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[Assistant] Well, you could go outside and have fun too. Go skiing. But if it's raining, probably want to stay inside, maybe play a game or, or do something else. Okay? So.


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[Assistant] That's the different parts of the weather. I hope you learned a lot from this lesson and of course some very interesting words and vocabulary that we picked up when talking about the weather. Thanks for studying with me. I hope to see you in the next one. Take care everybody. Bye bye.


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[Assistant] Oh, he can take three. Very good. Impressive.


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[Assistant] Not long until handover. We have no idea what the green team is cooking. We have no idea what the featured ingredient is. Alright.


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[Assistant] We need to know what the feature ingredient is. We need to know what the equipment is. We need to know what the dish name is.


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[Assistant] And Scotty's really good at, you know, putting things together, making them look beautiful, so that we can have an amazing dish. What were we featuring just then? You heard me say it, what was it? Ah, I missed it. Ah, hahahaha.


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[Assistant] Hand over with that, it's hectic, but he's giving me really good information. He tells me about all of the elements. We know what the feature is, it's Apple. Uh, let's just go.


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[Assistant] My gut is telling me maybe you need to ditch the puree.


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[Assistant] I'm trying to make a sauce here really quickly. I've ditched the apple fish because they've burnt. I'm going to cook these apples into this puree to get it more appley. Cause I have no idea what's going on otherwise.


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[Assistant] Got about to take over. I'm feeling terrible for Scotty. Like, I am in the weeds right now, but...


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[Assistant] Uhm, I don't know what we're going to do to be honest. Okay, uhm. Puree. Sauce. Yep. Barely been bubbling. Yep. Uhm.


[User] Please transcribe this text

[Assistant] Yeah, I know the moment when I looked at the puree and I was just like, I'm not sure how I'm gonna say this, but I just couldn't think of what I could do without it, so.


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[Assistant] My heart is in my mouth, I'm just, I'm in round two now and I need to cook a sweet dish. Anybody would be scared in round two elimination, but this is something that's really not my strength today. I am not a dessert cook, I'm not a pre-cook. I am definitely worried that I could be going home today.


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[Assistant] But with dessert, you've gotta be really precise to make it perfect.


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[Assistant] It's going to consist of fresh apples at the bottom, fried filo pastry, a apple compote, some brandy cream, and I'm just gonna keep stacking it up.


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[Assistant] To finish my dish, I'm going to make an apple caramel to drizzle over the top.


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[Assistant] I never thought that I'd lead my little baby to color my dreams. I'm doing this not only for me, but for my family as well.


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[Assistant] I need to make being on this competition worth it. So I'm gonna push myself every single day. And today is not the day I leave.


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[Assistant] I'm really happy with the apple flavour of sorbet. Yeah, it's got brown. Okay, thank god.


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[Assistant] And the parfait has a really nice caramelized apple flavor.


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[Assistant] It's looking good, it's looking good. I'm so happy with this apple caramel.


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[Assistant] I'm trying to think of all the beautiful dishes I've seen in my life and I'm kinda like, just make it look really, really, really pretty, Tony.


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[Assistant] Got some compote, some cream, dalatang, some shavings of apple, another piece of pastry, and then it keeps going on.


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[Assistant] You need to fight for whatever you want to do in life because even if you're tired, at the end, it'll be worth it.


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[Assistant] So the odds are against me. You know, there's a one in four chance that I could be going home.


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[Assistant] The dish is called the Tao Er. Tao is apple in Vietnamese.


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[Assistant] So I just wanted to do a little fun cause I'm a dad and you know, you gotta do that joke.


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[Assistant] I mean, I wanna go and see my baby boy, that's for sure, but I'm not ready to leave.


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[Assistant] There we go, Pete. Into the fire. Oh, it's really nerve-racking being last. It is nerve-racking. It's like, we don't know what's going to happen.


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[Assistant] Yeah, we're completely oblivious. Sometimes ignorance is bliss.


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[Assistant] Hello everybody, welcome back to American Textbook Reading. I'm Brian Stewart, and in this lesson we're taking a look at science book four, lesson four, we're talking about the food chain.


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[Assistant] Is anybody hungry? Okay, well in this lesson we're going to discover what a food chain is. And we will also talk about the difference between prey and creditor. Okay, let's get started.


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[Assistant] As usual, we start with the words, the vocabulary for this lesson. And the first word we have is


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[Assistant] Producer. A producer is a living thing that makes its own food.


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[Assistant] So it can create or make its own food by itself.


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[Assistant] The opposite of a producer is a consumer. A consumer is a living thing that cannot make its own food. And that of course all animals are consumers, right? They will, they need to find other things to eat.


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[Assistant] There's a good picture, right? So we can see a cheetah. It looks like a wild hog or a warthog. It's chasing. If it catches it, it will eat that hog.


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[Assistant] So, the cheetah of course is a predator. It will hunt and eat other animals.


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[Assistant] Again, we say opposite, right? Uh, producer, consumer.


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[Assistant] Predator, the opposite of predator is prey.


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[Assistant] In the previous picture, we saw a cheetah chasing a warthog. The cheetah was the predator. The warthog was the prey. In this picture, we see an owl. Owls are very strong predators. They're very, they're very fierce and they're very, uhm,


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[Assistant] Well, I almost said wise, but yeaah, they're smart. They're very good hunters. And what are they, what are they eating? It looks like here, this is another bird. So they will eat birds, but they're also very famous for, uh, eating mice.


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[Assistant] And actually, uh, many people like owls around because the owls will feed on the mice or the rats.


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[Assistant] Meaning the mice will, you know, get into places and eat a farmer's crops or all the food in the barn or something like that. And so it's good to have owls around to keep the population of mice and rats under control.


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[Assistant] So owl is a prey, a prey animal, uh, and many different types, I'm sorry.


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[Assistant] An owl is a predator animal and the prey is what the owl eats. Prey is an animal that is hunted and eaten by another animal. In this picture, the smaller bird is the prey. So, that's nature. Okay, next.


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[Assistant] Hunt. We already saw this word with the cheetah. We saw the cheetah chasing the warthog, right? In this case, we have a cheetah who has caught a gazelle or an antelope.


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[Assistant] And that's what cheetahs and predators do. They look for or chase an animal.


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[Assistant] That's to hunt. And many animals hunt. People hunt too. When you have, uh, uh, especially where I grew up in the west, American west, many people in the fall will take their rifle, go out into the woods, and hopefully, uh, they'll shoot a deer or an elk.


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[Assistant] Uh, they get a permit for this, of course. It's all very legal. And you can't go out and just shoot a deer without a permit from the government. But uhm, uh, they will hunt. And hunting is kind of a way of life, especially in nature.


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[Assistant] So to hunt. Of course we hunt for different things now too, right? And you know, if you're looking for a great pair of shoes or a nice outfit, you might go to the shopping mall and hunt for your perfect clothes. Okay, so we use it for other reasons as well.


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[Assistant] Food chain. Now we talked about food chain. I said, what is a food chain? I mentioned that at the beginning of this lesson.


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[Assistant] A food chain is a line of living things that depend on other living things for food. So we talked about, uh, predator and prey, right? Prey, you know, there's many types of prey and there's many types of predators and usually the smaller or the weaker


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[Assistant] The higher up the food chain it is.


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[Assistant] Now this is an interesting picture. It's a cartoon of course. And actually it's kind of a joke. Don't be confused by this picture because you can see something very strange here. And I noticed that on the, on the cover, uh,


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[Assistant] I mean, it's a cool picture, but it's just kind of funny because if you notice this right here, that is not an animal. That's kind of a joke. It's a fisherman's joke.


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[Assistant] Of course, the fisherman, it's a very interesting picture. This line here, of course, is a fishing line. On the hook, you see a worm. So a worm, of course, is very small and not very strong. It's not, it's a very weak animal. So it's on the bottom of the food chain.


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[Assistant] But what in the world is this thing that I circled here? What is that? If you look closely, it looks like an old boot.


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[Assistant] And that's, like I said, it's a fisherman's joke. You know, when fishermen go fishing, you know, sometimes the only thing they catch are like old tires.


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[Assistant] So of course that's not real, that's just a kind of a fisherman's joke in the picture. And when you think about it, the, the


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[Assistant] There, somebody put the worm on that hook, right? So the fish will come and eat that worm, maybe a bigger fish will come and eat that fish, but who eats the big fish? Well, that's the fishermen. The fishermen is at the top of the food chain because they're going to catch, they're hunting the fish and they're going to catch that fish and have it for dinner.


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[Assistant] Hopefully they won't eat the boot. Ugh, okay. Okay, that's just a joke. Okay, next. Caterpillar.


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[Assistant] A caterpillar is a small insect. I'm sure you've probably seen them, uh, out and about in your garden, in the woods, in the, uh,


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[Assistant] After a while they will turn into a butterfly. They will change into a butterfly. They'll make a little cocoon and after several days that cocoon will open up and a new, it's the same animal, but it's a completely different changed being and it has wings and it flies around. It's very pretty. Okay.


