[Assistant] And so if we still need to enforce these constraints that P1 of the norm of theta is greater than 1, because P1 is so much bigger now, the norm of theta can be smaller.


[User] Please transcribe this text

[Assistant] And so what this means is that by choosing the decision boundary shown on the right instead of on the left, the SVM can make the norm of the parameters theta much smaller. So it can make the norm of theta smaller and therefore make the squared norm of theta smaller, which is why the SVM would choose this hypothesis on the right instead. And, uh, this is how the SVM


[User] Please transcribe this text

[Assistant] Gives rise to this large margin classification effect.


[User] Please transcribe this text

[Assistant] Namely, if you look at this green line, if you look at this green hypothesis, we want the projections of my positive and negative examples onto theta to be large. And the only way for that to hold true is if, you know, surrounding this green line, there's this large margin, there's this large gap.


[User] Please transcribe this text

[Assistant] That separates the positive and negative examples.


[User] Please transcribe this text

[Assistant] This is really the magnitude of this gap. The magnitude of this margin is exactly the values of P1, P2, P3 and so on. And so is by making the margin larger, by making these terms P1, P2, P3 and so on.


[User] Please transcribe this text

[Assistant] Finally, we did this whole derivation using this simplification that parameter theta zero must be equal to zero. The effect of that, as I mentioned briefly, is that if theta zero is equal to zero,


[User] Please transcribe this text

[Assistant] What that means is that we're entertaining only decision boundaries that pass through the origin. So decision boundaries that pass through the origin like that. If you allow theta 0


[User] Please transcribe this text

[Assistant] To be non-zero, then what that means is that you entertain decision boundaries that do not pass through the origin like that one I just drew.


[User] Please transcribe this text

[Assistant] But, uh, it's possible to show that even when theta zero is not equal to zero, the support vector machine is still finding, is really trying to find a large margin separator between the positive and negative examples.


[User] Please transcribe this text

[Assistant] And today we're bringing you the next part of our suspense series, The New Guy in Town.


[User] Please transcribe this text

[Assistant] In the last one, something happened and she transformed into some sort of, I don't know, creature, right? Like monster! Right. So now let's see what happens. So we're not going to preview any vocabulary this time. Let's just listen to the dialogue and see what happens.


[User] Please transcribe this text

[Assistant] Apparently the police officer is not gonna make it to the next episode.


[User] Please transcribe this text

[Assistant] Creature. All right, so what exactly is a creature?


[User] Please transcribe this text

[Assistant] Okay, so, you have the ability to move again.


[User] Please transcribe this text

[Assistant] Okay, so this is? A criminal. So a kidnapper is a criminal. Yep. Alright, and what exactly does a kidnapper do?


[User] Please transcribe this text

[Assistant] Alright, so, so I guess that makes sense, right? Because the word has kid in it.


[User] Please transcribe this text

[Assistant] So to take children. Yes. But it can be also, you can kidnap an adult.


[User] Please transcribe this text

[Assistant] Okay, so very interesting word and of course it's illegal to be a kidnapper.


[User] Please transcribe this text

[Assistant] So our next word is also very serious and it's also a crime, right? That's right. A rapist. A rapist. A rapist. Okay, so that is a person that...


[User] Please transcribe this text

[Assistant] Okay, so again, against their will, like a kidnapper.


[User] Please transcribe this text

[Assistant] Okay, and the verb would be? To rape. To rape.


[User] Please transcribe this text

[Assistant] Okay. So on the lighter side, we heard the police officer say something in a very strange way. He said,


[User] Please transcribe this text

[Assistant] So basically, let me is let me. Let me.


[User] Please transcribe this text

[Assistant] Okay, let me see. Now, we do this also with other words, right?


[User] Please transcribe this text

[Assistant] Okay, so an interesting thing, it's not proper English, right?


[User] Please transcribe this text

[Assistant] Okay, very good. So I think now it's time for us to listen to our dialogue for the second time, and then we'll come back and look at some other phrases that we saw in our dialogue.


[User] Please transcribe this text

[Assistant] So the first phrase that we're gonna look at is, what the heck is going on?


[User] Please transcribe this text

[Assistant] Right, but it's a very strong way of saying what's happening.


[User] Please transcribe this text

[Assistant] What really is happening? Uh huh. Now why do they say what the heck? What is heck?


[User] Please transcribe this text

[Assistant] Right, you don't want to offend anyone. Right. So that's why we would have other words like, oh my gosh. Or oh my god. Or geez. Instead of Jesus. Right. Okay, so that is an interesting thing and of course it is a little bit of a sensitive topic among some people. So that's why it's better to just use these synonyms.


[User] Please transcribe this text

[Assistant] Okay, so, suspected her of being a kidnapper.


[User] Please transcribe this text

[Assistant] Something. So, I suspect she is an alien.


[User] Please transcribe this text

[Assistant] Okay, so what about to suspect? What does that mean exactly?


[User] Please transcribe this text

[Assistant] Alright, very good, so we've seen a lot of vocab, we've seen these phrases, so I think it's time for us to listen to our dialogue for the last time, and then we'll come back and talk a little bit more.


[User] Please transcribe this text

[Assistant] Yes, exactly. It's a short series, but what do you think happens or how do you think the series ends? What is really going on?


[User] Please transcribe this text

[Assistant] Exactly, come to our website at EnglishPod.com where you can leave us your questions, your comments, or even maybe your ideas, not only for this lesson but for any lesson that you would like to hear.


[User] Please transcribe this text

[Assistant] Have you ever wanted to watch real life lore style videos about things that aren't, you know, necessarily real? The good news is that you can, kinda, just not hear.


[User] Please transcribe this text

[Assistant] As of now, there's a brand new channel by RealLifeLore and it's conveniently called FakeLifeLore.


[User] Please transcribe this text

[Assistant] The videos are about things that are fake or made up, like video game lore, video game facts, video game music, or video game memes. The better news is that you don't even have to wait because the first five videos have already been uploaded and the first one is about the true size of the biggest video game worlds ever created.


[User] Please transcribe this text

[Assistant] Videos will be uploaded there every week whenever-ish, just like they are here over on RealLifeLore.


[User] Please transcribe this text

[Assistant] Real life lore will remain just as it always has, the only difference is that you can listen to content just like the content here.


[User] Please transcribe this text

[Assistant] But just about a different subject. I'd really appreciate it if you go over there and subscribe to at least give it a try for a few episodes. I've been putting a lot of effort into it behind the scenes, building up the channel with some friends, and hopefully it'll end up being something awesome.


[User] Please transcribe this text

[Assistant] So we're given data that looks like this. Here's a set of points, and there are no labels. And so our training set is written just x1, x2, and so on, up to xm, and we don't get any labels y. And that's why the points plotted up on the figure don't have any labels of them.


[User] Please transcribe this text

[Assistant] Two separate clusters, and so an algorithm that finds clusters like the ones I've just circled is called a clustering algorithm.


[User] Please transcribe this text

[Assistant] Earlier in this class I already mentioned a few applications. One is market segmentation where you may have a database of customers and want to group them into different market segments so you can sell to them separately or serve your different market segments better.


[User] Please transcribe this text

[Assistant] Social network analysis, uhm, there are actually, you know, groups that have done this, uh, things like looking at


[User] Please transcribe this text

[Assistant] A group of people's social networks. So things like Facebook, Google+, or maybe information about who are the people that you email the most frequently and who are the people that they email the most frequently. And to find coherent groups of people. So this would be another maybe clustering algorithm where you want to find who are the coherent groups of friends in a social network.


[User] Please transcribe this text

[Assistant] Here's something that one of my friends actually worked on, which is uhm, use clustering to organize compute clusters or to organize data centers better, because if you know which computers in the data center and the cluster tend to work together, you can use that to reorganize your resources and how you lay out its networks and how you design your data center and communications.


[User] Please transcribe this text

[Assistant] And lastly, something that actually another friend worked on, uhm, using clustering algorithms to understand galaxy formation and using that to understand how, uhm, to understand astronomical data.


[User] Please transcribe this text

[Assistant] So that's clustering, which is our first example of an unsupervised learning algorithm. In the next video, we'll start to talk about a specific clustering algorithm.


[User] Please transcribe this text

[Assistant] I need to move. I don't actually know 60 minutes is enough time to create this.


[User] Please transcribe this text

[Assistant] I've never pushed myself like that before in the kitchen, but that's the kind of pressure that is the next level that I want to be pushed at.


