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[Assistant] By secondary employees, I mean, it wasn't just like station masters and ticket sellers and conductors, there was also a need for shopkeepers and pharmacists and construction workers and teachers and doctors and drivers of coaches.


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[Assistant] Not to mention sanitation workers, police, and urban administrators. Industrialization had a snowball effect, and it wasn't going to be turned back.


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[Assistant] And all of this meant that everyday life was profoundly transformed, like two classes became much more prominent alongside the aristocracy and peasants in the social structure, the bourgeoisie and the proletariat, or working class. The bourgeoisie initially referred to people who lived in towns and cities, or bergs, or


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[Assistant] But the term came to refer to those who owned factories or banks or transportation networks or also large tracts of land for raising livestock and crops.


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[Assistant] The proletariat comprised the many factory and other workers who lacked tools or land to support themselves, but instead labored for factory owners and others who had the means to produce. In between were the rising professional groups called the middle class in Europe.


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[Assistant] Doctor and lawyers and teachers and others with special skills that serviced society as a whole. We'll see this configuration change over the next couple centuries, and watch as tensions unfold among these groups and, at times,


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[Assistant] Women also experienced a transformation of everyday life. Like, in the preceding centuries, they had generally worked on farms or in workshops alongside their artisan husbands or on their own as hatmakers and seamstresses and weavers and spinners.


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[Assistant] During the early days of industrialization, women who had been spinning or weaving at home often switched to factories.


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[Assistant] And they did many other kinds of work. For example, 18-year-old Anne Eggly, with her younger sister, worked 12-hour days in the coal mines, pushing carriages filled with 800 pounds of coal, which was then used to make steam power.


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[Assistant] She had done this kind of work from the age of seven. I don't know if you know any seven year olds, but they should not be working in coal mines. Now you'll recall that the French and American revolutions, with their emphasis on motherhood and laws stripping women of their property, led to women being discouraged from work.


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[Assistant] But many continued to do so even when their wages belonged to their husbands.


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[Assistant] Factories also create and still create outwork done by women at home. Polishing knives or painting porcelain buttons, for example.


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[Assistant] Ideology simultaneously shifted to say that women were to be the angels in the household.


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[Assistant] providing comfort from the various horrors of industrial life.


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[Assistant] A cultural norm that discouraged women from working outside the home. In the meantime, the classes became aware of their individual identities. The French had outlawed guilds during the revolution, but industrial and other workers formed their own clubs to protect their interests. They created singing, gymnastics, and sports clubs.


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[Assistant] This is why early English football teams for instance had names like


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[Assistant] Royal Engineers AFC and Civil Service FC. These groups also often had a lively cafe culture where they discussed politics and read newspapers, often allowed to their comrades because each cafe usually only had one newspaper. Manufacturers and wealthy individuals in cities likewise formed groups based on their common class position. They founded chambers of commerce to protect their financial interests and museums to show off their city's achievements and good taste.


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[Assistant] The swing riots in Britain are one example of what has been called primitive rebellion. Instead of dealing with change by organizing to benefit from and shape the change, so-called primitive rebels went about breaking things.


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[Assistant] Wreckers of machinery were called Luddites, as they still are today, because menacing notes found alongside sabotage were often signed Ned Ludd. Ludd was an inspirational figure, a weaver who allegedly smashed a textile machine in the 18th century. But gradually, workers inside the factories formed mutual aid societies, and eventually


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[Assistant] Unions that negotiated for better terms with owners.


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[Assistant] And when negotiations failed, they went on strike as a group instead of wrecking the machines with which they earned their living.


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[Assistant] All in all, industrialization wreaked havoc on people's lives, even as it provided many with livelihoods.


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[Assistant] Towns grew astronomically. Like the textile center Manchester, England went from 20,000 people in the 1750s to


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[Assistant] A universal atmosphere of filth and stink.


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[Assistant] Thanks Thought Bubble. So, industrialization began in England and the Low Countries, in part thanks to the capital raised by worldwide trade, and because that trade made possible successful imitation of foreign products. But industrialization then spread. It traveled the continent through the 19th century, although it was less dense in Eastern Europe.


