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[Assistant] In the past, people had said that Mary was spoiled. She had never seen this in herself. But now she could see it quite plainly in Colin. He thought the whole world belonged to him.


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[Assistant] How mysterious he was, and how cooly he spoke about dying.


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[Assistant] Mary was curious about this, but she also wanted to distract him from the garden.


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[Assistant] Mary clutched her hands tightly. Everything would be ruined. Everything. Dickon would never come back.


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[Assistant] She would never again feel as safe as a bird on her nest.


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[Assistant] Mary got up and pulled open the curtain. Underneath was a painting of a beautiful woman.


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[Assistant] Mary noticed that Colin's large dark eyes were just like his mother's. She drew the curtain and sat down by the bed.


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[Assistant] Mary nodded. Now she understood Martha's troubled look when she asked about the crying.


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[Assistant] Somehow Mary felt sorry for this strange boy. So she sang softly until he fell asleep. Then she picked up her candle and crept away.


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[Assistant] The rain continued for a week, but Mary didn't mind.


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[Assistant] She spent hours every day with Colin in his room.


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[Assistant] They talked about Rajahs and Gardens and Dikan.


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[Assistant] They looked through Colin's books and took turns reading to each other.


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[Assistant] Colin was still pale and lying on his sofa.


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[Assistant] Mary still didn't want to tell Colin that she had actually seen the secret garden.


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[Assistant] But he seemed so pleased with the idea of the garden that perhaps she could trust him after all.


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[Assistant] She did want him to go outside and meet Dickon. Unless of course he didn't want to meet Dickon. Colin was never happy when people looked at him.


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[Assistant] On the first morning when the sky was blue again Mary woke up before anyone else. She ran to her window and opened it.


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[Assistant] The moor looked so blue and the singing birds sounded like an orchestra warming up.


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[Assistant] A gust of fresh scented air blew into the room. Mary stuck her hand out the window.


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[Assistant] She leaned out the window and drew in great breaths of fresh air. Suddenly she had an idea.


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[Assistant] In five minutes she had put on her clothes and run outside. The beautiful day filled her with joy.


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[Assistant] When she reached the door to the secret garden she stopped.


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[Assistant] There, on top of the wall, was a big black crow.


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[Assistant] Mary had never seen a crow up close before, and she was a little nervous.


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[Assistant] Just as she was wishing it would go away, it flew into the secret garden.


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[Assistant] When Mary pushed open the door, she saw that the crow was perched in an apple tree.


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[Assistant] A fox was lying underneath the tree, and they were both watching Dickon digging in the ground.


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[Assistant] Cried Mary. I couldn't stay away when the garden was waiting. The crow flew down and landed on Dickens shoulder. This is Soot, he said. The red fox wandered over to meet Mary. And this is Captain. Now you must see what's new in the garden.


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[Assistant] The two children ran from one part of the garden to another.


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[Assistant] Dickens showed Mary the swelling leaf buds on the rose branches that had seen dead.


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[Assistant] He showed her what seemed like thousands of new green points pushing through the dirt. And best of all, he showed her the Robin.


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[Assistant] The bird was fluttering about carrying bits of twigs and straw to build a nest. He had found a mate.


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[Assistant] While they worked in the dirt, Mary told Dickon about meeting Colin.


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[Assistant] If he were out here, he wouldn't be watching for lumps to grow in his back.


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[Assistant] Just then the robin landed nearby with a twig in its beak. Keep building your nest, Dickens said to the bird. You know we won't bother you. We're building a nest too. Just be sure you keep this garden a secret.


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[Assistant] Yeaah, this is weird. I guess I don't need the disguise after all.


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[Assistant] The brave and glorious you're talking to. Have you ever known me to run from danger?


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[Assistant] That would be from the royal crystalline. It's pretty much a giant outpouring of light and love for a new baby.


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[Assistant] Defeating a changeling would be brave, but do you know what would be glorious?


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[Assistant] Well, I, I pretty much only write to them when you and Starlight are studying.


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[Assistant] Would you say I'm a hero? Glorious and brave.


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[Assistant] If I told you something you wouldn't believe That sometimes I'm scared And I can't make mistakes And I'm not so heroic


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[Assistant] But if day can turn to night, and the darkness turn to light,


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[Assistant] Then why can't we imagine a changeling can change? No two ponies are exactly the same.


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[Assistant] But if day can turn to night, and the darkness turn to light, Then why can't we imagine a changeling can change?


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[Assistant] Would you say I'm a hero? Glorious and brave.


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[Assistant] I would stay by my side till the end.


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[Assistant] So if day can turn to night, and the darkness turn to light, then why can't we imagine?


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[Assistant] Just what can we imagine?


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[Assistant] Then why can't we imagine a changeling can change?


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[Assistant] But all that boy does is lie in bed all day, looking at books and taking medicine.


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[Assistant] Well, you have bewitched him. He's sitting up on his sofa with his picture books. He told the nurse to stay away until six o'clock and he wants you to come see him.


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[Assistant] You know, you've done something unthinkable. You've given us hope.


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[Assistant] I think Kelso and I both lost sight of how important it is.


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[Assistant] I hate to ask more of you when you've already done so much, but...


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[Assistant] If you find yourself in the vicinity of the police headquarters over on Indiana Avenue, I could use your help with a personal matter. It's nothing urgent, but it would mean a lot to me.


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[Assistant] And that means there are some odd couples around the zoo. Tell us more Matt.


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[Assistant] Normally these odd couples live together in perfect harmony.


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[Assistant] And over on Gorilla Island, all is not well with Jurgen either.


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[Assistant] Uh, that you regret all your slovenly behavior and want her to come back?


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[Assistant] I mean, I kinda like him telling us to do stuff, and then not doing it.


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[Assistant] That's Bar J. He did find food and he's not sharing it with us.


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[Assistant] That's what that Sowerby woman said. He muttered to himself.


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[Assistant] Journey to the West. Chapter 38. Baje tries to sleep.


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[Assistant] The air grew warm, flowers bloomed, and birds swooped from tree to tree.


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[Assistant] The road Wukong and the others were traveling began to go up a mountain.


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[Assistant] Dragging his feet, he headed up the mountain road. Wukong turned to the Tang monk in Wujing.


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[Assistant] The monkey turned invisible and followed Bajie up the road.


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[Assistant] He laid down behind it and fell fast asleep.


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[Assistant] The monkey turned himself into a woodpecker and pecked the log. Tap tap tap. Tap tap tap.


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[Assistant] Bajie rolled over and mumbled. Wukong pecked again. Tap, tap, tap. Tap, tap, tap.


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[Assistant] Wukong landed on Bajie's head. Tap, tap, tap. Tap, tap, tap.


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[Assistant] said wujing. The tang monk frowned.


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[Assistant] He shouted. He swung his rake. The fox trotted away. A robin flew past Baje's head.


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[Assistant] As he waved the rake at the bird, Bajay tripped and fell.


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[Assistant] The road became very steep. The pig soon came to a cave. In front of the cave was a demon.


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[Assistant] Journey to the West, Chapter 34, Tricked by the Princess.


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[Assistant] Clang! The Tang monk heard the sound of weapons clashing.


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[Assistant] Ask the Tang Monk. I'm a prisoner here, said the woman. That monster kidnapped me 13 years ago and won't let me leave. Will you help me?


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[Assistant] Bajie and Wujing were still fighting the monster when the princess ran outside.


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[Assistant] Right away, the monster stopped fighting and turned to the princess.


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[Assistant] Princess Hundred Flowers pretended to cry. The monster held up his hands.


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[Assistant] A moment later, the Tang Monk came out.


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[Assistant] Later that day, the travelers reached the palace of the precious Image Kingdom. The Queen was reading the letter from her daughter. Tears were in her eyes. Our poor daughter, said the Queen. She's been a prisoner all this time.


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[Assistant] The king stood up, his eyes blazing with anger.


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[Assistant] He called to his general, who was standing nearby.


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[Assistant] He shouted. The monster ran outside.


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[Assistant] Bajie and Wujing attacked. The monster blocked their weapons. They fought for over an hour.


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[Assistant] Finally, Bajie tired from fighting, turned and ran. Wu Jing was furious.


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[Assistant] He dragged Wu Jing into the pagoda and locked him in a room.


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[Assistant] I wish you'd give him a chance. I think he's lovely. Oh, come on, darling. You could do so much better. Oh, you remember Maximus. Now he came from an excellent bloodline. He really was king of the jungle.


[User] Please transcribe this text

[Assistant] Hmm, okay, true. Some other cute pet then.


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[Assistant] How about this? No. What about this? Jeffrey, what about this? Do I look cute?