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[Assistant] Shark. A shark is a very large fish that has many teeth.


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[Assistant] And a shark is a predator because it has many teeth. It's very big. It's very powerful. And be careful when you go swimming. Not, not everywhere. I mean, you don't really have to worry about sharks that often. Uh, just in areas that do have sharks, be, uh,


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[Assistant] Uh, careful about that. Know where you're going if you're gonna go to another country or go swimming on the beach.


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[Assistant] I just know, you know, if there's a shark warning or not. Most places, 99% beaches in the world, you don't have to worry. But some places you do. So just keep an eye out. Listen to the news or the local warnings. Okay, so that is a shark.


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[Assistant] Now let's talk a little bit more about the main ideas of this chapter. And of course, one of the main ideas is the food chain.


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[Assistant] Let's start on the right here, on the ocean, because that's easier. So, like I said, we have food chains. The smaller, weaker animals are on the bottom of the food chain, right? On the bottom.


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[Assistant] And at the top of the food chain, we have the, uh, the top, the animals that are at the top of the food chain, uh, they are the ones, nope, nothing eats them, right? Uh, they eat everything else. So a shark could be at the top of the, uh, food chain. And by the way, we call these animals


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[Assistant] Apex. Apex means the peak or the top of something. Apex predator. An apex predator, we already talked about predator, apex predator is the animal that sits at the top of the food chain. Sharks are at the top of the food chain in the ocean.


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[Assistant] Of course, people eat a lot of sharks and it's, it's actually kind of terrible what's going on in the world. People are overfishing sharks and sharks might become extinct because unfortunately,


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[Assistant] People will, will stop this practice. But, uh, you know, usually in, in nature, uh, sharks are apex predators and they eat everything down on the food chain. The very bottom is plankton. Plankton, here down at the bottom,


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[Assistant] What eats plankton? Well, krill will eat the plankton. Krill are like little shrimp, uh, and they're, they're actually very pretty. I scuba dive, I used to scuba dive a lot, and they're very amazing, uh, very, uh, amazing little creatures on the coral. Krill. And then, of course, what eats the krill? Fish. And then sharks will eat the fish.


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[Assistant] So uhm, this is kind of a good example of the food chain. But one thing that's very interesting is plankton. You know what else eats plankton?


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[Assistant] Whales. Blue whales. Blue whales are the biggest creature on earth. And what do they eat?


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[Assistant] They eat the smallest creature on earth, plankton. They have big mouths and they just go through the water and they just, they just take in all the plankton and strain it through their mouths. And that's what they eat. You'd think a whale, well it could eat anything. It eats the smallest creature in the world, skips all the other animals in between and just goes for the plankton. It's kind of interesting. Okay, so anyway, that's the ocean.


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[Assistant] On land, uh, the food chain is we have plants, right? Uh, plants or leaves, a leaf from a plant or grass, that's at the bottom of the food chain though, right? Those are plants. Plants are usually at the bottom of the food chain. What eats the leaf? Well, the caterpillar will come along and eat the leaf.


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[Assistant] And then a bird will come along. Oh, there's a caterpillar. It will eat the caterpillar. And then a cat.


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[Assistant] Now, I wouldn't really call, I mean, this is kind of a funny picture, I really wouldn't call a house cat an apex predator.


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[Assistant] But of course, house cats are domesticated. They're pets. You know, maybe a mountain lion or a lion or a cheetah. Those are apex predators and they're the same family, the same cat family. So it's interesting. So anyway, these are two examples of, uh, food chains, one on land and one in the ocean. Okay.


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[Assistant] Another idea that we talked about already quite a bit is prey and predator. Now again, we have a food chain here and the food chain, the bottom of the food chain is on the left and the top of the food chain is on the right.


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[Assistant] First we have plant, a plant, and the type of plant here is corn. So corn uses energy from the sun. The plant that grows corn uses energy from the sun to produce, uh, corn.


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[Assistant] What eats the corn? A vole. What is a vole? A vole is a type of mouse or, you know, in the same family as a rat, but rats have a bad reputation, voles.


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[Assistant] Uh, mice have a little bit better reputation. They're more, they're cute or furry or whatever.


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[Assistant] Uh, but voles, mice, will eat the corn. And like I said, farmers don't like these types of mouse-like creatures, so they do like to have owls around that will eat.


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[Assistant] ...is hunted by other animals like owls or coyotes, so they are prey, and the coyote is a predator.


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[Assistant] Now the coyote is also prey to another animal and that is the mountain lion. The mountain lion is the apex predator in many western states. Nothing hunts a mountain lion.


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[Assistant] They will hunt coyotes that often. They will hunt other, uh, prey animals like rabbits or birds or things like that.


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[Assistant] Uh, coyotes are a little bit difficult to catch and of course coyotes can bite back and they run in packs. So, anyway, uh, the mount, but the mount lion could catch a coyote and eat it. So it's a predator. It is an apex predator. Okay.


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[Assistant] Let's go over the reading passage together and as usual I'll read it out loud. You guys repeat after me or in your mind repeat after me and focus on the pronunciation and also the words from the vocabulary section. Are you ready? Let's begin.


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[Assistant] producers are living things that make their own food. plants are producers.


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[Assistant] They make their own food using sunlight and nutrients.


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[Assistant] Consumers are living things that cannot make their own food. They eat plants or animals to live. All animals are consumers. Consumers need to find food.


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[Assistant] A food chain shows what eats what. A caterpillar eats a leaf. A bird eats the caterpillar. A cat eats the bird. This is just one food chain. There are food chains everywhere.


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[Assistant] A predator is an animal that hunts and eats prey. Prey is the animal that is hunted and eaten.


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[Assistant] In the ocean, one of the smallest prey is krill. Fish eat krill and sharks eat fish. This is one ocean food chain.


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[Assistant] The largest animal in the world is the blue whale. It is a predator


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[Assistant] Blue whales eat krill. They also eat plankton. I think it's more common that they eat plankton. But anyway, they might eat krill as well if the krill is up off the bottom of the


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[Assistant] How is the reading passage organized? In this case we have main ideas and details. So we have the main idea of the passage and we have details that support that main idea.


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[Assistant] Let's go over it. First of all, A, we have beep, right? We have a blank. Our living things that cannot make their own food. So remember, all animals are this, right? They, what do animals do? They consume. So they are consumers. Con-su-mer.


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[Assistant] Consumers are also, you know, consumers we're talking about in nature. Consumers are living things that cannot make their own food. If we're talking about economics, consumers are people who go out and buy things, right? We're all consumers, whether we're in nature looking for food,


[User] Please transcribe this text

[Assistant] Are living things that make their own food. So what is the opposite of consumers? Do you remember what we talked about in the vocabulary section? We said producers. Pro-do-sers.


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[Assistant] So producers are living things that make their own food. If you make something, you produce it. So you are a producer. Next we have a predator.


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[Assistant] Okay, so it's interesting here because uhm, we need a verb here because we have a verb here and it should be, uh, the same form of the verb, right? So what do predators do? We talked about this in the vocabulary section. A predator is an animal that hunts.


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[Assistant] Hunts, and we put SS because singular subject. Predator, one, one predator, a predator. Hunts and eats. What does a predator eat? Well, a predator, of course, what's the opposite of a predator, is prey.


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[Assistant] So, our main sentence, living things find food in different ways. Three different examples. One, consumers. They're living things that cannot make their own food, so they need to hunt and, and, uh, get their food. They're predators.


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[Assistant] Producers are living things that make their own food and coming back to the consumers, a predator is an animal that hunts and eats prey. So these are all different examples of how living things find food in different ways. Okay?


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[Assistant] Of course, we didn't talk about human beings. They go to the refrigerator to find food and then they cook it whatever they find in the refrigerator for their meal. But that's, that's not, that's a little bit different. Okay, we're talking about in nature.


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[Assistant] Okay, so, interesting lesson, uh, how do animals in the wild, uh, find their food, uh, how


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[Assistant] Do animals typically, uh, of course we're talking about wild animals in nature. Uh, as human beings we've changed nature a little bit to make this process a lot easier. But we're talking about in the wild, how do animals


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[Assistant] Find and get food and what are food chains? Now you have a pretty good idea of how this works in nature.


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[Assistant] Of course, in our lives, we kind of separate ourselves from nature, right? We just go to the supermarket and get what we want, uh, and then take it home, put it in a refrigerator, and then cook it. So it's a little bit different, obviously. But it's interesting, of course, we need to realize how


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[Assistant] I'd rather live in a modern society than a primitive one, obviously. But anyway, eh, interesting lesson. I hope you learned a lot of good, uh, words and also some good ideas. Thanks for studying with me as always and we'll see you in the next lesson. Take care everybody. Bye bye.