[User] Please transcribe this text

[Assistant] The MasterChef Team Relay is back!


[User] Please transcribe this text

[Assistant] In this lecture, we're gonna do two interesting things. First, we will loop over an array backwards, and then second, we will also create a loop inside another loop. So let's have some more fun with arrays now.


[User] Please transcribe this text

[Assistant] And so let's get back our array again here.


[User] Please transcribe this text

[Assistant] So the Jonas array. And let's forget about this element here. And so now, as I said in the beginning of this video, let's now loop over this array backwards. So the first element that we want to print is this one, then this, this, this, and finally Jonas.


[User] Please transcribe this text

[Assistant] Essentially, in the last lecture, we looped from the beginning. So we started with index 0, then 1, all the way to


[User] Please transcribe this text

[Assistant] But now, we want to start at 4. Then we want to go to 3, and all the way to 0, which is going to be the last index. So this one is 4, and this one is 0.


[User] Please transcribe this text

[Assistant] And so now we need to create the for loop according to this new information. So basically according to this new methodology.


[User] Please transcribe this text

[Assistant] So, let's start again with the counter. And I will name it i again. But now, what should be the initial value of the counter?


[User] Please transcribe this text

[Assistant] And we already replied to that question kind of, so it should be four. But should we just write the four here?


[User] Please transcribe this text

[Assistant] We shouldn't, right? Because we already learned that hard-coded values like this are not a good idea. So, what is 4? Well, 4 is basically just the length of the array, which is 5 minus 1. So, that's exactly what we will write here. Jonas.length minus 1.


[User] Please transcribe this text

[Assistant] Then the condition, and when do we want the loop to stop?


[User] Please transcribe this text

[Assistant] Well, it should stop after the zero. And so the condition we need to write, remember, is telling JavaScript in which condition the loop should keep running. And so basically the loop should keep running as long as the counter is still above zero. So.


[User] Please transcribe this text

[Assistant] i should be greater or equal, actually, zero. So let's quickly simulate that.


[User] Please transcribe this text

[Assistant] So, at number four, which is in the beginning, i is greater or equal to zero. Right? So this condition will be true. And so the next iteration will run.


[User] Please transcribe this text

[Assistant] We need to decrease the index or the counter. And so let's actually do that as well.


[User] Please transcribe this text

[Assistant] And so instead of using i++, which we used before to increment the value, we use minus minus to decrement or to decrease the value by 1. And so now we move from 4 to 3. And 3 of course still is greater or equal to 0.


[User] Please transcribe this text

[Assistant] Then all the way to 0, and so 0 is still greater or equal 0. Then the counter gets updated again, and it will be updated to minus 1. And now minus 1 is not greater or equal 0. So this is false, and so the loop will stop.


[User] Please transcribe this text

[Assistant] Okay, so I hope that this was not hard. Really all we have to do is to think when we create these three parts here of the for loop. And I hope that you could follow my train of thought here. Now anyway, the rest of course is going to work just exactly the same.


[User] Please transcribe this text

[Assistant] So let's check that very quickly. And yes, great job. It works. And just to really show it, let's also log the counter variable itself. So first the i, so the counter, and then the array value.


[User] Please transcribe this text

[Assistant] And so indeed, this works just as we intended. We start with number four.


[User] Please transcribe this text

[Assistant] Just as we have it here. And then we move to 3, 2, 1, 0. And if we now edit one element, then, uh, for sure, this is gonna work just the same. Because now Jonah's length is 6, and minus 1 is 5, and so it will start here at true. And indeed, it does.


[User] Please transcribe this text

[Assistant] Alright, now you will probably not be doing this all the time in your own code, but I thought that this was a nice exercise so we could again think about how to define the counter, the condition, and the counter update.


[User] Please transcribe this text

[Assistant] So that was the first part of this lecture, and now I want to show you how we can create a loop inside of a loop. So, does that sound crazy? Well, it's not so crazy.


[User] Please transcribe this text

[Assistant] And it's not so difficult either. And to do this, let's go back to our gym example from the first loop lecture. So there we had 10 repetitions for a certain weightlifting exercise. Remember?


[User] Please transcribe this text

[Assistant] But now, let's say that we have three different exercises and we want to repeat each of them five times. So that means a total of 15 repetitions, five for each of the three exercises. So to log all these exercises, we will need a loop inside a loop.


[User] Please transcribe this text

[Assistant] So let's roll up our sleeves and get to work here. And we're gonna start with the three exercises.


[User] Please transcribe this text

[Assistant] So, let's create a counter. And I will actually call it exercise.


[User] Please transcribe this text

[Assistant] So, exercise, and we start at one now this time again, cause we simply want to log exercise one, two and three.


[User] Please transcribe this text

[Assistant] Our condition here is that the exercise should be less or equal 3. And actually this would be exactly the same as writing exercise below 4. So you can do whatever you prefer most. And I think I will actually stick with this one this time.


[User] Please transcribe this text

[Assistant] And then we need to increase the exercise after each iteration as always.


[User] Please transcribe this text

[Assistant] So now let's log to the console, uh, something like this, uh,


[User] Please transcribe this text

[Assistant] Starting exercise and actually here we want to include the exercise number. So let's instead create a template literal.


[User] Please transcribe this text

[Assistant] So we have three exercises, but we don't have any repetitions yet in there. And so now, again, we need to create a loop inside a loop, so that in each exercise we can have the five repetitions that we want. And the repetitions themselves are a loop.


[User] Please transcribe this text

[Assistant] So that's why we now need that loop inside of this loop. So, let's do that.


[User] Please transcribe this text

[Assistant] And this is gonna be basically the same as we did earlier.


[User] Please transcribe this text

[Assistant] So let's again call it rep, start at 1, and then the condition.


[User] Please transcribe this text

[Assistant] So remember how I said that we want five repetitions this time? And so let's say we want to stay below six. So again, that would be exactly the same as writing less or equal five, but let's keep it a bit different this time and say below six. And then rep++.


[User] Please transcribe this text

[Assistant] And now lifting weights. Repetition.


[User] Please transcribe this text

[Assistant] And again, I forgot to make this a template literal. So.


[User] Please transcribe this text

[Assistant] Yes, this should work much better. And now this huge emoji here again. Oh, where is it?


[User] Please transcribe this text

[Assistant] So what do you expect to see? Think about that before you load your own result or before I load here the result. So...


[User] Please transcribe this text

[Assistant] Is this what you expected? Let's even increase this here a little bit.


[User] Please transcribe this text

[Assistant] We start exercise number one, which is what we have here. And then inside of this iteration of exercise one, a new loop is created and executed. And so that's what then creates this lifting weights repetition from one to five. All right. Then this loop here is finished.


[User] Please transcribe this text

[Assistant] Right, so it run all the five time, and then this first iteration is finished. And so the exercise loop, so this outer loop here, goes to its second iteration. And so we are at exercise number two.


[User] Please transcribe this text

[Assistant] And then this whole loop here will run again from 1 to 5.


[User] Please transcribe this text

[Assistant] So that's these five here, and then that loop again finishes, and then the exercise iteration finishes, and we go to iteration number.


[User] Please transcribe this text

[Assistant] So exercise is now number three, and then the whole repetition loop, so this inner loop here, will run five times again. And with that, we end up with a total of basically fifteen repetitions, just as I said in the beginning. So three times five.


[User] Please transcribe this text

[Assistant] Okay, and we could even include the number of the current exercise in this string that we're printing here. So let's do that as well. Exercise.


[User] Please transcribe this text

[Assistant] So this is the variable that we get from the outer loop.


[User] Please transcribe this text

[Assistant] And so this, uh, variable here is of course available inside this whole loop. And that does include all the inner code, even this inner loop. And so that's why we can access this variable here as well.


[User] Please transcribe this text

[Assistant] And so now we should see exercise 1 printed for these 5, then exercise 2 printed for these 5, and exercise 3 for the last ones. And yeaah. Beautiful. Alright.


[User] Please transcribe this text

[Assistant] I think this was a very fun exercise. And again, even though you might not use this all the time in the real world, I still think that this was a pretty cool example to show you some more power of loops.


[User] Please transcribe this text

[Assistant] And now to wrap up this section, all there is left to learn is another type of loop, which is the while.


[User] Please transcribe this text

[Assistant] But I wanted to talk about the real estate bubble, uh, which is a favorite topic of mine. I should say it's a depressing topic, but it's interesting, uh, like a disease, it's a disease of the economy.