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[Assistant] Yeah we are. So, do you think she'll like it? I want this present to say, I'm so proud of you both as a mentor and a friend. Equestria is safer thanks to you. Oh, I thought


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[Assistant] When I was your student and you were in this place, you- Oh no. You sent me to Ponyville.


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[Assistant] I just need to think of someplace safe to send her. Someplace safe, someplace safe, someplace safe.


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[Assistant] As you all know, Starlight Glimmer's been my pupil for a while now.


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[Assistant] And I'd hoped she'd be my pupil for a long time yet to come, but it turns out that's just not meant to be.


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[Assistant] Starlight, you have proved yourself to be a kind, loyal, strong, honest, and truly magical friend. Just looking around this room at all the new friendships you've made, I know there's nothing more I need to teach you.


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[Assistant] Believe me, I've thought long and hard about this. Of course you did. Starlight, trust me. You're ready.


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[Assistant] Oh good, cause I'm not ready for that either. Here. I got you this present.


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[Assistant] Sometimes you might be editing on multiple systems, like you have a desktop PC at home, but also a laptop. And your friend, well, he has a beautiful Macintosh, where you also sometimes like to edit on. But what about your short keys? Like, can you transfer them with you if you have mapped like a custom short key layout?


[User] Please transcribe this text

[Assistant] Well, yes, you can. For starters, let's check out the short keys menu right here, keyboard short keys.


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[Assistant] Are the same as with final cuts. But of course we can also create something by ourselves. Let's for example here change that to U, I don't care what I'm doing now. This is gonna be J and over here P, well let's put that on O, I don't know.


[User] Please transcribe this text

[Assistant] Now here's the problem with Premiere, there's no way to import a layout. So that means whenever you're traveling to your friend to edit on his beautiful new Mac,


[User] Please transcribe this text

[Assistant] Well, you can't really import your layout in there. Well, not through Premiere, but we can through the Finder or the Explorer. So let me show you where that file is actually saved. I'm in my Explorer right here, just in my root folder of my username and I'm going to open up the Documents folder.


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[Assistant] From here you'll find something called Adobe, double click on that and then right here we'll find Premiere Pro. In that folder you might see several versions, just pick out the last one, which is the most updated version that you're working in or maybe you're working in a previous version. Well, then you know that you can choose that one as well.


[User] Please transcribe this text

[Assistant] Let's just pick out the last one, the one that I'm working in. Click Profile Cinecom.


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[Assistant] And then right here we'll find a folder called Win. Now, on a Mac it works exactly the same, you also have the exact same path, you start with your username, go to documents, Adobe, Premiere, your version, profile, your name again, and then right here you'll find a folder called Mac. Obviously.


[User] Please transcribe this text

[Assistant] Double click on that and right here you can find your cool layout, the one that we have just created. We can also like just delete everything in here if you like so. And when we go back to here, let me just close that window.


[User] Please transcribe this text

[Assistant] Go back to keyboard shortcuts, you'll now see that our cool layout is gone. But what I also have here on my desktop, let me just take a new window and go over to my desktop. I actually have a layout called Geordie and what I can do is just simply copy that


[User] Please transcribe this text

[Assistant] Ctrl-C or Command-C for the Mac users and then press Ctrl-V to paste that in there. So when I now go back to Premiere, just close that window because we have to refresh that.


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[Assistant] And right now you'll see from the drop down menu that I have an option called Geordie. And when I select that you'll see that a bunch of short keys are gone, because that's basically what I did in that layout. Thank you so much for watching and in the next lesson we're gonna take a look at the difference between scale to frame and fit to frame.


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[Assistant] Do you think that Santa Claus really knows his job?


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[Assistant] We'd better get back. There's a lot to get ready before the house goes up for sale tomorrow.


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[Assistant] Oh Scootaloo, moving away won't stop you three from caring about each other. Why don't you sleep over with Sweetie Belle and Apple Bloom tonight? It'll give you a chance to say a real goodbye.


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[Assistant] Sometimes that means missing out on other things you love. Like watching our daughter grow into a pony we're very proud of.


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[Assistant] Maybe my fateful dog will rescue me. Maybe he'll discover that I'm gone and come looking for me. Dogs have an unusual sense of loyalty.


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[Assistant] I hope whoever took it can fly it better than I could.


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[Assistant] Well, I think I learned something, but I'm not sure what it was.


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[Assistant] Wow. Well, some kind, huh Chuck?


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[Assistant] Hello? Hey Chuck, how'd you like to lend a hand with the pelicans?


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[Assistant] Oh, those are new. But even so...


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[Assistant] Do yours get glitchy too? More medallions, more problems, amirite?


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[Assistant] They've increased security into the castle. This is going to be more challenging than I thought!


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[Assistant] I meant no offence. It just seems a pity for unicorns to waste their talents on something so inconsequential.


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[Assistant] Unicorns wield magic. We are the most powerful ponies in the land. Don't you ever feel you're destined for more than performances?


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[Assistant] Our goal wasn't to destroy, it was to distract. And now we have exactly what we need.


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[Assistant] We've managed to stay one step ahead of everypony so far.


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[Assistant] Now that is something to think about.


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[Assistant] I just, uh, masked myself out and that way you couldn't see me. So let me show you inside Premiere how I did that. What I have right here is clip number 23, which is especially made to create a mask with. I'm just gonna drag that into my timeline to show you guys what we're gonna do. So first of all I wanna show you


[User] Please transcribe this text

[Assistant] Or we can also create our own mask shape with the pen tool. By the way guys, this is not the same pen tool as this one. Keep that in mind. You always want to take the pen tool from the mask tool, which is right here underneath the property. So anyways, click on that, a new mask has been created and that allows me to...


[User] Please transcribe this text

[Assistant] And get kind of this rounded edge. You can also hold down Alt and just click again on that key point to remove that bezier.


[User] Please transcribe this text

[Assistant] We can also add new points in there if we'd like to add like a new corner or hold down the ctrl key on the keyboard or command for the Mac users to remove one of those points. Then here on the top you can see this kind of weird thing by pulling on this little circle we can feather our mask more.


[User] Please transcribe this text

[Assistant] And in here this little diamond shape will actually expand the mask. So maybe you have created a mask that isn't large enough, well, doing this you can expand it or maybe de-expand it, if you like, so that's also possible. Now, these settings that I'm changing right here can also be found back within the mask properties, it's right there, feather or expansion.


[User] Please transcribe this text

[Assistant] You can also invert your mask if you like so, that way you're creating a cut inside of your shots. So that is in a nutshell how to create and manage these masks. Nothing too fancy, maybe you already heard about this before. Anyways, let's take this into a practice now and create something cool using masks. So I'm just gonna delete this here, mask number one.


[User] Please transcribe this text

[Assistant] And let's have a look at what clip number 22 actually is. So as you can see Yannick is just painting there and we are moving this little miniature


[User] Please transcribe this text

[Assistant] There is my hand, we are moving that a little bit every time.


[User] Please transcribe this text

[Assistant] To the side, like so. And what I want to do is actually just...


[User] Please transcribe this text

[Assistant] Copy or clone this miniature a couple of times every time that I'm moving it, which I can do using a mask. So, my starters, let me just remove this clip here on my timeline. Let's find where this clip starts, somewhere right here. Set an end point. Go a little bit further in time and let's say this is enough and drag this to my timeline. Let's just say to keep the existing settings.


[User] Please transcribe this text

[Assistant] But for the front part, we of course cannot see my hands, which is coming in now and then, like here. So, what I'm gonna do is...


[User] Please transcribe this text

[Assistant] Select this clip right here, hold down the Alt key on my keyboard and drag that to video track number 2. For the one on top I'm gonna stand in the beginning of this clip and right click on that clip


[User] Please transcribe this text

[Assistant] And choose add frame hold. By doing that, this frame is freezed, or that entire clip is freezed on the first frame. So by selecting that clip, going to the effects controls and creating a mask from the opacity property, we can actually say to only retain or to only keep this front part freezed, like this, maybe zoom out a little bit more,


[User] Please transcribe this text

[Assistant] This way I can create a mask outside of the frame and close it right there. Let's just fit that back. I'm going to feather this mask a tiny bit, which I can also do from here. And if I'm going to play back this clip right now, you'll see that Yannick is moving, but the front part is not. This part here is freezed. So there we already have a great use of a mask.


[User] Please transcribe this text

[Assistant] Now, let's continue, I'm going to again hold down my alt key, drag clip number 22, the duplication one track higher, and with the one on top selected I'm going to remove that mask because we're going to create a new one.


[User] Please transcribe this text

[Assistant] And we're also going to create a new in-point. I wanna have a new in-point where this miniature here sits more on the left side. So, I'm going to take the slip tool, the Y on the keyboard, which allows me to change the in and the out points of this clip. So I'm just going to click on my clip,


[User] Please transcribe this text

[Assistant] And drag that to the right and I'm just going to search for that point where I moved the miniature to the right and my hand is out.