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[Assistant] Ten years ago, computer vision researchers thought that getting a computer to tell the difference between a cat and a dog would be


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[Assistant] Almost impossible. Even with the significant advance in the state of artificial intelligence, now we can do it at a level greater than 99 percent accuracy.


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[Assistant] This is called image classification, given an image, put a label to that image, and computers know thousands of other categories as well.


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[Assistant] I'm a graduate student at the University of Washington, and I work on a project called DarkNet, which is a neural network framework for training and testing computer vision models. So let's just see what DarkNet thinks of this image that we have.


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[Assistant] When we run our classifier on this image, we see we don't just get a prediction of dog or cat, we actually get specific breed predictions. That's the level of granularity we have now. And it's correct. My dog is in fact a malamute.


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[Assistant] So we've made amazing strides in image classification, but what happens when we run our classifier in an image that looks like this? Well ...


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[Assistant] I work on a problem called object detection, where we look at an image and try to find all of the objects, put bounding boxes around them and say what those objects are.


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[Assistant] Here's an example of an object detector that takes two seconds to process an image. So this is ten times faster than, uh, the 20 seconds per image detector. And you can see that by the time it makes predictions, the entire state of the world has changed. And this wouldn't be very useful


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[Assistant] This is our detection system running in real time on my laptop. So it smoothly tracks me as I move around the frame, and it's robust to a wide variety of changes in size, pose, forward, backward,


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[Assistant] This is great. This is what we really need, uh, if we're going to build systems on top of computer vision.


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[Assistant] So in just a few years, we've gone from 20 seconds per image to 20 milliseconds per image, a thousand times faster. How did we get there? Well,


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[Assistant] In the past, object detection systems would take an image like this and split it into a bunch of regions, and then run a classifier on each of these regions, and high scores for that classifier would ...


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[Assistant] Instead, we trained a single network to do all of detection for us. It produces all of the bounding boxes and class probabilities simultaneously.


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[Assistant] Uh, 80 different cast- classes in Microsoft's Cocoa data set. It has all sorts of things like spoon and fork, bowl, common objects like that.


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[Assistant] It has a variety of more exotic things, uh, animals, cars, zebras, giraffes, uh, and now we're going to do something fun. We're just going to go out into the audience and see what kind of things we can detect. Does anyone want a stuffed animal?


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[Assistant] We can turn down our threshold for detection a little bit so we can find more of you guys out in the audience.


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[Assistant] And this is great, and all of the processing is happening in real time on the laptop.


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[Assistant] And it's important to remember that this is a general-purpose object detection system, so we can train this for any image domain.


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[Assistant] The same code that we use to find stop signs or pedestrians, bicycles in a self-driving vehicle can be used to find cancer cells in a tissue biopsy. And there are researchers around the globe already using this technology.


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[Assistant] Uh, for advances in things like medicine, uh, robotics. This morning, I read a paper where they were taking a census of animals in Nairobi National Park, uh, with YOLO as part of this detection system. And that's because Darknet is open source, uh, and in the public domain, free for anyone to use.


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[Assistant] Now we have a pretty powerful solution to this low-level computer vision problem, and anyone can take it and build something with it. So now the rest is up to all of you and people around the world with access to this software, and I can't wait to see what people will build with this technology. Thank you.


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[Assistant] I'm a little pig. I went to the market.


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[Assistant] To get someone into trouble by reporting their bad action. You grasped me to the police.


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[Assistant] A scheme designed to cheat people or take money from someone by deceiving them. This company is running a scam.


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[Assistant] Pins. Your legs. I've been on my pins all day.


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[Assistant] Hello everybody, welcome back to American Textbook Reading. Today we're looking at Science Book 4, Lesson 8, Rocks and Minerals.


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[Assistant] Rocks and minerals. You know, my dad is a geologist. I think he should teach this lesson. But he's not here, so let's continue. Okay. Anyway, in this lesson, you will discover different types of rocks and minerals and also how glass is made. Okay, so let's begin.


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[Assistant] Okay, in our vocabulary list, the first word is boulder. Boulder. When you say this word, you feel like something big and round, right? Boulder. A boulder, of course, is a large, rounded rock made by weathering. What is weathering? Well, of course, weather.


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[Assistant] It comes from the word weather. Weather is like rain. If it's sunny, that's a certain type of weather. If it's rainy, that's another type of weather.


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[Assistant] We talked about this in an earlier unit. Over a long time, rain, wind, snow, freezing, melting,


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[Assistant] And they will become smooth because they'll wear away and they're round. And we call these large rocks boulders. This is a really large rock, isn't it? That's a person standing next to it right there. So imagine how big that rock is. So of course, you know, boulders can be


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[Assistant] Next we have limestone. Now limestone is a grey colored rock used in buildings. It's a very, uh, uh, hard


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[Assistant] Uh, rock, type of rock. Of course there's many types of rocks. Some rocks are harder than other rocks. Some rocks are very soft and will crumble easily. But limestone is very tough and people will use it to make buildings because it's tough and it doesn't, uh, crumble or break apart easily. So that's limestone.


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[Assistant] Next we have marble. Now marble is also a very strong type of rock.


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[Assistant] But it is, it can also be a very beautiful type of rock. It's a hard rock that is shiny when cut and polished. So usually people will cut like sheets of marble. If they find marble, of course it's just rock underground, or sometimes it's exposed because of the weather. But when people will find that, they will


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[Assistant] They will make, it's kind of like a mine, but they call it a quarry, a quarry. And what they do is they, they will go in, they will cut, like,


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[Assistant] Next we have mineral. There are many minerals. And minerals are found in rocks. They are useful substances. Minerals are useful substances. If it's useful,


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[Assistant] That's a type of mineral that is formed naturally in the ground just like rocks. Okay, so minerals are different types of useful


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[Assistant] Substances found in the ground. What kinds of minerals are there? Well, we'll find out more in the lesson, but there are many different types.


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[Assistant] Graphite. Graphite is a type of mineral. Now what do we use graphite for? Well first of all, it's soft, it's black, and it


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[Assistant] It's not a hard rock. If you put some pressure on it, little pieces of it will break off. And in fact, it's


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[Assistant] Very useful when you think about it, because if you have a piece of graphite, you can put wind, you can put wood around it, so you hold it and the graphite doesn't mark your fingers, but if the little piece of graphite is sticking out at the end,


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[Assistant] That of course is a pencil, and you can write with it. So when you write with a pencil, you're actually rubbing part of the graphite, that mineral, onto the paper. And it stays onto the paper.


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[Assistant] Right? So it's a very useful mineral, obviously, for writing notes or to write messages to other people. And of course, we use those in pencils.


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[Assistant] And also, uhm, what you, what you call, uhm,


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[Assistant] What, what do they say? Uh, click pen or, we call it a mechanical pencil. I forgot what, uh,


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[Assistant] Many people sometimes call it, but it's a mechanical pencil when you have just a little thin piece of graphite and you put it into a, it's like a machine, a pencil, and then you just click the button and it pushes the pencil or the graphite out as you write. Okay? So that would be a mechanical pencil as well.


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[Assistant] Next we have quartz. Now quartz is another type of mineral and it's a hard mineral that is white or colorless. It's, it's actually kind of, uh,


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[Assistant] Nice looking. Many people will use quartz to decorate things, but we also use quartz to do something else. And we'll talk about that in the reading passage. Okay. So that's quartz. And quartz is a very interesting rock, right? It forms these crystals. Now, many minerals will form what we call crystals.


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[Assistant] Right? And it's the chemical, it's the way the molecular structure, now I'm getting too deep here, but the molecular structure of the mineral will form itself in a certain way to make a crystal. And that's what we have here. We have quartz crystals in this rock. Okay. Concrete.


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[Assistant] Concrete is a hard building material made using limestone. So actually the Romans were very famous for using and developing this technology. They would use, they would make concrete. They even had concrete that they could make underwater to build many of the


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[Assistant] In, uh, you know, the aqueducts and other many other cities in their empire. They used concrete to build


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[Assistant] The nice thing about concrete is that you can shape it into the shape that you want. It's wet at first and you pour it. It's like a liquid but a very heavy liquid. You pour it into a shape and then it gets hard and then you can use that for bricks or columns or really anything, uh, to make your building with.


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[Assistant] Carve means to make something by cutting into it. And usually people will cut into wood or stone.


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[Assistant] And a chisel. Because a knife is not sharp enough to cut rock. But a hammer and a chisel


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[Assistant] It has enough force to very gently carve away the stone. And you look, this person is a very good artist. They're very skilled because they know how to use the hammer and chisel to make very beautiful and detailed carving.


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[Assistant] Okay, next. Statue. Of course, a statue is a carving made out of a rock. Usually marble, but you can also make them out of stone, other types of stone, or metal even.