[User] Please transcribe this text

[Assistant] When I wrote the second edition to my book Irrational Exuberance,


[User] Please transcribe this text

[Assistant] So I constructed one for the United States and it attempts, it's not the average price of a home or median price of a home which would be misleading because homes have gotten a lot bigger and better. It's the resale.


[User] Please transcribe this text

[Assistant] Uh, it's a repeat sale index that looks at repeat sales of individual houses to measure price changes. This is the index that I produced with Carl Case at Wellesley College and then my student Alan Weiss here at Yale.


[User] Please transcribe this text

[Assistant] Wanted to start a company, so we started Case, Schiller, Weiss to publish these indexes. So the blue line here is the home price index from 1890 to the present.


[User] Please transcribe this text

[Assistant] And I said, in my 2005 edition, I said, something is really going on right now, which is unprecedented in US history.


[User] Please transcribe this text

[Assistant] Except, well, the only precedent is this one here. The baby boom, yeaah. So, after World War II, the war was over, and the US wasn't damaged in the war. The soldiers came home, and what did they want to do? Well,


[User] Please transcribe this text

[Assistant] They had, but by the way, during the war, they couldn't build any houses. By law, well except military housing, or housing for factory workers. You had to get the War Production Board to approve any house. And you know what they approved? A tiny bungalow with one bedroom. And that was it.


[User] Please transcribe this text

[Assistant] Uh, so there were no ho- you wanted two bedrooms, you have a baby now. Or you're hoping to have a baby.


[User] Please transcribe this text

[Assistant] But that was a totally different boom. That was understandable, right? World War II.


[User] Please transcribe this text

[Assistant] Also, uhm, right around the peak, uh,


[User] Please transcribe this text

[Assistant] People started into a buying frenzy because of World War 3, as they called it. The Korean War broke out in 50, 1950. And, uh, I think, uh, I might have mentioned this before, people panic thinking that they're going to shut down home building again. So I need my home now.


[User] Please transcribe this text

[Assistant] But the funny thing is home prices didn't really fall after that, not very much.


[User] Please transcribe this text

[Assistant] It wasn't the same thing. It was all about war and government restrictions on housing. This one was different. Something was going on that was unprecedented.


[User] Please transcribe this text

[Assistant] It was also not fraudulent mortgage lending, but it was over optimistic mortgage lending.


[User] Please transcribe this text

[Assistant] Somehow people thought that prices would go up forever.


[User] Please transcribe this text

[Assistant] Uh, and just, uh, a boom, just a bubble. You wonder why did it happen when it did?


[User] Please transcribe this text

[Assistant] Well, it sort of happened on two prior occasions. This one here.


[User] Please transcribe this text

[Assistant] Uh, was a bubble, uh, in the 80s. And then it crashed with the savings and loan crisis.


[User] Please transcribe this text

[Assistant] Uh, this, this one wasn't everywhere. It was in Texas at first, and then it was in California, uh, in some East Coast cities. So it didn't really catch on as big. Uh, and then this was, uh, another, uh, uh, bubble that peaked in


[User] Please transcribe this text

[Assistant] Uh, 1990. But then it really shot up. So like these were practice runs, trial runs. Uh, uh, the idea spread everywhere in the United States. Not just in the United States though, I might say this was happening in lots of countries around the world. And it wasn't driven by building costs, population, or interest rates, which weren't doing anything.


[User] Please transcribe this text

[Assistant] So I think it was a speculative bubble that preceded and led to the financial crisis. Then home prices really crashed. These are real home prices, by the way, corrected for inflation. Until 2012, uh, and then they started going up again. So, uh, now, uh,


[User] Please transcribe this text

[Assistant] This series, I may have said this before, showed no increase from 1890, or virtually no increase from 1890 until sometime in the 1990s. This is around 1997 when it started going up.


[User] Please transcribe this text

[Assistant] Contrary to most people's intuition, most people would think


[User] Please transcribe this text

[Assistant] As the population grows and the economy grows, homes would just keep going up in price.


[User] Please transcribe this text

[Assistant] Well, there is some truth to that. I mean, we are, uh, we have limited land, uh, and people especially like to live in cities, established cities, where they have jobs. So there's some truth to that. But offsetting that is that our technology for building homes is getting better. And so we can mass produce things more.


[User] Please transcribe this text

[Assistant] Uh, and the building costs might go up because of labor costs, but labor is only part of building. So it's kind of, building costs are kind of stable. They've gone up a little bit in a hundred some years, but not a lot.


[User] Please transcribe this text

[Assistant] So if you can build them, there's no problem. And the price of land is actually a rather small component.


[User] Please transcribe this text

[Assistant] Home prices were just seen of as always going up.


[User] Please transcribe this text

[Assistant] It had something to do, I don't know, with the culture, with the story about the emerging world, about the rich Chinese or rich Russians or whatever they are coming in and buying our properties.


[User] Please transcribe this text

[Assistant] Okay, prawns, ginger, coriander. Anything else?


[User] Please transcribe this text

[Assistant] It's time to start my wonton dough. So the dough is just a cup of flour and an egg and two tablespoons of warm water. Just give it a


[User] Please transcribe this text

[Assistant] Prawn wontons, and a prawn sauce.


[User] Please transcribe this text

[Assistant] Congratulations on finishing the introduction to JavaScript.


[User] Please transcribe this text

[Assistant] So, you mastered the absolute fundamentals, but there is still a lot of content ahead. In fact, there's over 50 hours of video left in this course.


[User] Please transcribe this text

[Assistant] However, I know that this is way too much for some people. And so let's now take 5 or 10 minutes to plan your unique journey through this course, so that you can achieve your own learning goals.


[User] Please transcribe this text

[Assistant] Now, to start, keep in mind that this is, after all, the complete JavaScript course. And so it makes sense that it covers everything and has a lot of big projects and challenges. That's the reason why this course is so long.


[User] Please transcribe this text

[Assistant] But here is the thing. You don't need to watch the entire course to become really good at JavaScript. There are many lectures and some sections that you can safely skip and still become a great developer.


[User] Please transcribe this text

[Assistant] Now, watching the entire course is of course the best option. So if you're planning on doing that, then just go to the next section. But if you don't have the time, or if you really want to focus only on the most important parts and on your own learning goal, then just keep watching.


[User] Please transcribe this text

[Assistant] So, to help you navigate through this massive course according to your goals, I created a couple of different pathways through the course and also a roadmap for each section.


[User] Please transcribe this text

[Assistant] So a section roadmap is basically an overview of each section, which will tell you exactly which videos are the most important ones, which ones are not that important, and which ones are optional. And you can find these roadmaps at the beginning of each section.


[User] Please transcribe this text

[Assistant] And so by using them, you can focus only on the most important videos, if you want, and therefore complete the course a lot faster.


[User] Please transcribe this text

[Assistant] So the section roadmaps tell you which videos you may skip, but you might also want to skip entire sections. So, sections that you don't need to watch in order to achieve your learning goal. And so that's where the course pathways come into play.


[User] Please transcribe this text

[Assistant] So, I defined these seven learning goals that you might have and selected the sections that you should watch in order to achieve that goal. And the seven pathways are in a PDF document that you can find right in the next lecture.


[User] Please transcribe this text

[Assistant] But just as an example here, your goal might be to learn only the most important parts of JavaScript. And this might actually be a great goal for Udemy for Business students who are probably watching this course at work.


[User] Please transcribe this text

[Assistant] Now, in this case, your pathway through the course is gonna look something like this.


[User] Please transcribe this text

[Assistant] So, just like in the section roadmaps, here you can see which sections are very important for your goal, which ones are just good to know, and which ones are optional.


[User] Please transcribe this text

[Assistant] And so, again, by following a pathway like this, you don't have to watch the entire course if you don't have the time. In fact, this particular pathway actually shrinks the course down to only 24 hours.


[User] Please transcribe this text

[Assistant] Alright, so again, the best option is of course to watch the entire course from start to finish.


[User] Please transcribe this text

[Assistant] But if you don't have the time, then please take a look at the course pathways PDF document in the next lecture and select your learning goal and pathway from there. And then I see you wherever your path will take you in this course.


[User] Please transcribe this text

[Assistant] So here's how it's gonna work. Each of you will cook for 15 minutes. When the 15 minutes is up,


[User] Please transcribe this text

[Assistant] You have 45 seconds to hand over to the next person. But, no pens, no paper, no diagrams, nothing written down.