[User] Please transcribe this text

[Assistant] So this is looking good, we've got a new miniature here. So I'm going to go to my opacity property, take the pen tool and only draw...


[User] Please transcribe this text

[Assistant] A tiny mask here around that miniature. You know, you'll notice inside Premiere that it's not always so easy to create a mask. If you're too close to another point, it's just going to start rotating like that. So what you might want to do is zoom in a tiny bit, let's just set this here to 200%.


[User] Please transcribe this text

[Assistant] And that way we can see better what we're doing. So maybe move this mask a tiny bit more up to the left side and also feather that so that...


[User] Please transcribe this text

[Assistant] The shadow is not gonna be that noticeable. There we go, looking good. Alright, set this back to fit and now we can see that we've got two puppets in there. Alright, let's just continue. I'm going to hold down Alt, move this one frame up, I'm going to delete the masks from here.


[User] Please transcribe this text

[Assistant] And let's just keep continuing doing this for all the miniatures that we had in here. And here we go, look at that, an entire army of miniatures there in the front. And we've just faked that because Yannick didn't have as many miniatures of that kind. Now let's have a little bit of fun with this and say that each miniature has to, like,


[User] Please transcribe this text

[Assistant] Pop in every time. So what I can do here is just select all of the miniature layers, hold down my Alt key,


[User] Please transcribe this text

[Assistant] And nudge it to the right side using my arrow keys.


[User] Please transcribe this text

[Assistant] Great, is there any uh, parting uh, thoughts or tips that you want to offer to the class?


[User] Please transcribe this text

[Assistant] I tried to fight him, but he was too powerful.


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[Assistant] Ha! This place is way cooler than I thought it'd be.


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[Assistant] I'm gonna go ahead and guess it's not pillows, apples, or cupcakes.


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[Assistant] I had no idea our teachers were actually cool.


[User] Please transcribe this text

[Assistant] What? You belong at home! You think I care if you've made friends? Please, Grandpa Gruff.


[User] Please transcribe this text

[Assistant] Don't, cried Wukong. I'll ask Lousa for help. He makes pills that can make people live forever. Maybe he makes pills that can bring people back to life.


[User] Please transcribe this text

[Assistant] I'm still helping the Tang Monk, he said. We're helping a king right now though. He poked a blue bottle.


[User] Please transcribe this text

[Assistant] I need pills that will bring someone back to life, said Wukong. Give me one thousand of them.


[User] Please transcribe this text

[Assistant] I'm kidding. I don't really need one thousand pills. Just give me one hundred and then I'll leave.


[User] Please transcribe this text

[Assistant] I really just need one pill, said Wukong. Give me that. Get out!


[User] Please transcribe this text

[Assistant] Hello again, said the monkey. I was just trying to decide what sort of trouble I could cause


[User] Please transcribe this text

[Assistant] In this next module, I'm going to talk about writing personal statements. Personal statements are used for a variety of purposes. For admissions, to medical or graduate school.


[User] Please transcribe this text

[Assistant] For fellowships and scholarships, for internships, and even sometimes for jobs. So I'll keep my tips pretty broad.


[User] Please transcribe this text

[Assistant] My biggest tip is that a personal statement should be personal. It should reveal who you are authentically.


[User] Please transcribe this text

[Assistant] I take notes, and I literally write down the word, blah.


[User] Please transcribe this text

[Assistant] And then he brilliantly connected that to having to balance opposing forces in medicine, wanting to spend quality time with patients versus having to be efficient.


[User] Please transcribe this text

[Assistant] Don't just say you are committed to solving global health problems. Show an example of this.


[User] Please transcribe this text

[Assistant] Readers don't remember abstractions. They remember stories.


[User] Please transcribe this text

[Assistant] The personal statement shouldn't just be a listing of accomplishments that are already available on your CV. It's just like writing the results section of a manuscript.


[User] Please transcribe this text

[Assistant] In a results section, you're not supposed to read the data line by line from the table. The reader can get that information from the table.


[User] Please transcribe this text

[Assistant] And the reader can get all your accomplishments from your CV.


[User] Please transcribe this text

[Assistant] You only need to highlight the most important aspects of your CV, especially as it applies to the specific position or award you're competing for.


[User] Please transcribe this text

[Assistant] Next thing, don't use big fancy words if you don't have a good sense of how to use them correctly.


[User] Please transcribe this text

[Assistant] I was reading a personal statement where the author said something like,


[User] Please transcribe this text

[Assistant] You are writing to people who are proud of the program they run.


[User] Please transcribe this text

[Assistant] Show them that you're a fan and show them that you've thought about how you as a person fit in with the program's mission.


[User] Please transcribe this text

[Assistant] Don't be afraid to name drop some professors. This shows that you've done your homework.


[User] Please transcribe this text

[Assistant] And that you are specifically interested in their program


[User] Please transcribe this text

[Assistant] Finally, address any gaps or failures, any problems in your application head on. If you have a poor undergraduate transcript or low test scores, but the rest of your application is strong, tackle that weakness head on in your personal essay. Tell me what happened. It's just like the limitations section of a manuscript.


[User] Please transcribe this text

[Assistant] If you anticipate my concerns and address them, that speaks volumes.


[User] Please transcribe this text

[Assistant] That tells me that you are self-aware enough to realize your own limitations and to learn from your mistakes.


[User] Please transcribe this text

[Assistant] Don't just hope that if you don't bring it up, reviewers won't notice.


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[Assistant] Because they will notice. And silence on the issue will likely get your application thrown off the pile.


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[Assistant] About overcoming obstacles or about an unconventional background.


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[Assistant] And of course, it goes without saying, never lie or embellish or make things up. That's obviously unethical.


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[Assistant] The essay should start with a strong opening paragraph, a strong lead, something that's compelling and memorable. Don't be boring and don't be afraid to sprawl a little.


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[Assistant] Some of the most memorable personal essays I've read start with a story or a scene.


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[Assistant] I remember one where the person started by describing the heat in the African country, where that candidate was doing a semester abroad.


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[Assistant] And she described how this doctor was treating a patient and he was the only doctor around who could do the procedure. And the patient was tearful with joy.


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[Assistant] That story stuck with me because it was emotionally moving.


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[Assistant] I remember another one where the candidate had been a crew athlete in college and she described being out on the river rowing in the early morning and that image stuck in my head.


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[Assistant] I also dug through my own files and I managed to find some personal statements that I wrote many years ago. So I'm going to share a few snippets from my own essays. Here's one that a student wrote. It reads,


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[Assistant] But it was not until my cousin contracted the virus and subsequently passed it on to her newborn baby that it really hit home.


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[Assistant] At age 10, I was shattered by the terrible news and promised myself that one day I would do something to tackle the epidemic and help those affected.


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[Assistant] The writer took a risk sharing personal details like this.


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[Assistant] You immediately feel like you know the writer and you are rooting for them to succeed in their quest.


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[Assistant] This was the opening from my application essay for the UC Santa Cruz science writing program, which I did after I finished my PhD.


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[Assistant] I was recently re-reading an autobiography that I wrote in fourth grade. I had to list my favorite things to do.


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[Assistant] My top four were running, solving puzzles, reading and writing. The foresight of children is amazing.


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[Assistant] And then I actually go on to talk about that I was a competitive runner.


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[Assistant] I solve puzzles through epidemiology and statistics and I love to read. And then I finally get back to writing.


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[Assistant] Not surprisingly, my passion for writing has also resurfaced.


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[Assistant] When I was a child, I did not dream of being a doctor or a scientist. I dreamed of being a writer.


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[Assistant] I've been steered toward the hard sciences all my life. I've pondered careers in biochemistry, genetics, and biostatistics. Yet unfailingly, I find myself drawn back to my childhood whim.


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[Assistant] And that's true. That's what I always tell people during my PhD.


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[Assistant] You can see it's quite a long opener. I'm not even showing you the whole thing here. I rarely write paragraphs so long, but it was a story I wanted to tell.


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[Assistant] And I was revealing who I am and why I wanted to go to the science writing program.


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[Assistant] I made this up, but I see versions of this frequently.


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[Assistant] Inspired by the courses I have taken at X College, I have decided that I want to pursue a doctoral degree in Y.


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[Assistant] Thus I am well prepared for doctoral studies and to pursue a career in academia. This is safe and boring. It doesn't tell me anything unique about the applicant. I already know from their CV that they went to college X and double majored in A and B. So it doesn't add anything to the application.


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[Assistant] Don't be afraid to take that risk and be more personal.