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[Assistant] Well, metal is easier because you can heat metal so it's a liquid and just pour it into a form and then you don't really have to carve it. But anyway, an object made in solid material such as a stone or metal. And of course, this is probably a very famous, uh, statue, uh, looks like Greek or Roman, uh,


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[Assistant] Now one of the main ideas of this lesson of course is that there are many different types of rocks and there are many different types of


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[Assistant] So what are the different types of rocks we looked at?


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[Assistant] We looked at limestone and we looked at marble. These are all different types of rocks. They aren't minerals, they are rocks. Okay? And usually these rocks are formed over a very long time by pressures in the environment. Boulders are formed by wind, rain,


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[Assistant] Lime stone is formed and marble also is formed by many layers of mud and silt and things being pressed very hard


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[Assistant] So we can see, oh, copper. Copper is a metal, sure, but it's also a type of mineral. So many precious metals like copper, gold, silver, are types of minerals. And so quartz, copper, graphite, these are different types of minerals.


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[Assistant] Another idea in this unit is how glass is made. Because you think about glass. Is glass a rock? Is it a mineral? Well actually glass is made. Now glass can be made naturally, but


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[Assistant] Uh, if it's made by humans, humans can make glass in a lot of different varieties, shapes, and even colors.


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[Assistant] And of course, uh, humans have perfected the technique or technology of making glass so we can see glass all around us and we use glass in a lot of the objects that we use every day.


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[Assistant] So how is it made? Well, first of all, sand is the basic ingredient. And sand is made of tiny pieces of rock. So again, boulders are big pieces of rock made by wind and rain. But over time, that boulder, you know, the wind and the rain and the, uh, uh, elements


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[Assistant] That's another way that sand is made. So sand is made of tiny pieces of rock.


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[Assistant] And at high temperature, when there's a very high temperature, sand and other ingredients are mixed together in a very high temperature. And when the material cools, it becomes glass. Now it's very interesting that some places,


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[Assistant] Uh, where there's a lot of storms and a lot of lightning, people will actually put metal poles in the beach. Why do they do that? Because they want to attract lightning. Lightning will hit the metal pole, and of course it'll make it very hot. The whole metal pole, the metal pole that's in the sand,


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[Assistant] We'll create natural glass. And sometimes if lightning hits the beach or in sandy area, because it's so hot, it will turn that sand into glass. That won't be the clear glass in your car or in your house. It'll be, you know, it won't be perfect glass, but that's how people first discovered glass and they perfected it to make


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[Assistant] Very, uh, useful glass. Glass that we can see through or tinted glass or colored glass for churches to make very, uh, beautiful windows.


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[Assistant] So, uh, basically that's how they make glass. So they first observed it in nature and then they figured out how they could


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[Assistant] We can develop that, uh, those materials and use, you know, perfect the technique to make all sorts of different glass. And you can see, you know, lots of different designs and you can shape glass into many different shapes. We can make cups out of it. We can make windshields for our cars out of it. We can make windows for our house out of it.


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[Assistant] So glass is very useful, is a very useful material.


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[Assistant] Oh, and by the way, one more thing about glass. I'm sorry I'm going too long, but do you know glass, when they make it, it's not set. Over time, glass is a solid substance, but it's a little bit liquid too, because over a long time,


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[Assistant] Hundreds of years, if you have a piece of glass in a house.


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[Assistant] It's kind of in between. It's, it's not, it's obviously not a liquid, but over time the glass will flow down and the, the material of the glass will flow down like a liquid and become thicker at the bottom and thinner at the top. That's just an interesting fact about glass. Interesting, huh? Okay, anyway.


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[Assistant] Let's take a look at the reading passage. And as usual, as I read it, you know, read along with me or read along in your mind and focus on the words from the vocabulary. You guys ready? Let's begin. Rocks are everywhere on earth.


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[Assistant] Rocks can be many shapes and sizes. Boulders are large rocks.


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[Assistant] We use rocks in many ways. Limestone is a rock


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[Assistant] Limestone is used to make concrete.


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[Assistant] Concrete is used to build houses and roads. Marble is a beautiful rock marble can be carved.


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[Assistant] Statues are carved from marble.


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[Assistant] Rocks are made up of minerals.


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[Assistant] Minerals are nonliving solids. There are many types of minerals and they have many uses.


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[Assistant] Quartz, copper, and graphite are minerals.


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[Assistant] Quartz is found in many rocks and sand.


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[Assistant] Quartz is used with minerals from limestone to make glass. Copper is used to make pots.


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[Assistant] In a pencil is the black part we use to write.


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[Assistant] Graphite is a soft mineral.


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[Assistant] Okay let's take a look at the reading passage and see how the information is organized. A very common organizational method is to have the main ideas and then details to support that main idea. What is the main idea of this reading passage? The main idea is


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[Assistant] Okay, that's a true statement. So now let's support it with evidence, with examples and details. So what's the first, uh, thing that we use to support that idea that rocks and minerals have many uses?


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[Assistant] First of all, we have, we'll hand with blank, beep is used to make concrete. So what type of rock or mineral is used to make concrete? If you remember from the reading passage, that rock is limestone. Limestone.


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[Assistant] Limestone. Limestone is used to make concrete.


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[Assistant] Substance to make glass. In this case, we're using, we're mixing it with a mineral. Which mineral do we use with the minerals in limestone? We combine those to make what? To make glass, it's quartz.


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[Assistant] So, limestone, of course I said, the reading passage talked about sand or one of the main ideas talked about sand, but of course sand is little


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[Assistant] High pressure, high temperature that is used to make glass. Okay.


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[Assistant] Next we saw another example of a rock. What is a beautiful rock? Now the reading passage said that the beautiful rock is used to make statues, right? But I also mentioned it


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[Assistant] Uh, when we were going over the vocabulary that many people have it in their homes on their kitchen countertops. And of course that is marble. It's a very beautiful rock.


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[Assistant] And there's many different colors. It's amazing really how many different colors you can get marble in. From black to white to pink to blue, marble comes in many different colors and also many different patterns. So marble is a beautiful rock. It can be what? It can be


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[Assistant] How, you know, when we, when we shape wood or rock


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[Assistant] What are we doing? We're carving it. So it can be carved.


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[Assistant] And we need to put ED because it can be, it can be carved to make statues.


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[Assistant] Last, our last example, we were talking about a soft mineral and we were using it


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[Assistant] As the example in a pencil, right, that you can write with it.


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[Assistant] It is used to make pencils. What mineral is it? It's a soft material, soft mineral. We were talking about graphites.


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[Assistant] Graphite is a black soft mineral that is on the inside of pencils, whether it's a wooden pencil or a mechanical pencil, it is the substance that you use to write with. And basically you're putting pressure on it, you're rubbing it onto the paper and the mineral is transferring to the paper and it stays on the paper.


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[Assistant] So even though it's soft, it's not too soft, it's just the right softness that you can write on a piece of paper and it doesn't fall off the paper. Okay, so as we can see there are many different rocks and minerals and


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[Assistant] Throughout thousands of years, throughout our history, we have observed nature. We have looked at these different rocks and minerals and we've made, you know, the human mind is very creative. We have devised or invented ways to use these materials.


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[Assistant] Other substances, like concrete, to help us build things. Build our buildings. To put windows in our house so we can see outside. So it's not depressing when we're sitting inside our house. We can see outside. We can let the air in. Uh, you know, just move it, move it aside. But we can also see, we can let the light in.


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[Assistant] Uh, so there's many different rocks and minerals that we use for many different purposes. Of course, copper was one of the examples. We use copper all the time. Copper is very good for conducting electricity. So there's a lot of copper in your house. There's a lot of, there's copper in your cell phone. There's gold in your cell phone.


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[Assistant] As well. So a lot of different minerals and rocks that we use in everyday life to make our lives easier.


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[Assistant] So, take a look around your home. Take a look around your neighborhood. What different rocks and minerals were used to make your life more convenient. It's very interesting. It's a very interesting subject to look into and to learn more about. And who knows, maybe one day you might become a geologist. Okay, so that would be an interesting career.


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[Assistant] Anyway, thanks for, uh, studying with me, as always, and I hope to see you in the next video lesson. Take care everybody, bye bye.


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[Assistant] 2A Unit 11 Three Little Monkeys


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[Assistant] Hello everybody, welcome back to American Textbook Reading. My name is Brian Stewart, and let's talk about the weather.


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[Assistant] That is the subject for today's lesson in Science Book 4, Lesson 9, Changes in Weather. And weather is a very common topic to talk about among people.


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[Assistant] In this unit, or in this lesson, you will discover dangerous types of weather and also different types of clouds. Okay, so let's get started.


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[Assistant] Our first word in the vocabulary section is Blizzard.


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[Assistant] Okay, that's a little hard to pronounce maybe. Buh, blizzard. B and L together. Blizzard. A blizzard is a storm with lots of snow and wind.


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[Assistant] You don't want to be in a blizzard. It's like the snow is flying at you directly. It's not just falling from the sky. It's coming at you directly from the wind. So a blizzard is a very strong storm where a lot of snow falls. So be careful. We have to be careful in a blizzard.