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[Assistant] There, many peasants continued to live hand to mouth, but as we've seen, so did the poor in industrial cities. So was the Industrial Revolution really a revolution? Well, if a revolution is an event full of impact on people's lives, then definitely.


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[Assistant] But often historians look at revolutions as, like, ending, which the Industrial Revolution really hasn't, unlike the comparatively brief English Revolution or American Revolution.


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[Assistant] Many see the industrial revolution as continuing to make dramatic changes in our way of life today. Today, we expect technologies to change dramatically in our lifetimes. We expect to use different tools to communicate and work than our parents used.


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[Assistant] But that expectation is only a couple hundred years old. It makes you wonder if you closed your eyes in 2020 and woke up in 2120.


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[Assistant] How weird is the world gonna be? Oh, thinking about that is stressing me out. Next time we'll look further at the cultural and political aspects of industrialization.


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[Assistant] I'll see you then. Thanks for watching. Crash Course is filmed here in the Jaden Smith Studios in Indianapolis. Thanks to Jaden Smith and indeed all of our patrons over at Patreon.com slash Crash Course. We've got Crash Courses on lots of topics. Please check out others. Thank you again for watching and as they say in my hometown, don't forget to be awesome.


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[Assistant] Pardon me for questioning, but you're impeding public service? You're arming metahumans? Wouldn't all that serve to make the world a worse place to be? Where does the mankind liberation part come in? Did I miss something?


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[Assistant] Mankind. And that would translate as... you guys. Wow. When is a villain not a villain?


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[Assistant] What are you gonna do about it? Go ahead! Take a swing! Punish me! Try to lock me away! If you've got the guts!


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[Assistant] Vox populi, man. Out with the old, in with the new. Brighter, faster, meaner. Next year's model.


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[Assistant] That's what the hungry crowd always wants.


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[Assistant] Had to have been eating at you for a while before I even came into town.


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[Assistant] Hell, they were calling you old fashioned when I was a teenager. World's oldest boy scout. But you wouldn't change. Remember?


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[Assistant] The Daily Planet asked if that's why the Joker got so many notches on his belt when he blew into town.


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[Assistant] How many did he take out, just that last time? 92 men?


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[Assistant] Hell, we both tore up the city looking for that bastard. I really thought you or Batman would get to him first. Even I almost missed him.


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[Assistant] I will never forget the look on your face when you saw me standing over that smoking creep. All the way to jail.


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[Assistant] Blue Boy's dragging me in for having stones he doesn't.


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[Assistant] Times are tough. Joker had been deserving worse than cuffs for years. So I took it on myself to lay him down. I can't be judged for that. And I was right. They acquitted me. I was a hero. But you just wouldn't roll with it.


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[Assistant] You had to get in the last shot, and piss me off!


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[Assistant] I wanted that torch passed. I wanted to cement my claim as Metropolis's new number one.


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[Assistant] And I won by default when you flew off with your cape between your legs. I never got a piece of you. And now, you're right here. Right where I want you.


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[Assistant] The way you took off, I always thought you were afraid of me. A lot of people did. But that wasn't it. You were afraid that I was the man of tomorrow. You were afraid of the future that I represented. Well, look around you. This is what I represent.


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[Assistant] Your fault, you bastard. The world changed. But you wouldn't. So they chose me. They chose the man who would kill over the one who wouldn't.


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[Assistant] And now they're dead. A million ghosts.


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[Assistant] Punish me, lock me away, kill me, just make the ghosts go away.


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[Assistant] Oww. Mmm. Yeah, I can see a little bit of them. Mmm.


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[Assistant] Woohoo! My nose is back! Someone took my nose, but now I got it back.


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[Assistant] I mean, great looking base, awesome.


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[Assistant] But which of these cooks will make a critical error?


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[Assistant] Looking at Dan's peanut butter jelly cream, I think he's boiled his syrup too long, and it's seized the rest of the mixture.


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[Assistant] I cannot watch this. It is torture. Therese, play that pin.