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[Assistant] You will want to address the following questions, maybe giving one, maybe two paragraphs per item.


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[Assistant] One, where do you want to go? In other words, what are your short term and long term ambitions? Two,


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[Assistant] What experiences have led you to this point? Give some personal history.


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[Assistant] Be specific and illustrate your strengths with stories. Don't just list your accomplishments.


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[Assistant] This is also the place to explain any weaknesses you have and try to turn them into strengths, into obstacles you've overcome.


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[Assistant] Finally, toward the end, you want to show that you've done your homework and say, specifically, why is it that you're interested in this particular program or institution?


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[Assistant] My interest in epidemiology and clinical research stems from an interest in neglected tropical diseases.


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[Assistant] A group of diseases that infect over a billion of the world's poorest people despite existing treatments that cost less than a dollar.


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[Assistant] There is a startlingly large gap in scientific knowledge concerning fundamental questions about neglected diseases, from basic concepts in disease transmission to optimal treatment delivery strategies. As a graduate student and future academic, I hope to provide solutions to these questions. This student knows very clearly what he wants to do.


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[Assistant] He wants to go to graduate school and then into academia to study a set of neglected diseases that predominantly affect poor people. This is where he thinks he can make a difference and his whole essay goes on to talk about the research experiences he's already had answering some of those questions.


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[Assistant] Here's another, uh, example from a student's essay where he's describing an experience that led him to decide, uhm, that he wanted to pursue a career in HIV prevention and research.


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[Assistant] There I saw many children suffering from AIDS and opportunistic infections such as tuberculosis.


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[Assistant] This environment was scary at times because it was my first time witnessing children in the advanced stage of HIV infection. It was painful to watch little kids suffer from various opportunistic infections and not be able to help them.


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[Assistant] However, I turned this experience into a motivating factor to pursue a career path in HIV AIDS prevention and research. This is compelling writing. It's moving. It draws you in.


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[Assistant] And it's clear reading this why this person has chosen this particular career path.


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[Assistant] Here's another example of describing the experiences that have led the person up to this point.


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[Assistant] Despite thinking of myself as a hardcore mathematician during my high school years,


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[Assistant] The amount of love, compassion and care I experienced during my voluntary work


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[Assistant] at an institute for adults with learning disability was more than enough to sway me towards medicine.


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[Assistant] This person is describing that, uh, even though they thought maybe they would go into math.


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[Assistant] They ended up getting swayed into medicine because of this experience they had volunteering.


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[Assistant] Notice also that this person is subtly conveying something else. They're telling us about the fact that they have a strong math ability and that was actually important to this application. So they're slipping that in there.


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[Assistant] Here's another example. This is one, uh, from a personal essay that I wrote to get a science writing internship on a research ship in Antarctica.


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[Assistant] I'm a bit of an outdoors adventure seeker. In June 2000 I packed up my camping gear and touring bike.


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[Assistant] Flew to France and biked from Paris to Barcelona, Spain.


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[Assistant] I was also a competitive distance runner for many years and this taught me to always seek adventure, even if it's hard.


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[Assistant] Incidentally, I traveled so much for competitions in college that I developed an excellent knack for riding on buses, planes, and trains. I expect this would extend easily to ships.


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[Assistant] In this essay, I'm highlighting strengths that I might not highlight for any other opportunity.


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[Assistant] But one of the concerns for this internship was motion sickness. You have to have a strong stomach to cross the Drake passage on a ship


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[Assistant] I wanted to convey that I like travel and adventure and I was up to this kind of physical challenge because it was relevant to this internship.


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[Assistant] Of course, notice I'm also subtly conveying here a bunch of other qualities that I'm adaptable, a high achiever, focused, dedicated.


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[Assistant] The next one is a made up example, but it's reminiscent of the kinds of things I see on a personal statement that are less compelling.


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[Assistant] I have submitted or published three first author publications and I am a co-author on nine additional publications. I have presented independent research at five conferences and participated in the implementation of six different research projects.


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[Assistant] Publications are absolutely pertinent to positions in academia.


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[Assistant] But just listing them off is boring and simply repeats what the reader can already see for themselves by glancing at the CD.


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[Assistant] Tell the reader about the experience. What was involved in that research? How did it feel doing that research? Was it exciting? How did it motivate you? Were the findings interesting?


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[Assistant] Hardworking, persistent, a problem solver, and that you have first author publications


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[Assistant] Without directly saying any of this. By showing all of this through stories.


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[Assistant] This author leading up to this had just described his work on a research project with a professor I'm going to call Dr. Smith.


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[Assistant] My work at IU has been invaluable as it has helped me gain insights on challenges associated with recruitment and retention of vulnerable patients into a study.


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[Assistant] But he spends more time talking about the experience and what he gained from it.


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[Assistant] Here's an example that shows somebody talking specifically about the institution they want to attend. I've changed some names.


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[Assistant] Uhm, but the student had done an internship at Stanford previously and was able to name drop some professors she'd worked with.


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[Assistant] The far reaching implications of Professor Jones' work.


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[Assistant] The untapped potential of using statistical methods to explore large databases of information


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[Assistant] The opportunity to rediscover my old passion for mathematics through medicine.


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[Assistant] And the driven as well as welcoming people I met at Stanford created a priceless educational experience.


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[Assistant] Within three weeks, I had learned how to program an R and had produced under the guidance of Dr. Smith, a paper on... and so forth.


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[Assistant] The reader slipped in a lot, the writer here has slipped in a lot. They've praised Stanford in particular pieces, uh, people at Stanford, showed a specific interest, uhm, and knowledge of Stanford.


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[Assistant] She's also shown some accomplishments. She knows our programming. She wrote a paper in three weeks.


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[Assistant] This is again much richer than just listing the volume of publications. This gets into the experience and again also shows a specific interest in Stanford.


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[Assistant] Now you may not have had as deep of an experience with an institution as this, but even if you've just read about someone's work or seen them give a talk, mention this. Again, do your homework. Show that you understand, uh, the institution.


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[Assistant] At the end, you need a concluding paragraph where you summarize your interest in the program or opportunity. Consider wrapping it back to the opener.


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[Assistant] End with a reference back to that patient. Tell us what happened to that patient.


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[Assistant] If you started with an image of you rowing crew on the river, wrap back to that image.


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[Assistant] You could also end on a famous quote that inspires you, or just with a parting thought for your readers.


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[Assistant] The opportunity to work with your team would put me smack in the middle of one of the most exciting research labs on the planet.


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[Assistant] It would give me a wealth of experience that would not only inspire beautiful writing, but would forever be woven into my future tales.


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[Assistant] Journey to the West Chapter 49 Red Boy


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[Assistant] Bajie started to walk away. Wu Jing grabbed him.


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[Assistant] A soft breeze blew, and then a spirit appeared.


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[Assistant] The three travelers said goodbye to the spirit and headed up the mountain. They came to a cave near the peak.


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[Assistant] The door flew open and Red Boy stepped out.


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[Assistant] A moment later, flames covered the entire mountainside.


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[Assistant] Journey to the West, Chapter 44, The King's Ghost.


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[Assistant] The Tang monk called to his companions, who rushed into the room.


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[Assistant] A jade coin lay on the ground by the door


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[Assistant] He saw a white rabbit and shot an arrow He missed and the rabbit ran.


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[Assistant] The prince chased the rabbit as it ran into a monastery.


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[Assistant] Inside, the prince saw a monk, a pig, and a purple spirit. Then the rabbit turned into a monkey.


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[Assistant] Cried the prince. The monk stepped forward.


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[Assistant] Now that I'm a real boy, my arms and legs are so full of magic that I can't keep them still. They want to be doing things all the time. But it's not safe to get up and walk about. What do you think would happen if I did that?


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[Assistant] I don't know how much longer I can go on pretending I'm not well. I wish it wasn't raining.


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[Assistant] Not as you look now, but as you looked when you first came here. Now you are a great deal fatter and better looking.


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[Assistant] Two nights ago there was so much moonlight in the room, I woke up. Colin explained.


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[Assistant] A patch of moonlight was shining on the curtain, so I pulled the cord to open it.


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[Assistant] Then I could tell him about the magic, and that would make him more cheerful.


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[Assistant] I was just thinking about that as I was digging with my trowel.


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[Assistant] So I had to stand up on my feet once more to make sure I could really do it.


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[Assistant] And it is real. I'm well. I'm well. And I'm going to live forever and ever.


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[Assistant] You and Dickon and the secret garden. I'd never wanted to see anyone or anything before.


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[Assistant] What sports do you play? I love to play football.


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[Assistant] What sports do you play? I love to play football.


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[Assistant] What sports do you play? I love to play football.


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[Assistant] Residence of the River Turtle. I wonder if the demon is in here.