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[Assistant] A thunderstorm. A thunderstorm is very exciting, right? But be careful, don't be outside in high places.


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[Assistant] Lightning is the really strong electrical charge that comes from the sky and sometimes it hits the ground. And when you see lightning,


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[Assistant] You should count one one thousand, two one thousand, three one thousand, then you hear


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[Assistant] Right? And you hear a very loud noise and that is thunder. And you can tell how far a storm is by counting. If you see the lightning and then the thunder's right, right away, you know the storm is right on top of you.


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[Assistant] But if you count one one thousand, two one thousand, three one thousand, and then a few more, and then you hear the sound of thunder, you know the storm is far away. So interesting. Next time you see lightning, count. And then when you hear the thunder, you think, oh, it's far away. Okay.


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[Assistant] Tornado. Now a tornado is an interesting storm. It's very dangerous of course. We have to be careful about tornadoes. A tornado is a storm where spinning wind. Spinning. Spinning means to turn around in a circle.


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[Assistant] And in this case, a tornado is spinning very fast and it comes down


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[Assistant] Here is a video of the tornado. You can see the grass is kind of moving back and forth because it's windy. And you can see the tornado. The tornado seems to be far away, but you can see it slowly turning.


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[Assistant] And this tornado is kind of far away, so it's a little difficult to see, but, uh, sometimes you can see, like, just the, the, the top part of the tornado, you can see it beginning to form as like a little bowl, and it starts to grow longer and longer until the, we call it the funnel,


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[Assistant] Now hurricanes, what's worse, a tornado or a hurricane? Well a tornado only lasts for a short time.


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[Assistant] It can cause a lot of damage in its small path. A tornado has a small path. If you're like one kilometer or two kilometers to the side, either way, and the tornado goes between you, there's no problem. But a hurricane is huge.


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[Assistant] Is worse than a tornado because it affects a larger area and it lasts for a much longer time.


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[Assistant] So a hurricane is a very large storm that has fast winds and lots of rain. But the fast winds are what we have to be careful of. And we've seen in the news


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[Assistant] About hurricanes, especially in the past that have


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[Assistant] happen over water, over the ocean or a sea.


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[Assistant] There's areas where there isn't a lot of water, but it's just very flat land. And there's a place, I think it's in Oklahoma, it's called Tornado Alley, where tornadoes every year, uh, there's a very good chance for a tornado to come through this area. It's called Tornado Alley. But there's no water nearby.


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[Assistant] But off the coast, right, hurricanes form over the ocean and then they move into land and then they cause a lot of damage on the coastal cities. You don't have to worry about a hurricane if you're in Kansas or Colorado in the middle of the country of America because hurricanes, you know, by the time they get there


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[Assistant] They lose all their power. So they get their power over water and they move on to land.


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[Assistant] So a couple of differences between hurricanes and tornadoes.


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[Assistant] A flood. Now a flood is what happens. Hurricanes cause flood because there's a lot of rain coming down and there's a lot of wind and it pushes, sometimes it pushes the seawater into a low area. And of course it's raining a lot so it dumps a lot of water onto the area as well.


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[Assistant] So, a flood, of course, is a large amount of water covering an area that is usually dry. And we can see this, of course, in many cities, unfortunately, around the world. Bangladesh has a very serious flooding problem. They get a lot of hurricanes, I believe they call them cyclones over there, uh, and


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[Assistant] Because Bangladesh is very low country. There's not a lot of hills or mountains in Bangladesh. It's very low.


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[Assistant] Hibernate. Do you hibernate? Sometimes I'm sure you wish you could hibernate. That just means to sleep for a very long time. Actually it's to sleep all winter. For some animals to spend all winter sleeping.


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[Assistant] Of course, when we talk about hibernate and we're talking about animals, animals only hibernate in winter. They don't hibernate in spring, summer, or fall, only in the winter. Why?


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[Assistant] Because there's not a lot of food in the winter. Consider the bear in his cave. Bears are famous for hibernating. They go into a cave or somewhere underground and they sleep for several months. Why do they do that?


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[Assistant] Destroy means to damage something so that it cannot be used again. Now you can damage something a little bit, right, if you hit something and put a dent in, for example, a car.


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[Assistant] You've damaged the car, but you didn't destroy it.


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[Assistant] Destroy is when there's so much damage that the thing, for example the car, cannot be used anymore. It cannot be used again. It doesn't work. And that's, you know, if a car hits a wall at a very high speed, the car will be broken. It is destroyed. Okay?


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[Assistant] Yeaah, be careful. Don't damage things, obviously. But destroy just means that to damage something so much that you can't use it again. So it's very severe damage. Okay. Those are our words for this lesson. Let's move on.


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[Assistant] The first main idea of this lesson is the changing weather. And we've talked about some dangerous weather conditions in the vocabulary. Remember we talked about a blizzard. A blizzard of course is very bad snowstorm with strong winds.


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[Assistant] Now we can have a snowstorm with no winds and actually that's kind of magical really. It's amazing just to, it's very calm.


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[Assistant] Coming right at you, especially if you're driving a car.


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[Assistant] In a blizzard, it can be very dangerous, because then the road gets slippery too, and it's very difficult to see the road ahead of you. So it's very dangerous. You shouldn't drive in a blizzard obviously. And you should stay home in a blizzard also, because it's very difficult to walk around as well.


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[Assistant] Next we have a thunderstorm. And a thunderstorm, of course, as we said, is a storm with heavy rain, thunder, and lightning. Lightning is the flash of light, and thunder is a really big sound that comes after the flash of light.


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[Assistant] Next we have tornado. And we talked about a tornado. A tornado is a spinning


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[Assistant] Uh, area of wind and it sometimes it gets so strong that it touches down to the ground. And when it touches onto the ground, it can cause a lot of damage. It can destroy things because it's spinning very fastly. Tornadoes move actually, some tornadoes move quickly, but some tornadoes don't move quickly. They're kind of slow.


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[Assistant] A hurricane is a really large storm that starts over warm ocean water. If the ocean water is warm and the conditions are right, a hurricane will form. Like I said before, hurricanes form over water.


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[Assistant] And cities and towns, uh, that are on the land.


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[Assistant] Uh, tornadoes form over land. They stay on land. They don't go over water. Okay. So, those are different types of changing weather. These are different types of very severe weather conditions. Dangerous weather conditions. Okay.


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[Assistant] Next we can talk about clouds and weather. This is a little more calm.


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[Assistant] But you can look up into the sky and you can look at the clouds and you can tell what the weather is like just by looking at the clouds. In fact, if you, if you get up in the morning, you look outside the window, you want to know what the weather's like, just look at the clouds.


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[Assistant] If you see these types of puffy white clouds, they look like big cotton balls floating in the sky. They're called cumulus.


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[Assistant] Humulus, cumulus clouds. They are dense. Dense means they're thick, right? They look like big cotton balls or maybe vanilla ice cream floating in the sky. And they are white clouds. You know that you have good weather.


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[Assistant] It's not raining, you know, the sun is shining between the clouds, and it's probably nice and cool.


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[Assistant] I hope. Okay, but that's good weather. Okay.


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[Assistant] Now if you look up in the sky and you don't see the cumulus clouds but you see like these very thin white layer of clouds way high up in the sky, really high.


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[Assistant] We call those stratus. Stratus, they are flat and they are layered. Layered means, you know, you have one layer here, another layer here. They're layered on top of each other.


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[Assistant] Okay, so you have cloudy and dry weather if you see the stratus clouds.


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[Assistant] Now other times you can see these different types of clouds. You see it's a little bit hard to see the difference, but you know, stratus are flat layered clouds, but cirrus,


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[Assistant] Cirrus clouds are also very high, but instead of being flat and layered, they're kind of like little thin strips going through the very high blue sky.


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[Assistant] Well, wispy is kind of like the opposite of dense, right? They're, it's like they're almost not there. It's very, they're very delicate and you can see through them, right? They're wispy.


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[Assistant] And of course, if you see that, you know that you will have good weather. So, serious clouds, seriously good weather. Okay? Okay, serious, don't get confused, right? Serious is me, means I'm not joking, right? But serious clouds are seriously good weather. Okay.


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[Assistant] The next one, oh my god, how do you pronounce that? Okay, this is a little difficult to pronounce, right? But remember we just talked about this word and you can see that this word is very similar. So we pronounce this word as


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[Assistant] Cumulus, so we can start with the same, uh, way for cu-lum-lum-lum-lums. Okay, but I'll slow down, okay.


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[Assistant] Cue mu lo nim bus. Cue, cue, like cue, like cute. That's very cute, but these clouds aren't cute. Uh, cue.


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[Assistant] Cumulonimbus. Cumulonimbus. Cumulonimbus. Can you say it quickly? Okay, but these clouds are not nice clouds. They're not like the other three where they have nice good weather. If you see these clouds, they're heavy. They're gray.