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[Assistant] There's more than one way to change the world. Throughout this series, we've seen how different fields in engineering tackle some of society's biggest problems. From medicine to space travel, wherever there's a challenge, engineers are at hand. By learning about these disciplines, you're already doing your part. Whether or not you choose to be an engineer,


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[Assistant] Knowing how they work will help you understand and engage with everything around you. After all, thinking about the world more complexly makes us more informed and considerate about our place in it. But if you think you might want to become an engineer, we can help point the way.


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[Assistant] Experimenting with prototypes and physical parts to determine their behavior and collect information. Which is not to say engineers are restricted to one or the other, but it's worth bearing in mind that engineering can be done in lots of different ways within fields too. The process of becoming an engineer can be hard work.


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[Assistant] But there are some useful fundamentals that apply to all kinds of engineering. Many topics from physics like thermodynamics, energy, electromagnetism, and mechanics will come in handy. Mathematics will be the foundation of nearly everything you do.


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[Assistant] Although they're involved at every stage, they have an especially big impact at the beginning, since they oversee the core ideas and details behind the product. As a design engineer, you'd be working alongside others to determine the exact details of the wings needed to support the rest of the plane. A commercial airliner has different weight and speed requirements than that of a fighter jet.


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[Assistant] And where the engines will go. A key part of being a design engineer is knowing how to balance competing needs and how those needs trickle down into the little details. Throughout the process, you have to consider the cost,


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[Assistant] Analytical engineers are essential. Analytical engineers mathematically model and analyze the behavior of designs and concepts. Rather than build an entire airplane wing from scratch every time you want to test some of its features,


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[Assistant] An analytical engineer would use the toolkit of mathematics and physics to test its performance under hypothetical conditions. For example, you might want to know something as simple as whether the wing can support its own weight. To answer this, an analytical engineer could run what's called a finite element analysis.


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[Assistant] To keep the plane airborne. For that, they might use computer simulations of airflow to estimate the force of lift generated at different speeds and wing angles. The results an analytical engineer generates would then help the designers to improve the wing's performance. But sometimes hypothetical models aren't enough.


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[Assistant] Which is where experimental engineers come in. Fluid flows are extremely tricky to simulate and predict. Behavior like turbulence is hard to describe mathematically.


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[Assistant] It also serves as a cross-check of the results that analytical engineers produce. Once the design is put together and the design engineers have laid out a way of manufacturing it,


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[Assistant] The first one needs to be scrutinized by test engineers. Their task for checking that the final product meets all the specifications laid out in the design and meets quality control expectations. For your wing, that might be everything from finding its breaking point.


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[Assistant] But rather than testing prototypes, they work with the final product. Faults they find can be a big deal.


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[Assistant] Or a totally different wing shape to improve lift and reduce turbulence. Outside of industry, research engineers share a bit in common with university researchers and professors. Academic engineers do research across entire fields. They might study everything from new uses of polymers to battery chemicals, or even robotic limbs.


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[Assistant] might lead a team to investigate computer techniques for modeling airflow around different objects. Those methods could then help develop new software that's used by analytical or research engineers to model plane wings. In fact, modeling the flow of fluids using computers is precisely what I worked on.


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[Assistant] So however it is you choose to change the world, we hope this course has inspired you towards that goal. In this episode, we looked at how to become an engineer and the different sorts of career paths you might choose to follow. I'll see you next time for our final episode!


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[Assistant] 2A Unit 9 Incy Wincy Spider


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[Assistant] You know, the world of English is a fun and exciting place to be. I'm so glad you could join me for another lesson.


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[Assistant] Hello everybody, welcome back to American Textbook Reading. I'm Brian Stewart, and in this lesson, we're going over Science Book 3, Lesson 11. And in Lesson 11, we're describing Matter.


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[Assistant] Matter? What's the matter? No, no, not that kind of matter. Matter is things or everything around you. That is matter. So we will discover what are the properties of matter. And we will also talk about how we can measure matter.


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[Assistant] Okay, as usual, let's begin with the vocabulary, because we need to understand some words to talk about this subject. First of all, we have the word mass.