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[Assistant] Don't worry everyone, I'll deal with this villain.


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[Assistant] The monkey recited a quicks-


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[Assistant] Chapter 52 An Ocean from a Vase


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[Assistant] Wukong and Guan Yin stood on the lotus platform above Red Boy's mountain.


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[Assistant] The spirit flew down to earth. Wukong watched the ground below.


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[Assistant] Soon there wasn't a single animal anywhere near the mountain.


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[Assistant] Now I can pour the water out, said Guan Yin. She tipped the vase and rolling waves of water poured out. The waves washed down the slopes of the mountain.


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[Assistant] The water level rose higher and higher, forming an ocean. Only the top of the mountain was above water.


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[Assistant] Then he noticed the ocean surrounding his mountain. Wukong laughed.


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[Assistant] Red boy grunted and stabbed again.


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[Assistant] Wukong swung his iron bar, nearly knocking the lance from Red Boy's hands.


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[Assistant] The two fought until Wukong pretending to be scared leaped into the air. Red boy followed. Up into the sky they flew. Red boy kept jabbing his lance at Wukong. The monkey blocked it with his iron bar.


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[Assistant] Wukong hurried toward Guan Yin on the Lotus Platform. He flew fast and ducked behind her. When Red Boy saw the Bodhisattva, he stopped.


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[Assistant] Guan Yin stared back at the demon, but she didn't say a word.


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[Assistant] Shouted Red Boy. Again Guan Yin didn't answer.


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[Assistant] Guan Yin continued to stare silently at Red Boy. The demon became furious.


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[Assistant] He raised his lance and shot toward Guan Yin. The Bodhisattva vanished. Red Boy laughed.


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[Assistant] I don't have a boat, said the man. But someone in the village might. Please come with me. I'll make some tea. My name is Chen.


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[Assistant] Where's Guan Yin? Ask the monkey. She's making a basket.


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[Assistant] You're Red Boy! You look like a kind spirit now. Yes! Said Red Boy.


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[Assistant] I'm not an evil demon anymore. And I have you to thank for that.


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[Assistant] You and I have a lot in common. We were both evil, causing all sorts of problems. Now we're both Buddhists.


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[Assistant] That's a nice basket, Bodhisattva. But what is it for?


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[Assistant] I guess you need to try again, Bodasatva. That's not the demon.


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[Assistant] That means it's been on Earth for a few years!


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[Assistant] You know, that's the thing about living inside Premiere. You never know when the editor comes back.


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[Assistant] Alright, let's continue. Let's have a look at previews. So what I have right here inside Premiere is a simple clip of Yannick and I've applied an effect to it. You can see here that my computer has some trouble playing it back. It does play back.


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[Assistant] But it's pretty choppy and that's because of that effect here. I've applied something called lighting effects to it, which amplifies that light here. And then right here I just got a normal clip. Now on top you can see this color line, with one it's red and with the other it is yellow.


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[Assistant] Red means that my computer cannot play it back in real time because of that effect applied to it. The yellow clip does mean that Premiere is able to play it back in real time, but it hasn't been rendered yet. We haven't created a preview from it yet. To start rendering, we all know what to do, just hit return and Premiere will start rendering.


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[Assistant] Now basically it's just going to export the stuff in our timeline in the background to an actual video clip. And once done you'll notice that this clip here now has a green line on top


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[Assistant] Which represents that this clip has been rendered. The clip number seven here is not rendered, and that is because when I'm hitting return on my keyboard, and we can see that back here in the menu as well, sequence,


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[Assistant] The return is mapped to render effects in and out. When we choose to render in and out it will just render everything regardless if it has effects applied to it. So when doing that it will label all of the clips with that green line. Now there is something very important to be said about these render files or previews that are created. In the beginning of this class we have seen with the


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[Assistant] Settings of our sequence, if you right click on it and go to sequence settings, then we can find here in the bottom these video previews and we've been talking about that. Now, something to know here is that we can change the codec of this export.


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[Assistant] And why is this important? Well, for two reasons. First of all is for smooth playback, because we can set this to a heavy codec, a large resolution, and that will still introduce choppy playback after render. That's the first thing. And the second thing is, once we're going to export our video, so head over to file,


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[Assistant] Export media. We actually have an option here on the bottom that says use previews and that will actually use those renders


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[Assistant] Inside your final export, which could drastically speed up rendering time. And that is all good and well, but if we have been rendering to a poor quality codec to a low resolution, it is better not to use those as previews for the final exports. So let's go back to the settings of our sequence here and let's have a look at


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[Assistant] The video previews. Now basically we've got two types of codecs. We've got the lossy codecs and we've got the lossless codecs. Lossy codecs means that we're going to throw away some quality of our source video.


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[Assistant] We are degrading the quality, making smaller file sizes, which is good for previews and all, but not for using those previews.


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[Assistant] Lossless codecs. So let's see what those are. So we are currently editing within the DNxHR preset, so that means that we also have only those available here as the preview file formats. However, we can change that here on top to something like custom.


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[Assistant] Which gives us all of the options here. Basically there are only two formats in here which you are going to work with. The first one is the iframe only MPEG and the second one is gonna be QuickTime. Under the iframe option we don't have any other codecs to choose from, it's just MPEG.


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[Assistant] And under the QuickTime format we do have some codecs that we can choose from. And typically you're gonna go for either Apple ProRes or


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[Assistant] In reality, they don't really make much difference. But now, which format should we choose?


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[Assistant] That all depends on your purpose, first of all. And second of all, which camera that you've been using to shoot your source files with. If you have been filming with your phone, well then there's no use to upgrade that to something like a ProRes Kodak.


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[Assistant] You can't make something better in quality. Once shot and compressed, that's what you have to work with. But if you've been shooting with a high-end cinema camera such as a RED camera,


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[Assistant] Well, you definitely don't want to compress that into an MPEG Kodak, because you're going to throw away quality. Now, if you're unsure as a golden rule, I typically always go for the QuickTime and then just choose the Kodak DNxHR. You don't lose any quality with this Kodak.


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[Assistant] And if your final export is gonna be to share that online such as on YouTube or with your friends to a client or...


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[Assistant] A colleague, then that codec is gonna work out great for you. You can never increase the quality of your video, you can only decrease that, just keep that in mind. Now, everything that I've been saying here only applies if you're using the previews in your final export.


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[Assistant] If you decide not to use that, it really doesn't matter what kind of codec that you pick in between. I'm gonna reset the resolution of the previews.


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[Assistant] To bring it back to the same resolution as my sequence settings. But if your system has trouble to playing back 4K resolution, then there's no use to set your preview previews at that. What I would then do is set a lower resolution.


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[Assistant] And I'm just gonna pick out something drastic here, like for example 250. Hit okay.


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[Assistant] And because I'm changing my preview settings, it's gonna say that it's gonna delete the previous ones.


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[Assistant] So yes, I'm okay with that. You'll see that this clip here needs to be re-rendered now. But let's see what happens. I'm going to render again.


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[Assistant] And it's going to render this video now with that very low resolution, which has the plus side of me being able to...


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[Assistant] Playback that clip super fast because it's super small and super low in quality, but of course this is something that we cannot use in the final export. So this is great when you're editing, everything will go fast on your system,


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[Assistant] But when I'm gonna go back to file, export, media, I can definitely nut check to use previews now. So that is in a nutshell how the previews work. Keep in mind guys, how are you gonna use your previews? Are you gonna use that for faster playback in your timeline or are you actually gonna use the previews for your final export?


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[Assistant] It's very important in the decision of which codec that you use and resolution of course. Thank you so much for watching and I'll see you in the next lesson.


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[Assistant] Well, hello and welcome to this English lesson where I'm going to talk a little bit about pain and injuries.


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[Assistant] Going to talk about the things that don't feel right with your body after you do something, uh, like go for a run and maybe you run too long or maybe you fall down. These are the kinds of things that you will probably talk about if you go to the doctor. So this is a really good lesson.


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[Assistant] If you want to learn how to explain what's wrong with you when you're in the doctor's office


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[Assistant] Or when talking to someone at a doctor's office like a nurse. So I'll talk about things like scrapes and bruises and all of those kinds of things. Let's get started. When you go to the doctor, when you go to see a doctor because something is wrong with you,


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[Assistant] Please notice the phrases that I'm using. We go to the doctor when something is wrong with us, okay? Maybe you have a headache. Maybe something else is wrong with you.


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[Assistant] Usually one of the first things the doctor will ask is, where does it hurt?


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[Assistant] So if you've gone to the doctor because of an injury, an injury is something like when you fall and break your arm or when you hit your head in a car accident, we would say you have an injury. The doctor will most often say, where does it hurt?