[User] Please transcribe this text

[Assistant] Your challenge was to cook a beautiful dish with maple syrup at its heart in 75 minutes in 15 minute blocks.


[User] Please transcribe this text

[Assistant] Obviously, you don't want to be in the losing team because if you are, you'll find yourself in elimination tomorrow. So let's see how you've done.


[User] Please transcribe this text

[Assistant] It just has amazing clarity. So from the start to the finish, everybody put their little touch on it, but they've thought about how the flavours go together, even down to the crispness of the apple and a little bit of that cheeky indulgence in the bacon.


[User] Please transcribe this text

[Assistant] What we loved, to be honest, is when we came to your bench in the first few minutes, you said, yep, gonna do sticky pork with maple and bao, which are the Chinese bun.


[User] Please transcribe this text

[Assistant] There is some deliciousness in there, I mean it's sticky, it's sweet, it's familiar, there's a good hit of chilli, there's some acidity from the limes, there's certainly a lot of flavour going on there.


[User] Please transcribe this text

[Assistant] So, you had the idea of making the ice cream first?


[User] Please transcribe this text

[Assistant] We'll find themselves in an elimination tomorrow, and from there, somebody is going home.


[User] Please transcribe this text

[Assistant] The chips are down, you have to survive.


[User] Please transcribe this text

[Assistant] Look, I've been cooking for 15 years and every year I do want to cook better. So I'd like to think it's one of the toughest dishes I've ever created. Yeah, it's fair to say it's a bit of a challenge.


[User] Please transcribe this text

[Assistant] And then also the emu, a delicious ingredient, so super, super healthy.


[User] Please transcribe this text

[Assistant] So we'll start from the bottom, which is the first element, which is the beetroot paint. This is the beetroot puree, uh, that takes 80 minutes to cook. 80. 80.


[User] Please transcribe this text

[Assistant] Which is also coated in dehydrated beetroot and a rosella powder to create this log effect. Almost the hero of the dish is the imutata, uh, which also has bribery.


[User] Please transcribe this text

[Assistant] Uhm, you know, to me the taste of Australia, nice acidity, which just brings everything to life. And emu jerky and charcoal pretzel. Simple as that.


[User] Please transcribe this text

[Assistant] Remember, there's elements in there, like I said, at the start of the cook that take 80 minutes, and you're an hour and a half down, hour and a half to go. You want to give yourself plenty of time to play it up. Come on, mate, you can do this.


[User] Please transcribe this text

[Assistant] But, not enough rivalry in the ta-ta.


[User] Please transcribe this text

[Assistant] First dish we'd like to taste belongs to...


[User] Please transcribe this text

[Assistant] Is pineapple and crab curry, and is...


[User] Please transcribe this text

[Assistant] Are the ingredients used to make the dish. So if you choose the pineapple and crab curry, this is what everyone has to cook with.


[User] Please transcribe this text

[Assistant] So this is your exclusive pantry. And here's the thing. This is an invention test. So even though David's here, you don't have to cook Thai. That's up to you. Wait a moment. Hang on.


[User] Please transcribe this text

[Assistant] Now let's see what you can do with the same ingredients. Because today, you don't have to cook a Thai dish. And it's up to you what you want to cook.


[User] Please transcribe this text

[Assistant] I was thinking how you gonna combine the two, but you've lifted the sorbet out of the soup. Which is nice. Promises, doesn't it?


[User] Please transcribe this text

[Assistant] Charlie, you got to choose those ingredients. So what's the dish? What did you cook?


[User] Please transcribe this text

[Assistant] Yeah, that's a little crap. So what happened to the dumplings? Uh, I just ran out of time.


[User] Please transcribe this text

[Assistant] What do you reckon, David? The presentation looks great. I haven't seen you present food like this. So I'm really happy for you.


[User] Please transcribe this text

[Assistant] There were several dishes vying for the top three. And it was a tough decision.


[User] Please transcribe this text

[Assistant] If I call your name, please step forward. You are in this week's immunity challenge.


[User] Please transcribe this text

[Assistant] You have a chance of winning that immunity pin. Well done.


[User] Please transcribe this text

[Assistant] We need so much more chicken than that in. It's almost time for service and I have to start frying the chicken. I pull the chicken out of the fridge, toss it first through some self-raising flour, then put it into a big gastronome with some cornflour, mix that around, dust it all off and fry it for three minutes.


[User] Please transcribe this text

[Assistant] I was pretty confident that I was the favourite to get through this taste test and now I'm the first person that's gonna cook in round two. It's really shaken my confidence going into this cook.


[User] Please transcribe this text

[Assistant] And I'm still just in the pantry. I'm thinking, thinking about what I'm gonna do.


[User] Please transcribe this text

[Assistant] I'm just feeling constantly like I'm behind, and so I'm now trying to multitask. I've got my grapes four ways happening. Fresh grape, roasted grape, pickled grapes, and grape jelly.


[User] Please transcribe this text

[Assistant] And it'll be very sweet and very vinegary at the same time. I need to reduce it down until it's nice and thick and syrupy.


[User] Please transcribe this text

[Assistant] This champagne gastrique is quite potent. I'm worried that it's too strong, but I'm running out of time, so I'm just gonna keep, keep going. I need to start my cream cheese mousse.


[User] Please transcribe this text

[Assistant] I haven't had a chance to actually taste it. I just hope it's not lumpy anymore. I pick a few of the roasted grapes and the pickled grapes. A few of the red and green grapes. I have the gastric and jug on the side to finish off the dish.


[User] Please transcribe this text

[Assistant] I'm a bit emotional because I don't know if it's good enough. I'm just not ready to go home.


[User] Please transcribe this text

[Assistant] I'm not feeling very confident. This champagne gastrique is quite potent. There's a good chance this cream cheese mousse is a little bit lumpy. The twirl is cracked and broken. Got a lot of self-doubt, a lot of confusion and... I really don't know.


[User] Please transcribe this text

[Assistant] Real life history is sadly missing out on some of the cooler parts of Game of Thrones. There once upon a time was a belief in giants, dragons, and magic, but tragically none of that has been proven by modern science.


[User] Please transcribe this text

[Assistant] Thankfully in real life in history, we've never had to deal with frozen ice zombies before. I don't really think that our medieval ancestors would have possibly been able to stop them without dragons or at least without Jon Snow being real.


[User] Please transcribe this text

[Assistant] But what real history has had to some extent is the rest of the story behind Game of Thrones. In this video I'm going to be explaining some of the real life bases and stories that inspired Game of Thrones. That means that certain characters and locations from the books and show may have not only one historical inspiration, but possibly several.


[User] Please transcribe this text

[Assistant] Game of Thrones is a unique story in a separate universe that doesn't perfectly reflect our own. Likewise, our own history doesn't perfectly match up with Game of Thrones, but it is incredibly interesting to see the similarities and the differences. I will largely be focusing on medieval Britain for this story, so allow me to set up the story for you.


[User] Please transcribe this text

[Assistant] This is Westeros on the left, and the British Isles on the right. They don't really look too similar, but with a little bit of tweaking on the right, we can make them look very similar. Just move Ireland over here under England, flip it upside down, and expand it to look like this. You can definitely see the comparison now, but now when we flip England sideways, we get a pretty amazing contrast.


[User] Please transcribe this text

[Assistant] In around 1200 BCE, we have these guys, called the Celts, who started to arrive in Britain. They had some space age technology that the small tribes of the islands didn't have, called iron weapons, like spears and swords. The Celts gradually settle all of the islands until this guy, called Julius Caesar invades Britain in 55 BCE. They left with some money, but a guy named Caligula decided he wanted to actually conquer the land, so he assembled an army of 200,000 Romans to do exactly that in 40 CE. But when they got to the beach in Europe, he got bored of that and ordered his soldiers to just collect seashells for him instead.


[User] Please transcribe this text

[Assistant] And that's not a joke, by the way. Caligula really was that crazy. Anyway, the Romans actually invaded the land in 43 CE and started to conquer the Celtic tribes. They expanded their border all the way up to here, where they decided to build a wall that would stretch across the whole landmass from sea to sea.


[User] Please transcribe this text

[Assistant] The wall was built to keep the savage northern tribes like the Picts and the Caledonians out, and low-ranking Roman men who served at the wall were forbidden to marry and often served for their entire lives there. Men from all over the empire would come to the wall to defend the edge of the known world against the northern barbarians. Does any of this sound familiar yet?