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[Assistant] And why are they heavy and gray? Because they're filled with moisture. They're filled with water and they just want to dump that water on your head. So if you see these clouds, you know that bad weather is coming. One more time. Cumulonimbus. Cumulonimbus. Okay.


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[Assistant] Yeaah, at first glance you're like, oh my gosh, how do I pronounce that? But it's okay, you can do it. Okay, let's move on to the story.


[User] Please transcribe this text

[Assistant] Okay, as usual, I will read the story out loud. You guys repeat after me, uh, in your head or out loud. Focus on the pronunciation and also try to review, focus on the words that we went over in the vocabulary section. Are you guys ready? Let's begin.


[User] Please transcribe this text

[Assistant] As the seasons change, the weather changes too. Summer is usually hot.


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[Assistant] After summer comes fall, and it is colder. After fall comes winter.


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[Assistant] Winter is the coldest season.


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[Assistant] In winter, blizzards can happen.


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[Assistant] Some animals hibernate over the winter.


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[Assistant] They wake up in spring when there is more food and it is warmer.


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[Assistant] Storms can change the weather quickly. A thunderstorm has many dark clouds and lightning. Lightning is like electricity.


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[Assistant] And it can kill and destroy things.


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[Assistant] Lightning makes a sound called thunder.


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[Assistant] That is why it is called a thunderstorm.


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[Assistant] Tornadoes can happen in thunderstorms. A tornado comes down from the clouds. The wind moves very quickly in a circle.


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[Assistant] If the tornado touches anything, it can destroy it.


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[Assistant] Hurricanes are the biggest storms. The wind is very, very fast and there is a lot of rain. Floods can happen. Okay, that's the reading section.


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[Assistant] Okay, so how is the information in this reading passage organized? Well here we have the very common organizational pattern, main idea, and details or examples that support that main idea.


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[Assistant] What is the main idea in this passage? The main idea is here, changes in weather cause many things to happen.


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[Assistant] Well, many things is very general. It's not specific. What things? Then we have to support that by giving specific examples. So we have four different specific examples of the many things that can happen.


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[Assistant] Well first of all, uh, we have winter. Now winter really isn't a weather type, it's a season, but during that season the weather does change. And winter is the coldest season, right? There's a lot of snow, the temperatures drop.


[User] Please transcribe this text

[Assistant] So winter is the coldest season. What happens during winter? What kinds of storms did we see?


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[Assistant] In the passage that occur during, occur or happen during winter.


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[Assistant] Well of course we saw the storm where a lot of snow falls and the wind blows very strongly. We call those storms blizzards. B-L-I-Z-Z-A-R-D-S. Blizzards because there are many blizzards. Blizzards can happen.


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[Assistant] And some animals say, blizzards, forget that, I'm going to sleep.


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[Assistant] So if some animals sleep for the whole winter, there's a special word for that. What do we call that? We call that hibernate. Hi-ber-nate.


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[Assistant] Hibernate and bears hibernate. I wish I could hibernate


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[Assistant] We have beep our storms with lots of lightning. When we talked about these types of storms and I said, you know, when you see the lightning, wait, because you hear a big sound after it. And of course that sound is called thunder. And that's kind of the answer, right? Thunder storms. Thunder.


[User] Please transcribe this text

[Assistant] Thunder, it's a long word. Oh no, I'm running out of room.


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[Assistant] Thunderstorms. Thunderstorms are storms with lots of lightning and thunder.


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[Assistant] Lightning is like electricity. Well, it is electricity. In fact, there's a famous story about Ben Franklin. He was not just a famous American politician, he was also a scientist and a very smart person. And he flew a kite into a storm.


[User] Please transcribe this text

[Assistant] We're talking about storms. Okay, the next one is beep can happen in thunderstorms. So what is


[User] Please transcribe this text

[Assistant] Well, many things can happen in thunderstorms. We need more information. So we have another clue here.


[User] Please transcribe this text

[Assistant] Ah, great. The wind moves very quickly in a circle. So the wind is moving very quickly in a circle, right, and they can happen or they can form during thunderstorms. What was it that we read about? We read about tornadoes. Tor-


[User] Please transcribe this text

[Assistant] Tornadoes. And we put S. Actually we put ES.


[User] Please transcribe this text

[Assistant] I just wanna point out that tornadoes, the dictionary says that you can spell the plural of tornadoes two ways.


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[Assistant] You don't need an E. It's one of those words in English where some people spell it this way, other people spell it this way, and nobody can agree, so both ways are accepted. Okay? So, uh, you can either put E-S or just S. But again,


[User] Please transcribe this text

[Assistant] You need to put S, because we're talking about things in general. When you're talking about something in general, and it is a count noun, make it plural. And of course sometimes you put an S on it, sometimes you put an ES on it.


[User] Please transcribe this text

[Assistant] But we have blizzards, thunderstorms, tornadoes. These are all count nouns. We're talking about them generally, so we make them plural. And one more example of that is over here. Now beep are the biggest storms.


[User] Please transcribe this text

[Assistant] So we talked about that and I compared tornadoes with what? With hurricanes.


[User] Please transcribe this text

[Assistant] And here, it's already E, just put an S. Oh, and I'm sorry about that. I put a little line here. I meant to spell tornadoes. That's also okay.


[User] Please transcribe this text

[Assistant] So both ways are okay, doesn't matter. Okay, but anyway, coming back to hurricanes, just ask on the end. Hurricanes are the biggest storms.


[User] Please transcribe this text

[Assistant] Right? They're a lot larger and they form over warm water and they bring all that water to the land, they dump it on the land, and what happens? We have floods. So, coming back to the main idea, changes in weather cause many things to happen.


[User] Please transcribe this text

[Assistant] Snow will fall down very, uh, snow will fall down a lot. That's something that can happen during the winter. In a thunderstorm, lightning can hit the ground. Be careful, it's dangerous.


[User] Please transcribe this text

[Assistant] Uh, also tornadoes can form from thunderstorms. That's another thing that can happen. And hurricanes cause floods and a lot of damage on land when they hit land.


[User] Please transcribe this text

[Assistant] Obviously, we have to be careful in severe or dangerous weather conditions.


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[Assistant] And of course you probably see a lot of these on the news. Hopefully these things don't happen where you live, or if they do, uh, the weather forecast will tell you if there is a severe storm event coming your way.


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[Assistant] Stay inside, stay with your family. If the, if the news says you have to leave, move somewhere else, then do so. Right? Don't be in the path of a hurricane. Okay, or a tornado.


[User] Please transcribe this text

[Assistant] Okay, anyway, uh, there's a very interesting, obviously, uh, there's a lot of different changes in the weather. Nature can be very beautiful, it can be very amazing, but we also have to respect it and understand that it can sometimes be dangerous. So anyway, uh, that's an interesting lesson into talking about different types of weather.


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[Assistant] I hope you learned a lot as always and we hope to see you in the next video lesson.


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[Assistant] Anyway, that's it for today. Take care everybody. See you later.


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[Assistant] Remember that picture? I'm glancing back at my diagram. This is like putting together a jigsaw puzzle. There's about 18 flowers to get on this plane.


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[Assistant] The progress bar is just an indicator on a computer that something's happening inside the device.


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[Assistant] Something happened in the 70s that is sometimes referred to as the software crisis, where suddenly computers were getting more complicated more quickly than anyone had been prepared for from a design perspective.


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[Assistant] People were using percent done indicators in different ways, so you might have a graphical countdown clock, or they would have a line of asterisks that would fill up from left to right on the screen, but no one had


[User] Please transcribe this text

[Assistant] This graduate student named Brad Myers in 1985 decided he would study this. He found that it didn't really matter if the percent done indicator was giving you the accurate percent done.


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[Assistant] What mattered was that it was there at all. Just seeing it there made people feel better. And that was the most surprising thing. He has all these ideas about what this thing could do. Maybe it could make people relax effectively.


[User] Please transcribe this text

[Assistant] Maybe it would allow people to turn away from their machine and do something else of exactly the right duration. They would look and say, oh, the progress bar's half done, that took five minutes or whatever, so now I have five minutes to send this fax from what people were doing in 1985.


[User] Please transcribe this text

[Assistant] Both of those things are wrong. Like when you see that progress bar, it sort of locks your attention in a tractor beam and it turns the experience of waiting into this exciting narrative that you're seeing unfold in front of you at somehow this time that you've spent waiting in frustration for the computer to do something.


[User] Please transcribe this text

[Assistant] Has been reconceptualized as progress. Oh, great stuff is happening.


[User] Please transcribe this text

[Assistant] But once you start thinking about the progress bar as something that's more about dulling the pain of waiting, well then you can start fiddling around with the psychology. So if you just have a progress bar that just moves at a constant rate, let's say that's really what's happening in the computer.