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[Assistant] He might say something or she might say something like, uhm, what can I do for you today? Or, uhm, what seems to be the problem? Those are other common questions as well. But generally, if you go in because you have pain, the doctor's going to say, where does it hurt? And then you will point to the part of your body that hurts. It's a very common question.


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[Assistant] Uhm, I want to go over three words though. Uhm, I want to go over the word sore, the word hurt,


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[Assistant] And the word pain, okay? Because each of these is used in a couple of ways. When you are sore, it means that you have pain somewhere, okay? So you could answer the doctor and say, I have a sore elbow. So this is your elbow. You could say I have a sore elbow. You could also say my elbow is sore.


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[Assistant] If the doctor says, where does it hurt? You could say, I have a sore knee.


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[Assistant] Or you could say, my knee is sore. Okay, so there's two ways to form phrases with the word sore. You know, uh, where does it hurt? My finger is sore or I have a sore finger. Uhm,


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[Assistant] When you talk about hurt, you can use this a number of ways, actually three ways. You could say things like,


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[Assistant] I hurt my knee. You could say my knee is hurt.


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[Assistant] Or, well, sorry, there's really only two ways. I messed up a little bit there. You would definitely say things like, I hurt my knee. I was out running and I hurt my knee. Uhm, or my knee hurts. So two ways to use, uh, the word hurt as well.


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[Assistant] Uhm, actually there is three because you could say my knee is hurting. My arm is hurting. That's a little more rare, but you could definitely say that as well. So I hurt my


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[Assistant] I'm pointing here. This is your elbow. This isn't your knee. I hurt my knee. My knee is hurt or I my knee is hurting.


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[Assistant] Definitely another way to describe pain that you are having. And then we'll talk about the word pain itself. Pain is when there's a part of your body that just doesn't feel right. It's, it feels wrong, it hurts, it's sore, you're in pain. Hopefully if I use those words, you understand what I mean. If I hit my head really hard,


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[Assistant] I slapped my face pretending there was a mosquito there but I did it, I had to do it seven times because I wasn't happy with it.


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[Assistant] I had a lot of pain on my face from slapping my face. That wasn't a good idea, but it was funny. Uhm, anyways, the word pain as well. You could say this, uhm, I have back pain.


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[Assistant] You could say, I have a pain in my back. Okay, so you have two ways again of describing where you have pain. So to go back, you could say, I have a sore back. You could say my back is sore.


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[Assistant] You could say I hurt my back. You could say my back hurts. Notice I'm talking about the back now. And you could say I have a pain in my back or there is pain in my back. I have back pain, sorry. I have back pain or I have pain in my back.


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[Assistant] So, let's talk about some words that we say when we hurt ourselves. We often say things like ouch. So ouch is something that you exclaim when you hurt yourself. If you were to accidentally, uhm, let's see, bump your head, you would say ouch.


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[Assistant] You might also say ow. So if I, let me see, I don't want to hurt myself here.


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[Assistant] Um, let's, uh, so I'm not, I was trying to, I always like to give visual examples. If I was to punch myself in the head, I would say, ow, that hurt.


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[Assistant] If I was to punch myself in the head, I could say ouch, that hurt.


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[Assistant] Don't punch yourself in the head. It's not a very wise thing to do. Anyways, there's two words that you can use to express pain. You could say ow or you can say ouch. Those two both work equally well.


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[Assistant] So here are a few things that you can do that will cause pain, okay? I sometimes stub my toe. When you stub your toe,


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[Assistant] Let's pretend my hand is my foot. It's when you hit your foot against something hard. Maybe you hit it against a fence. Maybe you hit it against a rock. Maybe you stub your toe going up a stairs. Maybe the steps.


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[Assistant] So if you hit your toe against something, we say that you stubbed your toe.


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[Assistant] Sometimes when you stub your toe, you can break your toe. So a long time ago, I stubbed my toe so hard outside that I actually broke my toe and I had to go to the doctor because I had a broken toe. I don't want to be too descriptive, but if this was my foot,


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[Assistant] My little toe looked like this. It was not straight anymore.


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[Assistant] It means you hit your foot against something, uh, and your toe really, really hurts, so stub your toe. Uhm, when you are walking or running or hiking, you might twist your ankle.


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[Assistant] So when you twist your ankle, you can see in the picture here, it's when your foot


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[Assistant] Turns in a way that it's not meant to turn, okay? Maybe again, maybe you step on a rock and your foot goes like this and you twist your ankle.


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[Assistant] Maybe you're just running really fast on a flat surface and then you go onto an uneven surface and you twist your ankle. Uh, when you twist your ankle, it's not very fun.


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[Assistant] Uhm, I twisted my ankle once when I was really young playing baseball. I was sliding into second base and I twisted my ankle.


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[Assistant] And then I was on crutches for a while. So when you twist your ankle, it means you hurt. So that's the part between your leg and your foot, right? You guys know your body parts. Should I do a lesson on body parts? I should have done that before this lesson, baby. Oh well, I think you know what your ankle is, but you can twist your ankle.


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[Assistant] When you hurt your back, we often use the phrase to throw out your back. Maybe you're lifting something really heavy. When you lift something really heavy, you sometimes can throw out your back. When you throw out your back, it means you suddenly have pain in your back.


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[Assistant] I see Brent saying I kicked a cement pool while playing with my children and I broke my toe. It's not fun when you break your toe. That is painful. It's just a little toe, but it's very painful.


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[Assistant] Uhm, so you can have pain in your back, you can have a sore back, but generally people will say, uhm, so where does it hurt? And you would respond by saying, oh, I threw out my back.


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[Assistant] I was lifting something really heavy yesterday and I threw out my back. So notice I went to the past tense there, but when you throw out your back, it means you have back pain maybe because you turned too fast while holding something heavy or maybe you were lifting something heavy.


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[Assistant] Uhm, just give me one sec here. I'm gonna pull up my slides. I don't have them on the screen over here. Where are they? Just takes me a minute to see where I am. Oh, we're doing good.


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[Assistant] Uhm, sometimes you'll have a kink in your neck.


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[Assistant] So when you have a kink in your neck, maybe you're staring at your computer all day and your head is in the same position and you start to get some pain in your neck because you've held your head the same way all day. We would call that a kink in your neck and then sometimes


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[Assistant] You do things like this to try to get the kink out of your neck.


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[Assistant] It's not fun to have a kink in your neck. I sometimes get a kink in my neck when I'm driving the tractor.


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[Assistant] Sometimes you might get eye strain. So eye strain is when your eyes are sore.


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[Assistant] Usually this happens to me when I stare at my computer screen all day, right now because I'm teaching from home. I am on my computer all day and I get a little bit of eye strain. I try to wear my reading glasses. I got a new pair. How do they look?


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[Assistant] I try to wear my reading glasses as much as possible, uhm, because that stops me from getting eye strain. But eye strain is when, uhm, it's almost like having a little bit of a headache because your eyes are sore usually from staring at a screen or from reading all day.


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[Assistant] Uhm, let me see here. You might also get an earache. So you might be going to the doctor because your, your ear just hurts inside. You have a really bad earache. And if the doctor said, where does it hurt or what can I help you with today? You could say, oh, doc.


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[Assistant] I don't say doc. You could say doc though. You could say, oh, doctor. See I, I just call my doctor by his first name, but you could say, oh, I have an earache. So if you have a sore ear, if you have pain in your ear,


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[Assistant] If your ear hurts, you would say, I have an earache.


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[Assistant] Headache is probably the most common kind of pain that people have. You end up, uh, you work all day and you get a headache. Sometimes when you look at a computer screen all day you get eye strain, but you also get a headache.


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[Assistant] You wouldn't necessarily go to the doctor for a headache. You would probably just take what are called painkillers. You would take Advil or Tylenol or ibuprofen or aspirin or something like that.


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[Assistant] Or you might just have a nap, okay? Uhm, I don't have a slide here for toothache, but we also mentioned toothache when one of your teeth hurts. When your teeth hurt, you wouldn't go to the doctor. You would book an appointment at the dentist. You would go to the dentist and the dentist would figure out what's wrong with you.


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[Assistant] By the way, in Canada, when you go to the doctor's office, we call the doctor a doctor. When you go to the dentist's office, you call the dentist a doctor as well. Okay, so a dentist in Canada is a type of doctor. A really bad headache is called a migraine.


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[Assistant] I had migraine headaches for a little bit when I was in university. There was about a month or two where I had headaches that were so bad I could hardly see, and you would call that a migraine. So a migraine is a severe headache. A really, really bad headache is called a migraine.


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[Assistant] I think I had migraines because I was still, I was only 17 or 18 years old and I think I was still growing. When you're still growing, you can have pain in various parts of your body as you grow. I think that's why I had migraine, migraines. Uh, let me see here.