[User] Please transcribe this text

[Assistant] In Westeros, we had the invasions of the First Men who settled the land and they built a wall across the north to protect themselves from wildly barbarians and from frozen ice zombies. The wall in Westeros is 300 miles long, 700 feet high, and made of ice, while the wall in Burton is only 73 miles long, varies between 10 and 20 feet high at places, and is only made out of stone.


[User] Please transcribe this text

[Assistant] In Westeros, these new people called the Andals invaded the land across the sea from Essos and overthrew the First Men, kind of establishing a coexistence between the two. The Andals create dozens if not hundreds of tiny little kingdoms all across Westeros that gradually over time formed into the seven kingdoms that we know of in the story.


[User] Please transcribe this text

[Assistant] In real world Britain, the Roman Empire collapsed, and by 410 CE, the Romans had abandoned the British Isles after more than three centuries of rule. In this atmosphere of chaos came a new invader, however. The Germanic Saxons and Angles who crossed the sea from Europe.


[User] Please transcribe this text

[Assistant] The Saxons carved out a huge part of Britain for themselves, and they forced the Celts out. The Celts and native Britons were forced into areas away from the Saxon conquest to places like Ireland, Scotland, Wales, and Cornwall, and some even fled to Brittany, which is where Brittany got its British-sounding name from.


[User] Please transcribe this text

[Assistant] The area that the Anglo-Saxons conquered, like Westeros, was divided into small, petty kingdoms that eventually coalesced into what it, you know it, seven kingdoms.


[User] Please transcribe this text

[Assistant] This is known in England as the Heptarchy period. The Seven Kingdoms inside England at the time were East Anglia, Essex, Kent, Mercia, Northumbria, Sussex, and Wessex. The Seven Kingdoms would eventually merge together to form the Kingdom of England, like how the Seven Kingdoms of Westeros formed together to create the Iron Throne, but were not there yet.


[User] Please transcribe this text

[Assistant] First, we need our healthy dose of Vikings to throw into the mix. Vikings started to make raids into Britain starting in the year 789. They're pretty similar to the ironborn inside Westeros, so let's stick to this analogy for now. The Vikings raid and pillage all across the British Isles for centuries, and even conquer the city of York, which was the second biggest city in England at the time.


[User] Please transcribe this text

[Assistant] In 954, the last Viking King of York, who had the greatest name you've ever heard of, Eric Bloodaxe, was driven out of the city by the Saxons. The Vikings continued to raid all around England and even briefly ruled the entire kingdom for about 20 years, but the last raid finally came in 1066. This is a really interesting year because three men all decided to claim the English throne. Harold Godwinson was the Anglo-Saxon King of England that year, but another herald named Harold Hadrada thought that he should be the king too. Other herald was Norse, though, and came with his scary Viking army to enforce his claims on the throne.


[User] Please transcribe this text

[Assistant] But Godwinson wasn't no bitch, and defeated him and crushed his army at the Battle of Stamford Bridge. Now normally, that would be enough to secure victory, but at the same time, William the Bastard arrived from across the channel with his own army ready to conquer England.


[User] Please transcribe this text

[Assistant] William is most similar to Aegon the Conqueror from A Song of Ice and Fire. Aegon sailed from across the Narrow Sea with his army and three dragons, where he conquered all of the Seven Kingdoms of Westeros. Well, except for Dorne, but even Dorne gets secured by diplomacy later on.


[User] Please transcribe this text

[Assistant] Aegon established the Targaryen dynasty in Westeros, who ruled the throne all the way until Robert's Rebellion overthrew the last one, the Mad King Aerys II Targaryen. Back in real life, William the Bastard had no dragons, but he certainly did have an army.


[User] Please transcribe this text

[Assistant] He landed in England and Harold Godwinson had just defeated the false king Hadrada in the north. Probably after saying something like,


[User] Please transcribe this text

[Assistant] Godwinson immediately turned his army around and marched 241 miles south to face William. When he got there, though, William shattered his army, and it's rumored that Harold was killed by William himself and three other knights on the battlefield. William the Bastard was crowned king the same year and became known as William the Conqueror afterwards.


[User] Please transcribe this text

[Assistant] After Aegon conquered Westeros, his descendants would rule for nearly 300 years before being overthrown by Robert Baratheon. The descendants of William and England have been shaky at times, but they have mostly ruled the kingdom since 1066.


[User] Please transcribe this text

[Assistant] Elizabeth II is technically the 22nd great-granddaughter of William the Conqueror himself, and if the monarchy is an overthrown Game of Thrones style by 2066, that will mark the 1,000-year anniversary of the Norman Conquest and the near-continuous reign of William's descendants.


[User] Please transcribe this text

[Assistant] To say that that entire family history has been full of drama would be a great understatement. It was dominated by drama. The biggest inspiration for the events behind Game of Thrones that we see during the War of Five Kings between Joffrey, Stannis, Renly, Robb, and Balon was the War of the Roses.


[User] Please transcribe this text

[Assistant] The War of the Roses is a really, really complicated power struggle that echoes much of the events that we see in a game of Thrones. In the War of the Roses, several men will claim to be king, many at the same time, and families will fight each other almost to total annihilation.


[User] Please transcribe this text

[Assistant] There was a huge cast of extremely colorful characters who had multiple motives, ambitions, and unknown loyalties. This video is already getting pretty long though, unfortunately, and the War of the Roses will be a video on its own that will be even longer than this one.


[User] Please transcribe this text

[Assistant] Now that the stage is set in the real world, it must be filled with actors, characters, and most importantly, a plot. I hope that you'll subscribe, like this video, and share it, and stay tuned for the War of the Roses next, the real-life Game of Thrones.


[User] Please transcribe this text

[Assistant] It's tomorrow you need to make that decision. Do you use your pin or not?


[User] Please transcribe this text

[Assistant] If you take matter and you make it massive enough, dense enough, the gravity will be so strong that you'll create a region of space that light can't get out of. It truly does make a hole in space. You can get into it, you can't get out of it. Sort of like a cosmic lobster trap.


[User] Please transcribe this text

[Assistant] And this has been one of the revelations come through a space telescope is the real deep


[User] Please transcribe this text

[Assistant] And fundamental connection between black holes and galaxies done by looking at MA7, but also, you know, dozens of other galaxies.


[User] Please transcribe this text

[Assistant] You toss a ball up, it comes back down or it slows down.


[User] Please transcribe this text

[Assistant] What you don't expect is the ball to speed up and speed up and speed up more and more and more. That doesn't happen.


[User] Please transcribe this text

[Assistant] It's what we get for daring to look at something. We're outside the envelope. We didn't expect this at all. It is a tremendous change in how we think about the universe.


[User] Please transcribe this text

[Assistant] The end of the mission for the space telescope because right now it's in prime productivity or rather will be once we're able to fix it up again.


[User] Please transcribe this text

[Assistant] The man for it is strong. The capabilities are unique and will remain unique. It will be a loss.


[User] Please transcribe this text

[Assistant] My boss threw me a curveball today, so I have to stay and work late.


[User] Please transcribe this text

[Assistant] I'm sure you're all feeling inspired to have Yotam Otalangi in the kitchen with us this week. Welcome Shannon, back to Mentor and Guide. It is of course Immunity Challenge. And the pin is gonna go off today, I can feel it.


[User] Please transcribe this text

[Assistant] You have 25 ingredients in this pantry that Yottam used to cook that beautiful pastilla.


[User] Please transcribe this text

[Assistant] So you've seen what Yotim can cook with him. Now it's over to you.


[User] Please transcribe this text

[Assistant] Rockets in terms of quality and creativity. So Shannon? Come on, my son!


[User] Please transcribe this text

[Assistant] Two beautiful dishes, so thank you. Shannon, how did they go in the kitchen?


[User] Please transcribe this text

[Assistant] So now that you have a solid foundation of JavaScript, I want to talk a little bit about the actual process of learning how to code and give you some motivation. I think this is an important aspect of a course like this, but everyone else simply seems to overlook this topic for some reason.


[User] Please transcribe this text

[Assistant] So let me share my advice on how you should learn to code as a complete beginner in this video.


[User] Please transcribe this text

[Assistant] And to make this a bit more fun, I will start by telling you how to fail at learning how to code. And to do that, meet John.