[User] Please transcribe this text

[Assistant] Well now you can start trying to enhance it. Make it appear to move more quickly than it really is. Make it move faster at the beginning, like a burst of speed that's exciting. People feel like, oh, something's really happening. And then you can kind of move back into a more naturalistic growth of the progress bar as you go along.


[User] Please transcribe this text

[Assistant] So the progress bar at least gives you the vision of a beginning and an end and you're working towards a goal. I think in some ways it mitigates the fear of death.


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[Assistant] Uhm, I've received hate online. A lot of it. And it comes with the territory of my work. I'm a digital creator. I make things specifically for the internet.


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[Assistant] Like a few years ago, I made a video series called Every Single Word, where I edited down popular films to only the words spoken by people of color as a way to empirically and accessibly talk about the issue of representation in Hollywood.


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[Assistant] Then, later as transphobic bathroom bills started gaining media attention around the United States, I hosted and produced an interview series called Sitting in Bathrooms with Trans People, where I did exactly that. And then, I'm sure I'll take applause. Thank you.


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[Assistant] Uhm, and then are you familiar with those unboxing videos on YouTube, where YouTubers open up the latest electronic gadgets?


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[Assistant] Great, so I satirized those in a weekly series where instead I unboxed intangible ideologies like police brutality, masculinity and the mistreatment of Native Americans.


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[Assistant] Very popular. I got millions of views, a ton of great press and a slew of new followers. But the flip side of success on the internet is internet hate. I was called everything, from beta to snowflake and of course, the ever-popular cuck.


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[Assistant] Don't worry, I will break these terms down for you. So beta, for those of you unfamiliar, is shorthand online lingo for beta male. But let's be real, I wear pearl earrings and my fashion aesthetic is rich white woman running errands, so I'm not angling to be an alpha.


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[Assistant] But my favorite, favorite, favorite is cuck. It's a slur, short for cuckold, for men who have been cheated on by their wives. But friends, I am so gay that if I had a wife, I would encourage her to cheat on me.


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[Assistant] Let's take a look at some of this negativity in action. Uhm, sometimes it's direct, like Marcos, who wrote, Thank you, Marcos. Others are more concise, like Donovan, who wrote, Now, I do need to point out, Donovan is not wrong.


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[Assistant] It's fun to talk about these messages now, right? And it's cathartic to laugh at them.


[User] Please transcribe this text

[Assistant] At first, I would screenshot their comments and make fun of their typos, but this soon felt elitist and ultimately unhelpful. So over time, I developed an unexpected coping mechanism.


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[Assistant] I could see pictures they were tagged in, posts they'd written, memes they'd shared, and somehow seeing that it was a human on the other side of the screen made me feel a little better. Not to justify what they wrote, right, but just to provide context. Still, that didn't feel like enough. So I called some of them, only the ones I felt safe talking to, with a simple opening question. Why did you write that?


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[Assistant] I was so nervous for our first conversation. This wasn't a comment section, so I couldn't use tools like muting or blocking. Of course, I guess, uhm, I could have hung up on him. But I didn't want to, because I liked talking to him, because I liked him. Here's a clip of one of our conversations.


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[Assistant] Josh, you said that you're about to graduate high school, right? How is high school for you?


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[Assistant] I mean, I also just want to let you know, Josh, I was bullied in high school too.


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[Assistant] So did our common ground of being bullied in high school erase what he wrote me? No.


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[Assistant] Absolutely. I didn't stop there. Because some of the hate I received was from my side. So when Matthew, a queer liberal artist like me, publicly wrote that I represented some of the worst aspects of liberalism, I wanted to ask him this. You tagged me in this post.


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[Assistant] At the end of my call with a guy named Doug, who had written that I was a talentless propaganda hack.


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[Assistant] Uhm, sometimes the most subversive thing you could do was to actually speak with the people you disagreed with and not simply at them.


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[Assistant] Now in every one of my calls, I always ask my guests to tell me about themselves. And it's their answer to this question that allows me to empathize with them.


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[Assistant] And empathy, it turns out, is a key ingredient in getting these conversations off the ground, but it can feel very vulnerable to be empathizing with someone you profoundly disagree with. So I established a helpful mantra for myself. Empathy is not endorsement.


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[Assistant] I also want to be super clear about something. This is not a prescription for activism, right? I understand that some people don't feel safe talking to their detractors and others feel so marginalized that they justifiably don't feel that they have any empathy to give. I totally get that. This is just what I feel well-suited to do.


[User] Please transcribe this text

[Assistant] You know, I've reached out to a lot of people for this podcast, and some have politely declined, others have read my message and ignored it, some have blocked me automatically when I sent the invitation, and one guy actually agreed to do it, and then five minutes into the call, hung up on me.


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[Assistant] And with the internet comes comment sections, and with comment sections inevitably comes hate.


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[Assistant] So as you are watching this talk, you can feel free to call me whatever you'd like. You can call me a gay wad, a snowflake, a cuck, a beta, or everything wrong with liberalism. But just know that if you do, I may ask you to talk.


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[Assistant] And if you refuse or block me automatically or agree and hang up on me, then maybe, babe, the snowflake is you. Thank you so much.


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[Assistant] Rain, rain, go away. Come again another day. Little Johnny wants to play. Rain, rain, go away.


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[Assistant] It feels like it's been a while since the mystery box day and we've all been hanging out for a great challenge. Here we go.


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[Assistant] I'm making my nonna's melanzana today. It's like an eggplant parmigiana and it's layered eggplant potato sauce.


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[Assistant] This is a family recipe. This is how my nonna makes melanzana. It's something that's been passed down generations.


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[Assistant] Welcome to Acid Horizon, the Theory Podcast. Today we present an analysis of a very important essay in the works of Gilles Deleuze, Postscripts on Societies of Control.


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[Assistant] In this essay, Deleuze foregrounds the importance of methods of societal control in comparison to what we might understand as methods of discipline. Will, maybe you can start us out, give us a little history of this essay, contextualize it, and maybe say why this essay is an important one for Deleuze.


[User] Please transcribe this text

[Assistant] What we'll do now is start off, what are our major impressions? What really stands out in this essay to us? How does it connect to our research? And for that, we'll start with Matt, then we'll go to Adam and I'll come in with something and then we'll, we'll take it from there.


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[Assistant] Well I could probably answer that on the basis of what I was going to say, so I'll get to that in a second.


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[Assistant] The one sort of analysis that I wanted to bring in or at least the commentary on the text that I wanted to bring in was this text as being a potential entry point into the work of Deleuze. For some people, this is the very first thing that they might encounter by Deleuze and what a wonderful way to get involved with his work.


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[Assistant] I would say that his metaphysics and politics broadly construed are certainly operative within this


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[Assistant] I just wanted to talk about reading this text and returning to this text and how to consider this text versus other analyses such as Foucault's or anyone else's for that matter because


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[Assistant] One of the things about this text, it's a piece of philosophy, but it also functions as a kind of editorial.


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[Assistant] And like Adam was saying, this is effectively a set of predictions about the 21st century.


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[Assistant] And so where I think this text really finds its place is that it rebounds off of the historical analysis of Michel Foucault.


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[Assistant] And I think it's important to note that this is not an absolute shift. Societal apparatuses of discipline remain embedded in this new society of control that Deleuze posits. And my argument's going to be that both of these things coexist. They're in match.


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[Assistant] Enmeshed with one another. There are operators in our society that are disciplinary and there are also operators that are control oriented.


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[Assistant] And so to get back to your question about the prisons, this is precisely what we see inside spaces of enclosure today. What we are seeing is an infusion of institutions of control.


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[Assistant] Apparatuses of control into spaces of enclosure such as the prison.


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[Assistant] But before I go deeper into that, I just want to focus on the reading of this text itself.


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[Assistant] Duluz writes with an incredible economy to the point where


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[Assistant] Each sentence and every phrase is just packed with analysis and pregnant with possibility to the point that nothing can really be skipped over here. And I'm just reflecting on my first reading of this, however many years ago that was and my reading of it this morning.


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[Assistant] That I noticed today, and there are sentences in here that I would have taken them to be grace notes in the past.


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[Assistant] But to me, those sentences now, after having read Deleuze, whoa, those are major accents. The ones that I point out might be able to kick off our discussion as we move forward. I also want to talk about what we might call the predictions or the intimations of what the future of societies of control look like in this paper.


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[Assistant] Based on what I initially said and the analysis that I'm committed to, that's a non-starter for me here.


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[Assistant] In fact, I want to propose a way that we can read what we might call the predictions or the sort of outlines of societies of control as they are developing in Deleuze's analysis and some of these predictions


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[Assistant] He's not necessarily offering us an exhaustive list of


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[Assistant] One of the ways that we can use this text is like Descartes' ball of wax or use it as a matrix for us to meditate upon how the outline that he has offered us has taken shape over the past 20 to 30 years since his death.