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[Assistant] Uh, sometimes you bite your tongue. Sometimes when you're eating food, you'll, you'll bite your tongue. Uhm, you wouldn't necessarily go to the doctor for this, but this is something you could do that, uh, something you might do that hurts and causes pain.


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[Assistant] So you might be sitting and eating with people and all of a sudden you might go, ow! Or you might go, ouch! And someone will say, what's wrong? And you'll say, oh, I bit my tongue. Or, oh, I bit my tongue. It's not a nice feeling.


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[Assistant] I don't bite my tongue very often, but I think everyone at some point in their life bites their tongue here and there.


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[Assistant] By accident. When you do something by accident, it means you didn't mean to do it.


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[Assistant] You might have a nosebleed or a bloody nose. So this is another thing. It's not exactly pain. It's more


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[Assistant] In Canada and in other countries where we heat our houses in the winter,


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[Assistant] The inside of your nose, it gets really dry in the winter when you heat your houses. It's kind of a funny thing. All of my friends from Russia who live in, uh, the northern part of Russia where they have a good winter will understand what I'm saying. When you heat your house, the air gets dry. Sometimes you have a nosebleed or we also call it a bloody nose.


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[Assistant] Sometimes you get in a fight, uhm, or sometimes you accidentally get hit by something and your eye will turn black and we call this a black eye.


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[Assistant] Uhm, you'll see this in the movies a lot. Someone will get punched in the movies. And then the next day they'll have a black eye. So a black eye looks exactly like that. I actually got a black eye once. The dentist pulled a tooth.


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[Assistant] That wasn't what happened, but I think because of the tooth being pulled, it caused me to have a bit of a black eye. But normally you get a black eye when, uh, something hits you or


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[Assistant] If you got in a fight, you shouldn't fight, you might get hit and get a black.


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[Assistant] Uhm, let's see here. Uhm, so these are some general things you, which would be more referred to as sickness or illness. You might have a sore throat. So one of the symptoms of COVID is that people get a sore throat. When you have a sore throat,


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[Assistant] You might, oh, sorry, let me look at my slides here. Nope, that's right. Uhm, so another injury that you can have is something called a concussion.


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[Assistant] Uhm, a concussion is very common with athletes who play games that are rough. So if you play soccer or football or rugby or hockey, if you play a sport where people physically hit each other,


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[Assistant] You are more prone to injuries. When you're prone to something it means it's more likely to happen. One of the injuries that


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[Assistant] Uh, people who play those sports get is something called a concussion. It's when you hit your head so hard.


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[Assistant] That your brain moves, I think, a little bit inside. I'm not a doctor, but here's the picture. Uhm, and then you, uhm, it's just not a very good thing. Boxers, so boxing is a type of fighting, also get concussions. So it's an injury to the brain.


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[Assistant] That's caused by hitting your head really hard or getting hit in the head really hard. So not a good injury to have a concussion.


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[Assistant] Uhm, you might have joint pain. So, this picture makes it look like joint pain is on the outside, but joint pain is actually on the inside of your body. A joint is any part of your body that bends, so your knuckles are a joint, your wrist is a joint,


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[Assistant] Your elbow is a joint. Your shoulder is a joint. So the parts of your body where the bones connect together, we call your joints. So you have hip joints, knee joints, ankle joints, shoulder joints. Sometimes you have joint pain.


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[Assistant] So you might go to the doctor and the doctor will say, so where does it hurt? And you could say,


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[Assistant] My shoulder hurts. I have joint pain. I have some joint pain in my shoulder. Uhm, or my knuckle hurts.


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[Assistant] Sorry, I don't know why I'm laughing because it's such a small joint. My knuckle hurts. I have joint pain in my knuckles, okay? So, joint pain, again, the picture makes it look like it's on the outside, but joint pain is actually on the inside of your body at one of the locations


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[Assistant] This is another symptom of COVID, by the way. Shortness of breath means normally


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[Assistant] I breathe in and out very easily. When you have shortness of breath, you, you, if you go up a stairs, if you climb a flight of stairs at the top, you might have to stop because you're like,


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[Assistant] You're just breathing really shallow breaths and you're having trouble breathing. So when you have shortness of breath, it's not a good sign. Okay. So normally you can breathe freely but sometimes you have what's called shortness of breath and it makes it difficult to breathe.


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[Assistant] Uhm, your heart, uh, usually you don't have heart pain unless you have a heart attack, but you might have heart palpitations. That's when you can feel your heart beating in your chest and it might be beating irregularly.


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[Assistant] Or you might have a racing heart where your heart rate is really high. And those might be reasons that you're at the doctor as well. The doctor might say, so what can I help you with today? And you could say, oh, I've been having, you know, an irregular heartbeat.


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[Assistant] Or heart palpitations, like where you can feel your heart beating really strong. Or you might say my hearse, my heart has been racing for the last couple of days, or hopefully it hasn't been a couple days. That's a long time. But these are things that would be wrong with your heart.


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[Assistant] Uhm, another normal thing to have is a fever. By the way, this is another symptom of COVID.


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[Assistant] So if you have a fever, it means your body temperature is higher than normal, okay? So if your body temperature is 39 or 40 degrees celsius, you have a fever. Uhm, I don't know what it is in Fahrenheit. I apologize to those of you that use Fahrenheit. Uhm, but a fever is not


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[Assistant] Pleasant. You feel hot. You might feel cold when you have a fever. Even though your body is higher.


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[Assistant] Even though your body temperature is higher than normal, you might actually feel cold. It's kind of a strange thing.


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[Assistant] A stomach ache is when your stomach hurts. Sometimes when you eat food, uhm, you have a stomach ache because the food is bad. Sometimes you get


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[Assistant] That's when the food in your stomach comes back out of your mouth. Not pleasant. A stomach ache might also cause you to have what's called diarrhea where you're going to go and sit on the toilet and I'm not going to describe that part but a stomach ache is a fairly normal thing to have.


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[Assistant] Uhm, you might go to the doctor. The doctor will say, uh, so where does it hurt? And you might say, oh, I just have a really bad stomach ache.


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[Assistant] Another thing people experience sometimes is dizziness. So dizziness is when


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[Assistant] You know, normally it's easy to stand and to walk. When you're dizzy, you're kind of...


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[Assistant] It's almost like you start to fall over sometimes. Like you're, you're kinda like, you want, when you walk, you're like kinda going like this, wobbling a bit.


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[Assistant] Because it feels like the world is spinning around you. So when you're dizzy, it's something in your brain and it feels like the world is spinning a little bit. So sometimes you have what's called a pulled muscle. So sometimes when you go running, sometimes when you lift something heavy, sometimes when you, uhm,


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[Assistant] So, uh, basically a pulled muscle is when you do something and then your muscles hurt for a few days afterwards.


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[Assistant] It's a fairly minor injury, a pulled muscle, but sometimes, like I pulled a muscle last summer when I was working on the farm and then I pulled a leg muscle and then I just couldn't walk for about four or five days. Sorry, that's not true.


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[Assistant] I could walk. I couldn't go for a walk for exercise for four or five days. Hopefully you understood the difference. But a pulled muscle is not a nice feeling.


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[Assistant] You might also get what's called a charlie horse or a muscle spasm.


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[Assistant] This is very, very brief but very, very painful, okay? So a charlie horse or muscle spasm is sudden pain in your muscle for about one or two minutes and then it goes away. Sometimes you get a charlie horse


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[Assistant] Uh, again, when you do something that you don't normally do, maybe you decide you're going to play, uh, football with your kids and you haven't played football for a couple years, you might get a sudden charley horse in your one of your leg muscles because you haven't done it for a while. Uhm, let me see here.


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[Assistant] Okay, so uhm, sometimes you break a bone or you have a fracture. We have two names for it. Again, when I was younger, I broke my wrist. I actually broke


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[Assistant] I guess you could say my arm, but I broke the bone right.


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[Assistant] Right behind the wrist here. I keep saying I broke my wrist, but the wrist is really a joint. I actually broke one of the bones in my arm. So I had a fracture. I had a broken bone. Uhm, I had to get an x-ray and then they put a cast on. We'll talk about that later.


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[Assistant] Sometimes you can dislocate your shoulder. So your shoulder can actually pop out of its socket.


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[Assistant] And then they have to put it back in again. I have never had a dislocated shoulder.


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[Assistant] But at school, one of my coworkers was playing football with the students and he fell on the ground and dislocated his shoulder. So his arm was actually hanging down here and then he went to the hospital and then they popped it back in.


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[Assistant] A lot of blood in this lesson, so I found the smallest cut possible for this picture. Sometimes you're using a knife in the kitchen and you might cut yourself, uhm, and there can be more serious cuts, but a cut is when something's sharp.