[User] Please transcribe this text

[Assistant] So John has been learning how to code for some time now, but he is failing miserably. He's just not going anywhere. I guess he's just not receiving the right advice. So let's see what John is doing wrong so that you can learn from his mistakes and learn how to code in no time.


[User] Please transcribe this text

[Assistant] So, the first mistake that John made was that he didn't have a clear goal at the beginning of his learning journey.


[User] Please transcribe this text

[Assistant] He simply started by watching some courses and reading some tutorials, but he would just blindly copy the code without caring how it works. Even worse, sometimes he would just copy and paste code from tutorials or sites like Stack Overflow.


[User] Please transcribe this text

[Assistant] While learning, he didn't reinforce what he was learning in the courses and tutorials by doing small challenges or taking notes. He also didn't practice coding outside of the courses, and he didn't come up with his own project ideas to improve his skills.


[User] Please transcribe this text

[Assistant] Then, whenever he did code a bit, John Wood quickly became frustrated whenever his code was not perfectly clean or efficient.


[User] Please transcribe this text

[Assistant] Also lost motivation pretty quickly because he thought he could never know enough. He could never know all there is to know. And this is a really big mistake.


[User] Please transcribe this text

[Assistant] Also, he was just always learning in isolation without sharing his process.


[User] Please transcribe this text

[Assistant] Finally, after finishing a couple of courses, he thought he was now a web developer and could start applying to jobs. But no one would take him, because recruiters soon found out that he couldn't even build a simple app on his own.


[User] Please transcribe this text

[Assistant] So the first mistake is relatively easy to fix. What you need to do is to set a goal for yourself. Think about this and actually write it down on a paper or something. Make this goal specific, measurable, realistic and time-based.


[User] Please transcribe this text

[Assistant] For example, your goal might be, I want to become a front-end web developer within one year. From there, you can then develop a plan on how to get there. It also helps to know exactly why you are learning to code.


[User] Please transcribe this text

[Assistant] For example, are you trying to switch careers? Or do you want to find a better job? Or are you just starting a new hobby?


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[Assistant] Whatever it is, it's important to be aware of the reason why you're doing this. Because this will help you stay motivated when learning becomes more and more difficult.


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[Assistant] To stay motivated, it's also great to imagine a big project that you want to be able to build by the end of your learning journey. This has always helped me tremendously.


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[Assistant] With this project in mind, you just need to research the technologies that you need to learn, and then learn them one by one, step by step, in a calm way.


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[Assistant] Next up, instead of simply copying code from a course or tutorial, always make sure that you really understand the code that you're learning and typing into your editor.


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[Assistant] Don't move on if you don't understand. Also, always actually type code. Don't just copy and paste it from a tutorial or site-like stack overflow. This way, you're training your brain to remember the syntax later.


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[Assistant] It means that after you learn something new, like a new JavaScript feature or concept, you use it immediately to make it really stick in your brain. You can do this by taking notes and by challenging yourself with small coding exercises and challenges.


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[Assistant] For example, let's say you just watched a lecture about functions.


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[Assistant] So now you know what functions are, and you saw some examples.


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[Assistant] But now, as a next step, you need to reinforce this knowledge by writing a function for your own personal environment.


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[Assistant] For example, you might need to calculate the average of your university grades, or you might need to convert recipe ingredients from ounces to grams while cooking.


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[Assistant] So just write a function that does this task for you and have some fun with it. Coming up with your own ideas like this and solving them will absolutely boost your confidence in your programming skills.


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[Assistant] And really take your time with this. There's absolutely no need to complete any course as fast as possible. Alright? Now, it's absolutely normal that in the beginning, it's hard to come up with your own challenges. That's why I included countless coding challenges in this course for you.


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[Assistant] You can also use a special challenge platform like Codewars.com where you can find thousands of coding challenges for different skill levels for free. I have actually solved some of Codewars challenges in real life with some students and I can tell you it's a ton of fun and really helpful.


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[Assistant] One of John's biggest mistakes was to not practice coding outside of the course environment.


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[Assistant] But practicing on your own is the single most important thing that you have to do.


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[Assistant] And I can't stress this enough. Okay. Coding your own projects without any course guiding you is really not optional. If you just follow courses and don't code on your own, you will never ever be able to write programs on your own.


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[Assistant] So come up with your own project ideas, no matter how small or big, and just build them. Or you can copy parts of popular sites or applications.


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[Assistant] No matter what you do, really challenge yourself. Make it difficult and grow by overcoming obstacles.


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[Assistant] And I know it's scary to leave the comfortable environment of a course where you just have to follow the teacher because you will fail and you will make mistakes and it will be difficult to code on your own. But getting out of our comfort zone is the only way we grow.


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[Assistant] So, don't be stuck in Tutorial Hill, which is exactly the state of not being able to leave tutorials. There is more about this whole journey at the end of this lecture.


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[Assistant] Now, when you practice, you should never become frustrated with the quality of your code.


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[Assistant] Do not get stuck by trying to write a perfect code, which is really clean or really efficient.


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[Assistant] So none of that matters in the beginning. You're still learning. So just write as much code as you can, no matter the quality.


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[Assistant] Really. Clean and efficient code will come with time. Alright? It's just natural progress. Also, you can always come back and refactor and improve code later if you want to. Another important piece of advice I can give you


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[Assistant] And I actually give it to myself from time to time is to embrace the fact that you will never know everything there is to know in web development. Web development is this huge, huge field. And so it's completely normal and acceptable that you will never know everything about web development.


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[Assistant] So don't put too much weight on your shoulders and create too many expectations.


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[Assistant] So, in fact, the best developers and teachers have no problem in admitting that they do not know everything. Like the legendary Kyle Simpson, who admits that even after 20 years, it's still a struggle to make his code work and understand it the next day.


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[Assistant] So do not lose motivation if you feel the same way.


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[Assistant] Also, do not compare yourself to top developers who do know a lot more than you, because of course they do. Many of them have been at this for over 10 years or maybe even 20 years, but nobody was born an expert and even experts are still learning all the time.


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[Assistant] Now, here it's actually pretty important that you have a well-defined goal for yourself.


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[Assistant] Because if you do, you can just focus on what you need to learn in order to achieve that goal. Everything else is unnecessary. It's just noise. For example, if you don't need a backend in your app, then you don't need to learn Node.js or PHP. Okay?


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[Assistant] The next mistake that is hopefully easy to fix is to not learn in isolation. One great way to do that is to learn together with other people, no matter if in person or online.


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[Assistant] Whenever you learn something new, explain it to them. Because explaining things forces you to really understand them first. And repeating a concept will then really make it stick in your brain. That's why many people say that the best way of learning is to teach. And I actually share that opinion too.


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[Assistant] Another great technique that many people like is to share your goals publicly. For example on a social network to make yourself accountable.


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[Assistant] You can also share your progress on social media to motivate yourself and others. For example, on Twitter, there are some popular hashtags that people use, like hashtag 100 days of code, hashtag code newbie and hashtag webdev.


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[Assistant] If you use these, you will get feedback and a boost of motivation from other people that are on the same journey of learning to code.


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[Assistant] It's a really nice and friendly community, at least on Twitter, which is what I know and use. So for sure, you should try it out.


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[Assistant] And finally, the absolute biggest mistake that John made was that after he went through a couple of web development courses, he thought that he was now a web developer ready to take a job.


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[Assistant] Now, this is probably the biggest misconception that people have. Just take a couple of courses and you're done.


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[Assistant] But no, that is just not how it works. So I'm sorry to bring you the bad news, but courses like this one can only take you so far.


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[Assistant] They will give you an amazing foundation, of course, but they are just the beginning of your journey. You need everything else that we just talked about in this lecture in order to become a successful web developer.


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[Assistant] So let's talk a little bit more about this and the journey of actually becoming a job-ready developer.


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[Assistant] So here is a very true graph that shows you how your confidence in your skills changes as you become more and more competent as a web developer. And this is useful because it allows us to plan a strategy for your learning journey. So when you start, you are in the everything is awesome phase.


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[Assistant] You are studying one or more courses or tutorials, understanding how the code works, and taking a lot of challenges. Just like I mentioned earlier.


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[Assistant] Now, you're not really competent yet, but are starting to get confident and are pumped to keep going.


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[Assistant] So this is probably where you are right now and will be throughout this course or any other course that you take.


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[Assistant] But then, as you start practicing on your own, you reach the cliff of confusion. Here you realize that coding might be a lot harder than you thought when you no longer can just follow a course with a predefined path.