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[Assistant] Now, I made a little joke at the beginning of this lesson. I said, what's the matter? But that's a different meaning. It's important also to discuss what is matter. Matter is everything.


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[Assistant] Right? Look around you, right? You see the table. The table is made of wood or plastic. That is matter, right?


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[Assistant] Look in a mirror, you see your skin, your bones, your flesh, that is matter too. In fact, there's something all around us that we can't see, usually we can't see it, sometimes we can see it, but it's air, and that is matter too.


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[Assistant] Anywhere there are atoms, that is matter. Okay? So matter is all around us. It's everything physical.


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[Assistant] Is a very small particle or piece of something, right? It's a very small, you can't see it, it's so small. So you can imagine that mass is the amount of atoms in a certain thing, right? If I have a pen, what is the mass of this pen? That is what is the amount of atoms


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[Assistant] Or material that makes up this pen. That is the mass. That is the amount of matter in something. Okay, interesting idea.


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[Assistant] Means how long something is. So I just showed you this pen, right? How long is this pen?


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[Assistant] Now I'm used to inches. I'm not very familiar with centimeters. So I would say this pen is about one, two, maybe three inches long. How much is that in centimeters? I'm not sure. I don't usually use centimeters.


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[Assistant] But it's about three inches long. That's how long it is from one end to the other. That's the length of something. The length. Okay. Okay, next we have


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[Assistant] Now we just talked about length, that's the measurement from one end to the other, but what if I turn the pen this way, and we're going to talk about height, right?


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[Assistant] And when we talk about height, we can also say, how tall is it? And if somebody says to you, how tall are you? How tall are you? They're asking you about your height. Maybe you would answer, you know, 100 centimeters to 120 centimeters. I'm not sure, uh, but maybe you're in that range, right?


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[Assistant] How tall are you? I know in inches, you know, I'm more familiar with inches. I know my height is six foot and one inch, but I don't really know that well in centimeters how tall I am.


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[Assistant] But probably you guys are maybe 100 centimeters, 120 centimeters, 130 centimeters.


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[Assistant] Well, we're talking about a lot of dimensions, right? We talked about length. We talked about height.


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[Assistant] Now, imagine I'm holding the pen this way, right? And the height is this way, but the width, how wide is it? Right? So the width is how wide something is. I just asked you how tall are you? That's your height. I'm asking about your height.


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[Assistant] Skinny isn't really a positive word, it's a little bit of a negative word. It means somebody needs to eat more food. Okay, they're too skinny, they're too thin. And of course, some people can be very wide or broad.


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[Assistant] Okay, you can say fat, but fat is a rude word. Don't say someone is fat. That is not polite. So, usually we don't talk about that, right?


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[Assistant] But that's what it means, you know. If a person is skinny, they're not very wide. If a person is fat, they are quite wide.


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[Assistant] Uh, usually people, and then if somebody's in the in-between range, we just say they're normal. But we don't really talk about that for people. We do talk about


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[Assistant] An object. How, what is its height? What is its length? And what is its width? Okay? So three dimensions. We usually, we call these three dimensions. Dimension.


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[Assistant] And there are usually three dimensions when we talk about the physical properties of something. And those of course are length, height, and width. The three dimensions. 3D. Ah, okay, good. Volume.


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[Assistant] Now volume is another way to measure something and it's the amount of space that something takes up. So here I have a water bottle, right? And you can see the water is not, it's about half full. So the volume of the water is only about half


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[Assistant] A property, now there's different meanings for property. You might think property is my house. That's my property. Or my backpack is my property. But we're talking about a different idea here. A property is also, we can say it's a quality. It's like a distinction. It's a unique


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[Assistant] So, there are many different properties, and we'll talk about those in a little bit, but just to give you an idea, a property might be how long it is. We just talked about length. A property might be how tall it is. That's another property.


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[Assistant] But a property might be, what color is it?


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[Assistant] What shape is it? Those are all different properties of a certain object or of different kinds of matter.


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[Assistant] Next we have a balance. Now a balance, oh this looks like an old machine, right? But we still use it these days and there's an important thing that we use it for. A balance is a device. A device is like a tool or a machine that's used for, used for measuring the mass.