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[Assistant] Breaks your skin and you start to bleed. So you might have a cut. So again, you might be at the doctor saying, hey, I was working in the kitchen and I cut my finger and it's a really deep cut.


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[Assistant] When you have a really deep cut, the doctor might put stitches in. The doctor might get a needle and thread, just like you're sewing clothes, and they might put stitches in to your cut. Uhm, I think Shawn Mendes has a song called Stitches. Yeah, I'm not sure if it's the same thing though. Uhm,


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[Assistant] You might be playing outside or running outside and fall down and then when your skin slides along the pavement on the road or on the gravel on your driveway you might get a scrape.


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[Assistant] Kids often get scrapes when they're playing in the playground. Uhm, so they might, uh, they might be running in the playground and they might fall down a lot and then they might have, they might scrape their elbows or scrape their knees. It's very common for children to have scrapes.


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[Assistant] And then we also have what's called a bruise. So a bruise happens when, you know, if something


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[Assistant] You probably were bleeding under your skin and then it, when it's after a while that just turns a brown color and then it's a bruise will slowly disappear.


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[Assistant] After my heart surgery, for some reason, my left arm had bruises. The whole arm was bruised and it took about two months for that to go away. I think because yeaah, I'm not sure what they needed to do.


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[Assistant] I'm not a heart surgeon, so I don't know, but a bruise looks like that.


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[Assistant] That's a cut where you might just put a bandage on it. We also call it a bandaid. Bandage and bandaid are the same thing.


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[Assistant] Uhm, but definitely when you, yes, definitely when you have a cut, especially if it won't stop bleeding, you will often put a bandage or a bandaid on it. Uhm, when you pull a muscle,


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[Assistant] Or when you hurt yourself playing a sport, you might, you might just put an ice pack on it, okay? Often when uhm,


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[Assistant] Is cool and it makes the injury feel a little bit better. It also stops swelling. Swelling is when things get bigger. So if you were playing volleyball and you hurt your elbow and you would say, oh, I have a sore elbow. I hurt my elbow.


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[Assistant] You might put an ice pack on it. You would stop playing volleyball and put an ice pack on it.


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[Assistant] Because you want it to, you don't want it to swell up, so you would put an ice pack on it.


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[Assistant] Uhm, you might end up on crutches. Uhm, when I twisted my ankle as a kid, I was on crutches for a little bit. Uh, crutches are what you see right there. Uhm, I think they're bakey.


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[Assistant] I think so. Sometimes, I don't know all the words, they just...


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[Assistant] They're in my head somewhere. Uhm, but you might end up on crutches. Uhm, this person doesn't has what's called an air cast. So uhm, there are various things you might do with a twisted ankle. You might simply wrap it. Uhm, you might put a cast on it. Usually there's no cast, but you might have what's called an air cast, which is a cast that you can take off and put back on again.


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[Assistant] Uh, Mahdi says, I have first aid in my car. It's always good to have a first aid kit somewhere. We have a small first aid kit here in our house, um, for sure. Annette says, yes, Becky. Yes, thanks Annette.


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[Assistant] You know, it's one of those words that you don't use very often.


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[Assistant] There's, when you learn a language, there's words you use a lot and then there's words you use like once every five years. So sometimes it's hard to remember.


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[Assistant] Going back to having a broken bone or a fracture when you go to the hospital


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[Assistant] It would go like this. The doctor would say, so what can I help you with? Where does it hurt? And you would say, I think I broke my arm. I have a lot of pain in my arm and the doctor would say, well, we're going to send you for an x-ray and then they would send you


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[Assistant] You need a cast. So one of the cool things about casts now is that you can get different color casts. I'm not sure if you can in your country, but in Canada you can choose what color cast you want. When I was a kid and I got a cast, it was white.


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[Assistant] When my daughter got a cast about five or six years ago, I think she chose pink or purple.


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[Assistant] It was pink, I think. So she could choose what color she wanted. I thought that, uh, was pretty cool. Uh, let's see here. Uhm,


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[Assistant] After you injure yourself, you will often have what's called physiotherapy.


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[Assistant] or you dislocated your shoulder you might actually go for physiotherapy for a couple of weeks and then they will help you learn you know how to lift small weights and to use elastic bands to strengthen


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[Assistant] Or to return your body to normal. The person who does physiotherapy is called a physiotherapist.


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[Assistant] So the man you see in this picture is a physiotherapist and the woman is at physiotherapy. The short form.


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[Assistant] That we use is just physio. So we'll say something like, uhm, oh, so you were in a car accident and you hurt your neck and you hurt your arm and your leg. Did you go for physio afterwards? And the person will say, yeah, I was in physio for about six weeks. So physiotherapy is where


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[Assistant] You go, it's after you've gone to the doctor, after they've done everything to make you better.


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[Assistant] But you still need to kind of fix your body to be ready for real life. You need to make sure your joints work properly. You need to rebuild your muscles. After my heart surgery, I was in physiotherapy for eight weeks. Uhm, and so I went and they helped me get back into tip top shape. So that's what physiotherapy is.


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[Assistant] In this next module, I'm going to review one specific type of article that science writers write, the science news story.


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[Assistant] The science news story is the bread and butter of science writing. Many magazines and newspapers have entire sections devoted to science news. Most science news stories report about a single recently published paper.


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[Assistant] For example, the media covers many of the papers that come out weekly in Science and Nature.


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[Assistant] The science news story has a very scripted format, just like a scientific journal article. So it's a fairly easy type of story to master. I'm going to review the format in this module.


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[Assistant] Any good news story should answer the five W's and the H, the who, what, where, when, why, and how. So keep that in mind.


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[Assistant] News stories follow a basic formula, just like scientific journal articles.


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[Assistant] In fact, after I point these elements out to you, you'll start noticing them in every news story you read. A news story contains a lead. And then a nut graph. And then a first quote.


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[Assistant] And then the body of the story, which delves into the scientific study.


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[Assistant] I'll note that news stories are typically about 500 to 800 words long.


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[Assistant] But they can be shorter or longer than this. The piece I'm going to use as an example in this module is actually a little bit longer than this.


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[Assistant] Coming up with a lead takes time, thought, and creativity.


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[Assistant] Should be usually about one to two sentences, though in some instances it can be longer.


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[Assistant] The lead should convey the heart of the matter, what some of what the story is about, but it doesn't need to give away all of the five W's in the H.


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[Assistant] It can also complement and doesn't need to repeat information that the reader already got from the headline. Using good verbs can help make the lead engaging.


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[Assistant] Before they went extinct, Neanderthals and a less well-known Stone Age group called the Denisovans, uhm, had interbred with humans. So we got some Neanderthal genes in our gene pool.


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[Assistant] Some of those genes are still in the human gene pool today.


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[Assistant] This story was about some research done at Stanford that tried to explain why these genes are still hanging around.


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[Assistant] The lead reads, When the Neanderthals and other prehistoric human cousins went extinct around 30,000 years ago they didn't disappear completely. A little part of them lives on in many of us.


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[Assistant] Notice that I didn't give away all the details. I'm just giving a flavor for what the story is about and enticing the reader to read on.


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[Assistant] Shortly after the lead, the nut graph flushes out the story. Graph is short for paragraph.


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[Assistant] The nut graph gives the nut of the story, the heart of the story.


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[Assistant] It flushes out the who, what, why, when, where, and how. It tells the reader what the story is about.


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[Assistant] When I work with young writers, the thing they most often leave out of their stories is the nut grab.


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[Assistant] They fail to include a paragraph that tells the reader what the story is about. You need this paragraph. You need to tell the readers what this story is about up front. Don't keep readers guessing or you'll lose them.


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[Assistant] Here is the nut graph for the Neanderthal story. It's the second paragraph of the piece and it reads,


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[Assistant] In 2010, scientists revealed that sporadic couplings between our ancestors and the Neanderthals, as well as a related group, the Denisovans, left many of us with traces of their DNA in our genomes. But the evolutionary impact was unclear.


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[Assistant] Now a team of scientists led by Peter Parham, Professor of Structural and Biology and of Microbiology and Immunology


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[Assistant] has shown that these genetic exchanges significantly strengthened modern human immune systems.


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[Assistant] Now we know what the article is about. There was some previous research that established that Neanderthals left genes in our gene pool.


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[Assistant] But we didn't know if there was any evolutionary reason why those have persisted.


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[Assistant] The news here is that a new study at Stanford found that these genes strengthened our immune system.


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[Assistant] That's basically the what, why, and how. The when is now. The who is Professor Peter Parham.


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[Assistant] We aren't explicitly told the where, but this was an article for a Stanford publication so I didn't need to say explicitly that, uh, Parham is at Stanford.