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[Assistant] So your confidence is gonna start to drop a little bit and you might realize you can't build anything meaningful on your own yet.


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[Assistant] But don't lose motivation here. Just keep writing lots and lots of code on your own, no matter how much time you need to spend fixing bugs and searching for solution. It's all part of the journey and it's still going to be fun.


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[Assistant] Slowly, you will become better at writing code, so you will become more competent. But your confidence might drop even further, because now you start to realize just how much more you will need to practice until you can build a real application on your own.


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[Assistant] You are now in the so-called pit of despair, but believe me, it's not as bad as it sounds. You might start to feel lost, but a great solution for this is to start learning with other people, like other beginners or even other developers who might mentor and help you along the way.


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[Assistant] So keep building bigger and bigger projects, run into lots of problems, and keep fixing them. You really need to have this mindset of fixing problems in order to become a web developer. It's what we do all day long, basically.


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[Assistant] At this point, it's also important to keep in mind that learning how to code is a really hard thing to do.


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[Assistant] So don't beat yourself up for finding it too difficult and for being stuck all the time.


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[Assistant] It is difficult indeed, but it's gonna be worth it. And trust me, we've all been in that place. And everyone who successfully works in the industry today, just start out the same as you right now.


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[Assistant] So, really, congratulations for even starting this path. It's already a great achievement in itself. Now you just need to continue building stuff.


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[Assistant] If you want to know about me, personally, I learned to code by starting projects that were actually way too difficult for me at the time. But that made them real challenges that made me grow tremendously. For example, I tried and failed to build a football simulation game with Visual Basic.


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[Assistant] Then I built a content management system in PHP with really bad quality code, but it worked and I actually sold it to a client and made good money.


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[Assistant] I also accepted some client projects for websites that I didn't know how to deliver. But I figured it all out in the end, and it made me grow so much. And I'm sure that the same is gonna happen to you too.


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[Assistant] Anyway, back to the journey here. At a certain point, you will start to see the light. So at this point, you're getting quite good at writing code and your confidence will finally start to grow again. You are now in the back to awesome phase.


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[Assistant] Now you can either start learning new technologies or you can start rounding up your skillset with best coding practices and tools that you will need for jobs. For example, like version control, testing, task runners, et cetera.


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[Assistant] If your goal is to find a new job, you're probably starting to be ready to apply for jobs. You need many things for that, like a really good portfolio, but that is the topic for another day. Just be aware that even when you're working, you will never stop learning.


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[Assistant] So you are never really done learning how to code. Web development changes really fast, and so you will need to be constantly adapting to new technologies.


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[Assistant] Alright, and that is basically the typical journey from start to job ready. Now, please don't be scared by what I just showed you.


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[Assistant] I'm telling you all these things not to scare you, but to prepare you, because I really want you to succeed on this path. And I want you to achieve real success, not like fake success.


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[Assistant] There are just too many people out there who will tell you that coding is easy and that you will magically become a web developer in two months if only you take their course. But this is simply not true.


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[Assistant] So, I'm not gonna sit here and tell you that coding is easy. It's not easy.


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[Assistant] But with the right attitude and the guidelines I showed you in this lecture, you can totally do it. And I mean that, because I've seen it happening time and time again.


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[Assistant] So many people have learned how to code from complete scratch, switched careers, found better jobs, and improved their lives dramatically.


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[Assistant] And I mean many of my students and also many other people that I know personally. It's real and you can achieve the same thing. Just keep going, keep coding and keep building.


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[Assistant] Writers, with singers, record companies, with business deals. He was just all over the place. He was in the mix.


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[Assistant] But they owned everything, the booking agencies, the re- the publishing companies, record companies, and clubs. Business people.


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[Assistant] And he went out and got half of that, he didn't get 450, but he got half of that from Fred Taylor. We were on then.


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[Assistant] And we went backstage to try to get Diane Ross. And they say Ms. Ross is resting.


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[Assistant] Possibly culturally, the guy was smart enough to think, you know, if I'm gonna have all of these great artists, Louis Armstrong and Sarah Vaughn, wouldn't it be great to have an African American or a Black or a Negro or whatever we were at that time, uh, be, you know, uh, a conduit for it?


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[Assistant] That was the right thing for you. It was about the right thing for you. I'd gone from Barry Gordy's pet assistant. I took care of his animals. Up to his assistant and on and on and on. And I, you know, I'd hit this kind of ceiling with the company. And that's when I heard from Clarence.


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[Assistant] He helped me construct a deal at Warner Brothers Pictures that allowed me to develop television and film projects and ultimately to take some of those things to Quincy, which we got made.


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[Assistant] What he was doing, it had to do with seeing that everybody was treated right.


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[Assistant] I'll be honest with you, I've talked to, uh, you know, Jimmy, Terry, uh, L.A., babyface, a lot of the guys, they're like, so whatever happened when he did this for you and did that for you, did, was there a cost to it? Did you get a bill for it? Nope.


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[Assistant] He has put Bill Clinton's feet to the fire. In front of an audience.


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[Assistant] To the point that he will ask the questions as to why and how we can be really comfortable that once you get this job, all the promises that you're making to this community, you're gonna really stand by him. You know, like he would just straight up be like, motherfucker, what are you gonna do when you get the job?


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[Assistant] What does it have to do with those men shooting at us? And most importantly, why did you lie to me?


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[Assistant] But nobody seems to understand just exactly what his official title was. I couldn't tell you now exactly was he, was he an agent, manager, lawyer? What he was.


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[Assistant] I became the first black actor that had a love scene with the white actor, which was Raquel Welch.


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[Assistant] America was not indulging with interracial love scenes on their silver screen.


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[Assistant] There were so many question marks at that particular time, racially. And Hollywood had its own power base. And there was...


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[Assistant] Under bench pantry, you've got Greek yogurt, you've got lemons, samolina, eggs, flour, sugar, butter and milk.


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[Assistant] Hi, I'm John Green and welcome to Season 4 of Crash Course Literature. Today we're transporting you to one of my favorite slash least favorite dystopias, George Orwell's 1984.


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[Assistant] I feel like that eye is looking at me.


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[Assistant] Also, in the novel 1984, people routinely disappear and evidence of their existence is erased from public records, and that doesn't happen much.


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[Assistant] Yet. 1984 is an indictment of specific governments, but it's also a warning about the importance of free thought and speech. And in today's episode, we're going to discuss the historical context in which the novel was written, and also its use of oppressive language. I want to think about whether Orwell is arguing within the logic of the novel that the written word can significantly alter the society in which it is produced. And I mean that on at least two levels. Can the novel 1984 change the world in which we live, and are characters in that novel,


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[Assistant] Ultimately controlled by the language that they and their government use.


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[Assistant] Spoiler alert, we're all doomed. I'm just kidding. I mean, I hope I'm kidding. The truth is, as usual, complicated.


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[Assistant] George Orwell's protagonist, the windblown Winston Smith, shares a first name with Winston Churchill, the Prime Minister of the United Kingdom from 1940 to 1945, and again from 1951 to 1955. And by replacing a lofty aristocratic surname that evokes, you know,


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[Assistant] In this world, the government endorses something called Double Think, which links contradictory beliefs. So you see slogans like,


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[Assistant] The problem isn't that citizens are told the opposite of what is true. The real issue is that their experiences have become so limited that they lack the perspective and the language to differentiate between major concepts. But let's back up for a second and talk about George Orwell. Here's some doublespeak for you. George Orwell is not George Orwell.


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[Assistant] China worked in quality control for opium, which is used to make morphine and codeine and heroin, and the British held a monopoly on the trade of opium for many years and exported it to China both for financial gain and to subdue Chinese citizens. Although the Chinese government tried to get Britain to dismantle the India-China opium trade for 150 years and there were wars fought about it, China wasn't successful until 1910.


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[Assistant] Basically, this was like the largest international drug cartel in history, and it was legal. Ah, colonialism.


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[Assistant] The original dystopia. I guess the original dystopia was actually hunting and gathering. I mean, at least for those of us who hate the paleo diet. God, I love processed carbohydrates. What were we talking about? Oh right, Eric Arthur Blair, soon to be George Orwell. So as a kid, Blair moved to England and was eventually sent to Eaton, a prestigious boarding school. And in 1922, he joined the Imperial Police in Burma. In Why I Write, he explains that he rejected imperialism after spending five years in the, quote, unsuitable profession of working in the Imperial Police Force and experienced


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[Assistant] He changed his name to George Orwell when he published Down and Out in Paris and London in 1933, but he still hadn't identified where he stood politically.