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[Assistant] So I talked about mass before, right? Mass is how much matter is in something. How many atoms or how much, you know, material is in an object. And we use a balance to measure that.


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[Assistant] Quantity, or measure that property of a certain object.


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[Assistant] Now you might think, why don't we just, you know, balance is old. You know, if you want to know how much it weighs, why don't you just use a scale? But there's an important difference here.


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[Assistant] Right? You can use it to measure the weight of something, but mass and weight are not the same. They're not.


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[Assistant] The same thing. Mass is, as we learned before, how much material is in something. Weight is how much something weighs in terms of kilograms or pounds. And the idea here is that weight can change depending on location. What do I mean?


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[Assistant] Something weighs different in America than it does in Korea? Huh? No, not like that. Weight changes.


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[Assistant] In relation to how far away from


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[Assistant] Something that exerts gravity is. Think about the movies. Like, you may have seen movies about space, right? Astronauts out in space and they're in the, they're in the space shuttle or they're on the station in outer space.


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[Assistant] They're not walking around, they're floating around, right? So, uh, somebody who weighs, uh, you know, 100 kilograms on earth,


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[Assistant] They don't weigh anything out in space. There's no weight. But their mass is the same. Aha! So you want to measure mass, use a balance. Because a balance on one side,


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[Assistant] You put like a one kilogram weight, oh I'm a horrible artist, I'm sorry, but maybe this is made of metal, right, and it weighs one kilogram.


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[Assistant] Right? And you put it on this side, and then you put the object that you want to measure over here, and if it's the same, if it's, if this bar is perfectly flat, that means that the


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[Assistant] Mass, the amount of material is the same in the one kilogram weight as it is in the object that you're measuring for the place that you are.


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[Assistant] So yes, you are measuring weight, but the weight changes. If you use a balance at sea level, like at a beach, right, and then you use the same balance and the same


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[Assistant] Object the same weight on top of Mount Everest there might be a slight difference because things are heavier, uhm, at sea level than they are at elevation. In other words, on top of a mountain.


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[Assistant] If your mom or dad is complaining about, oh, I'm getting too fat, just tell them, hey, let's move to Switzerland.


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[Assistant] No, I'm just kidding, that's crazy. The amount of difference is very small. But for scientists, it can be very important to measure the exact amount. They need to know the exact


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[Assistant] A mount of mass, so they will use a balance to get it very precise. So no matter if they're measuring something at the beach or they're on top of a mountain in a laboratory somewhere, uh, it doesn't matter where they are, they can still use a balance to find the exact mass and not worry about gravity changing the weight, uh, in terms of elevation. Phew. That's a long explanation for one word. Okay, anyway. Next. Mold.


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[Assistant] Mold is a verb, in this case, to mold something. To mold something is to take a soft substance, a soft substance, soft substance, a soft, uh, material, like clay, for example. Or maybe you have play-doh, right? In your toys, do you have something like putty or play-doh that you can


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[Assistant] You can make little characters out of it, right? That's a soft substance and you mold it into a shape. Let's say you want to make a head, right? So you, you mold that play, uh, play dough or that putty or clay into the shape of a head.


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[Assistant] Or in this case, this woman looks like she's making a bowl. She's taking clay and she's molding the clay into the shape of a bowl. Okay, those are words for this lesson.


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[Assistant] Okay, let's talk about the two main ideas of this lesson, and the first idea is how to measure matter. Like I said, matter is anything that's around you, right? And we want to measure it, right? We want to know how much does it weigh, how much of the matter is there, or how long is it, how wide is it. We want to measure these things.


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[Assistant] So as I said before, and I gave kind of a long explanation about a balance, using a balance, we use a balance to measure the mass of a solid or a liquid.


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[Assistant] So you use a balance to measure the mass. If you want to know how something, how much something weighs, then you use a scale. A scale, and there are many electronic scales these days. You probably have one in your bathroom.


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[Assistant] Your family, uh, your family member will stand on the scale and they'll give you a little digital readout, how many kilograms.