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[Assistant] And I just wanted to point to what I thought was one of the most important pieces in this text. And it starts off section two entitled logic. Um, and I'll actually just read that because this, it blew me away reading it for the umpteenth time today.


[User] Please transcribe this text

[Assistant] Duluth says the different internments or spaces of enclosure, and this could be all sorts of things, it can be a prison, it can be a school or what have you, through which the individual passes are independent variables. Each time one is supposed to start from zero,


[User] Please transcribe this text

[Assistant] And although a common language for all these places exists, it is analogical. And to me, the key word here is this word zero.


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[Assistant] Meaning that you know, when you go from the school to the prison, there's a sense in which we're starting over again.


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[Assistant] Also we're not starting over. That zero that's input into the system of the society of control is not a gap. It is in one sense, but it is a connector.


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[Assistant] And I think one of the sort of microcosmic ways, uhm, you know, just kind of on my meditation of this text today, one of the microcosmic ways to think about this zero is just being stuck in a call queue or being stuck in bureaucracy.


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[Assistant] Where you go from one organ of the bureaucracy to the other, or you get transferred from one customer service associate to the other, where you have to retell your story all over again, make all the appeals all over again as you get bounced around.


[User] Please transcribe this text

[Assistant] Something like that is happening at the macro level in society too. And I was hoping that, that my, my little meditation on that and my notice of that line would sort of kick off a discussion.


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[Assistant] I think we brought up some important concepts and I want to circle back just to the notion of concept itself so that we are able to get a hold of a very important term that's used in this essay and kind of typifies this essay, which is the term individual as being opposed to individual.


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[Assistant] Maybe before I do that, I just wanted to point out in conjunction with some of my initial comments, I think how important, uh, Deleuze's additions to Foucault's political ontology


[User] Please transcribe this text

[Assistant] How important they are in terms of theorizing post-Fordism. And this is something I think we mentioned earlier, you know, connects to our episode on Hart and Negri.


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[Assistant] You know, we've been using a lot of, uh, of, of terms here and maybe this is a good time to kind of gather them all up and hopefully we can jump into a couple of the examples that Duluz mentions and maybe even venture our own, but there's just some, some terms here. We have individual, divisual.


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[Assistant] Watchword. Password. Going back even further. Molds. Enclosures. Modulation. Interesting terms that Deleuze uses to articulate his political ontology here. And what I see him doing in this paper,


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[Assistant] And this is going to ground my entire thesis that Deleuze and Foucault work in tandem. Deleuze here, he's offering these concepts, he offers the concept of enclosure, not as something in opposition to modulation, but something that pairs with it.


[User] Please transcribe this text

[Assistant] In the same way that an antietipist, he, you know, they, they have the idea of the, the break.


[User] Please transcribe this text

[Assistant] Or the cut, right? Or maybe his concept of the fold. I see the notion of an enclosure as being something static.


[User] Please transcribe this text

[Assistant] Uhm, which also also connects with his notion of maybe justice and caught in the Kafka book that they do where where law, the sort of static laws, even the walls of the prison themselves constitute like in some cases a very concrete.


[User] Please transcribe this text

[Assistant] Whereas we have other things like education, um, religion, ideology as being the modulators of the society. And, and, and what Duluz is doing here is.


[User] Please transcribe this text

[Assistant] I think what we can't forget in his political ontology, and this is essentially my vindication of his work here as being, as I said, a compliment to Foucault, is that


[User] Please transcribe this text

[Assistant] His political ontology is in a sense a continuous surface with breaks, with folds. And I think that's an important way to conceptualize the notion of enclosure against modulation or mold against modulation. Uh, the conceptualization of individual against individual.


[User] Please transcribe this text

[Assistant] What he is saying is that the conjunction of enclosures with modulation precipitates more efficacious means of subjectivation under advanced capitalism.


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[Assistant] And so what, what happens is you have an unsettling of the, the old order and then the incorporation of these, these new axioms.


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[Assistant] And, uh, just to bring it full circle here, I was hoping that we could kind of zero in on the example of the notion of the factory and bonuses and contests, because I think this is really a paradigmatic example of what Deleuze is trying to


[User] Please transcribe this text

[Assistant] To say he's using this example of the factory bonus and contests as a way to


[User] Please transcribe this text

[Assistant] That's right. And so you have the elevation or the valorization, the ever more strengthening notion of the individual under neoliberal capitalism, but all the while the sort of intensities operating beneath all of that is this hyperdivisualization of the individual.


[User] Please transcribe this text

[Assistant] And to come back to your earlier question to me, Will,


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[Assistant] This is one of the reasons that I struggle with my own position as a prison educator, because there's a whole moral narrative that suggests that the work that I'm doing is actually very good. And I mean, on the ground, I can see it. You know, when I'm in the classroom, I'm making connections, I'm teaching people to read.


[User] Please transcribe this text

[Assistant] It's really enlivening. It makes me feel great as a worker and as a member of society.


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[Assistant] But then at the end of the day, taking the macro view, I ask myself the question,


[User] Please transcribe this text

[Assistant] Am I just fine tuning the cuts between societies of discipline and societies of control?


[User] Please transcribe this text

[Assistant] Because what happens is a lot of these people who are doing jail time, sometimes for minor offenses or, or what have you,


[User] Please transcribe this text

[Assistant] They get released into drug programs, into jobs programs, and none of the other conditions of society change. The axiom of capital is raging as always. They still have to pay inflating rents, uh, they still can't get loans, you know, they don't have access to the resources.


[User] Please transcribe this text

[Assistant] That the uhm, that the wealthy have and, you know, the cycle continues and so it seems that what I'm doing is, you know, just to sort of reiterate my point is I'm streamlining the conduit between the enclosure and the systems of modulation.


[User] Please transcribe this text

[Assistant] I was saying to Will today, I was responding to an email that had to do with record keeping related to my job. And basically the last line of it was, we need to keep your record because we have records to keep.


[User] Please transcribe this text

[Assistant] Okay, maybe we'll start wrapping up. Uhm, Adam, what's your big takeaway from this?


[User] Please transcribe this text

[Assistant] At the end was the importance of debt when it comes to societies of control.


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[Assistant] And I just wanted to use this as a moment to plug an upcoming episode that we have on Deleuze's essay to have done with judgment in conjunction with perhaps a reading of Artaud.


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[Assistant] And how in that essay Deleuze identifies via Nietzsche, the importance of the establishment of the creditor debtor relationship.


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[Assistant] As the basis of society and political economy and so I think it's important to see that in the political milieu that Deleuze is addressing and analyzing.


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[Assistant] I mean, have you looked at the federal debt that the United States holds right now? The amount of debt that students across the United States hold.


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[Assistant] And today we're turning the heat up in the kitchen. In fact, it's going to be hotter in here than it's ever been before.


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[Assistant] And so when immunity is today, you're gonna have to use one of them in a dish.


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[Assistant] You'll hear a term called the Scoville scale. It's a measure of heat in spicy peppers. The higher the rating, the hotter the pepper.


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[Assistant] And then I ran the 1.3 million mark.


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[Assistant] This isn't just about how hot they are, they all have flavour.


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[Assistant] Yeah, I can taste coconut, tomato, and a lot of it, and really not that much else.


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[Assistant] Hang on, hang on, hang on, hang on. It's your signature crab curry, isn't it?


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[Assistant] Kishwa, let's start with the flavour of the curry. Delicious.


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[Assistant] I've had chili forward crab curries, right? This is different. It's fabulous. To do what you did, which was to layer in extra dry chili.


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[Assistant] And I don't think it had to be, but I just want some lemon juice and a pinch of salt.


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[Assistant] It's amazing because you've got this beautiful, amazing flavour of a chilli that isn't normally recognisable to us.


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[Assistant] You know, the God Stopper. What is that flavour? Not sure, but I like it. And I loved your dish. Well done.


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[Assistant] 2 million Scoville each. Yeah. Andy can't wait. Look at him.


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[Assistant] Being able to take that source to the right reduction.


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[Assistant] Pineapple granita, lovely. For me, the acidity and the tropicalness of the pineapple really tied in with


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[Assistant] Your chilli. And it was a light touch on the chilli. It wasn't really that hot at all, both in the ice cream and in the shards in there. It was just enough.


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[Assistant] Anthony's cooking style is so far from my cooking style. It's not even funny.


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[Assistant] Mandarin and dark chocolate are one of my two favourite combos. So I love the taste of this.


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[Assistant] I've got my chocolate cream done. I've now got to move on to creating the decor, the dark chocolate, beautiful thin layers of tempered chocolate.


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[Assistant] But you're also encouraging the chocolate to create the right crystals so it sets beautifully.


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[Assistant] But I know that if I don't have tempered chocolate, I won't be back in.


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[Assistant] So I finally realised what that number one step in this recipe was for.


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[Assistant] But I know that if I don't have a jam, this dish won't be balanced. We have to get that right.