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[Assistant] Then, in 1936, he declared that he was, quote,


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[Assistant] And four, democratic socialism as I understand it. You might think of it as being a rejection of unfettered capitalism, or well found the quote


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[Assistant] At the same time, Orwell was strongly opposed to Stalin and the totalitarian strains of communism. For instance, in 1936, when he went to Spain to fight the fascist leader Francisco Franco, he joined the Marxist group POUM. He didn't join the main communist party.


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[Assistant] These tactics, as seen in the USSR, included the conscious use of propaganda, the repression of individual freedoms, and also state-sponsored murder.


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[Assistant] Quite accurate for either the contemporary left or right to claim or will. His most famous novels are anti-communist,


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[Assistant] But they're also anti-capitalist. Mostly they seek to show the ways that many government structures are prone to totalitarianism, and they chart the slow, almost unnoticeable descent into that totalitarianism. But in 1984 specifically, Orwell explores the difficulty of retaining individual freedom within the confines of an oppressive society.


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[Assistant] He's legally married to the stiff, brainwashed, and desireless Catherine.


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[Assistant] So, you know, his pleasures are scant.


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[Assistant] Despite being 10 or 15 years younger, Julia boldly declares her love for Winston. And Winston is a little incredulous. He says,


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[Assistant] I'm 39 years old. I've got a wife that I can't get rid of. I've got varicose veins. I've got five false teeth. And the reader may have some doubts as well. I mean, when Julia replies, I couldn't care less, Orwell seems to be acknowledging, but not apologizing for, this particular breed of middle-aged male fantasy. But you know, it's also a romance that serves a plot. So Winston and Julia meet secretly for months. They rent rooms from an antiques dealer named Mr. Charington in the plebeian quarter of London. They confess their affair and anti-party beliefs.


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[Assistant] Come from tiny moments of consciousness and human connection


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[Assistant] And these moments are tiny. For Winston, some of them include procuring a pen with a real nib, quote, simply because of a feeling that the beautiful, creamy paper deserved to be written on. I mean, we're not talking about proper freedom of speech, we're talking about succumbing to the balminess of the April air to stroll through the labyrinth of London. Winston also purchases a glass paperweight containing coral, and all of this leads to a cool point.


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[Assistant] Moments of personal freedom like these are commonplace. There's even a word for them in Newspeak, the new language that the government is developing.


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[Assistant] But of course, the line between experiencing an own life and engaging in political subversion is


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[Assistant] I mean, when Winston gives into his quote, animal instinct, to the simple, undifferentiated desire to have sex with Julia,


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[Assistant] Their embrace had been a battle. The climax of victory. It was a blow struck against the party. It was a political act.


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[Assistant] There's no ambiguity there, making your life yours, making your choices yours.


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[Assistant] And also, having your own thoughts is political. I mean, the party doesn't just suppress subversion through surveillance and arrest and torture and execution, those oldies but goodies from totalitarianism for dummies. In 1984, the government also suppresses individualism.


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[Assistant] Just four pages into the book, an asterisk appears after the first mention of Newspeak.


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[Assistant] This asterisk interrupts the narrative flow, breaking any bond that the reader may be, or let's be honest, may not be, forming with Winston. And it entices the reader toward an appendix, which is narrated by a scholar living long after Winston. And the appendix explains that Newspeak had been devised to meet the ideological needs of Ingsoc, and that its vocabulary had been designed, quote,


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[Assistant] In other words, Newspeak seeks to make it nearly impossible to express, and maybe in turn even to think, revolutionary thoughts. Let's go to the Thought Bubble.


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[Assistant] So Newspeak has three main categories of vocabulary. The A vocabulary contains blunt words for daily functions like


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[Assistant] Eating and working and sleeping. And these words don't have multiple meanings. The examples listed include hit


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[Assistant] So people will be able to do their work, but not understand the context in which that work is happening. And that's one example of how by trying to limit what people can say, the government is hoping to constrain what they can think.


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[Assistant] This suggests that free thought and its expression will ultimately prevail, and that language will someday again be rich and complex.


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[Assistant] Thanks, Thought Bubble. So how do we get back to free language? Well, I'm a writer, and as such I'm almost professionally obligated to believe in the power of language. Next week we'll go into more detail about the complicated relationship between thoughts and language.


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[Assistant] Language does help give form and expression to complex ideas within us. I mean, that's part of what books attempt to do, but it's also something we're all doing all day because we think in language. It's one of the primary ways we communicate our feelings and experiences to other people, but it's also one of the primary ways we communicate that stuff within us. And I think in 1984 Orwell argues that the restriction of language is ultimately a form of restricting thought itself. It's encouraging that Newspeak may ultimately fail, but it does make me wonder


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[Assistant] Thoughts can't, I think, because of the language that I've inherited.


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[Assistant] Next time, we'll also address a question that should be on your mind since you're watching this video on something very like a telescreen, possibly while in a government-funded school where the government is deciding at least in part what you learn about. What can 1984 teach us about our current political context and our relationship to what many have called surveillance society? And in a world where so many of us volunteer so much of ourselves to the public sphere, is there value in a private life? Spoiler alert! I think there is, but we'll talk more about that next week.


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[Assistant] Crash Course is filmed here in the Chad and Stacey Emigholz Studio in Indianapolis, and it's made possible by your support at Patreon. Patreon's a voluntary subscription service where you can support Crash Course directly through a monthly donation to help us keep it free for everyone, forever. You can also get great perks. Thank you to all of our patrons and to all of you for watching, and as we say in my hometown, don't forget to be awesome.


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[Assistant] New style for America. Soul Train, you know, was obviously doing very, very well.


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[Assistant] And the Clark had, uhm, unfortunately created a competing dance show.


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[Assistant] When it came to Dick Clark versus Don Cornelius. My father actually was fighting for his life.


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[Assistant] Clarence came to my father's aid and did his magic.


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[Assistant] There's a lot of new groups out there making music that I think could turn this company around.


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[Assistant] Yep, that's true. And so we're going to be focusing on language, uhm, to express your romantic feelings and also maybe, uhm, some phrases you can use to ask someone out.


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[Assistant] Okay, so we're doing things a little differently today. Uh, we're looking at phrases and not just vocabulary words. So he used some wonderful phrases to ask her to be his boyfriend. And he started with this. Here's the thing.


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[Assistant] Not quite, he's not giving her an object, but he's giving her some information.


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[Assistant] Exactly, this is a phrase we use when we are really frustrated.


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[Assistant] So this is a phrase that's really, uhm, it's quite informal, isn't it?


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[Assistant] Alright, so to have the guts to do something. Hey, but Marco, this word guts is an interesting one.


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[Assistant] Alright, that's a little bit clearer this time, but while I was listening, I noticed that there's some more great phrases that you can use together with different words. So let's look at those now, putting it together.


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[Assistant] So just the two of us, uhm, quite simply it means you and me, just us, right?


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[Assistant] So, so it suggests the idea of only us. Okay.


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[Assistant] Or even, uh, she wants to eat the cake all to herself.


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[Assistant] And you can use it with any pronoun. Well, so the guy is explaining that I've always seen you as more than just a friend.


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[Assistant] Okay, so when you give someone a shot, you take a chance, right?


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[Assistant] Alright, so we don't know if she will give him a shot or not, but why don't we listen to the dialogue once more to hear these phrases in action.


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[Assistant] That's right. Uhm, so in the dialogue, the guy was asking her if she would be his girlfriend, right?


[User] Please transcribe this text

[Assistant] Yeah, but even uhm, you know, like 20 or 30 years ago in English speaking countries, you would do this.


[User] Please transcribe this text

[Assistant] Well, I don't know, but I'm looking forward to hearing from our listeners. So guys, uh, check out our website, EnglishPod.com. You can leave your questions and comments there.


[User] Please transcribe this text

[Assistant] I said, why do y'all all defer to Clarence? He said Clarence Avon's the only one that has the muscles turned to use to get a lot of these artists. Cause you gotta remember in the 70s now, the mob had a lot of control in the music industry.


[User] Please transcribe this text

[Assistant] I said he knows gangsta, he knows how to talk to everybody. Not with him, but he knows how to talk to him.


[User] Please transcribe this text

[Assistant] I was looking for a tall, imposing man. And in those days, everybody was bright, dawned to a white and