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[Assistant] Next we use a ruler. In Korean I think you say cha. Cha cha cha, right? Okay, sorry. Cha is for measuring how long something is, right? And rulers can be in centimeters or inches. Most of the world uses centimeters. So use a ruler to measure the length, the height, and the width


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[Assistant] Of a solid. I'll talk about solids and things like that in a few minutes.


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[Assistant] The length, the height and the width of a solid. A solid is something, uh, hard that you can hold and doesn't change shape.


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[Assistant] Now the other thing is a measuring cup. The third thing is a measuring cup. Now your mom or your dad might use a measuring cup. Cooks and chefs


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[Assistant] They, that's one of their important tools, right? They want to know the volume of a liquid. So when they're cooking, right, they want to know how much water to add to the dough or how much, um, uh,


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[Assistant] We have a balance, we have a ruler, and we have a measuring cup. Three things, not the only three things, there are many things, but these are three tools, three common tools that we use to measure matter.


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[Assistant] Now the properties of matter, what are the properties? Now I talked about this before, I made a little joke, that's my property, right? But we're talking about something different here.


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[Assistant] Properties of matter is, we can also say, the unique quality or the unique, uh, distinctive thing about something that gives its uniqueness, that makes it special. It's a property of matter. Now some things might have different colors, right?


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[Assistant] Water has a different color than gold, right? They're different colors. So those are different properties. The shape, things are shaped differently, right? Again, water is shaped differently from rocks, right? They have different shapes. Water doesn't really have a shape, but it can have a shape, depending on what you do with it. But different


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[Assistant] Types of matter, and matter again is anything that's around you, they will have different shapes. And especially if you look at them


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[Assistant] What does it taste like? Right? Ice cream has a different flavor than this pen.


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[Assistant] Oh by the way, you know geologists sometimes go around and they use their taste to figure out what type of rock it is. So they might go around and they lick a rock


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[Assistant] I don't advise it. Don't do this. Because some rocks can be poisonous or dangerous. Don't do that.


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[Assistant] Usually, the best way to do it is to get your finger wet, touch the rock, and then lick your finger. And then, you know, some rocks might taste salty. They contain salt. Or some rocks might taste bitter. They contain other types of materials like borax or something like that.


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[Assistant] And so different minerals will have different tastes. It's interesting. So you can figure out what is, what


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[Assistant] What is the matter? You can figure out what matter it is. Is it, is it, uh, is it salt? Is it alkaline? Is it acidic? What kind of matter is it? Okay, anyway.


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[Assistant] Texture. Texture is another property of matter. Is it smooth or is it rough, like you haven't shaved for a while, right? What is the texture? Smooth like a baby, this is not baby skin, but you know, if you touch a baby's cheek, it's very smooth. If you touch my cheek after a few days of not shaving, it's very rough. Okay, so that's texture. Smooth or rough. Okay, so those are different properties of matter.


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[Assistant] Okay, let's do the reading section and as we go over the reading, as always, read along with me out loud. Practice the pronunciation or read along in your mind and focus on the key vocabulary and the ideas that we're learning in this lesson. Are you ready? Let's begin.


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[Assistant] You don't have to repeat, uh, matter can be a solid, liquid, or gas.


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[Assistant] We can describe what something is like by its properties. How something feels is a property.


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[Assistant] Matter can be soft, hard, smooth, rough.


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[Assistant] When a clay dries out, it becomes hard.


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[Assistant] It is how much matter is in something.


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[Assistant] You can use a balance to measure the mass of a solid or a liquid.


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[Assistant] Volume is how much space something takes up.


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[Assistant] Okay, let's talk about the reading passage and how it is organized. How is the information organized in this passage? The reading skill is Classify. Now remember Classify is to separate into different groups.


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[Assistant] So we might separate things according to their properties. But in this case, we're classifying, we're separating the ideas, we're separating matter by how we can measure them. What are the tools we use to measure things? And we see over on the left side, ruler,


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[Assistant] You can measure three properties of a solid.


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[Assistant] Now remember before in this lesson I talked about the 3D, the 3Ds, right? 3D. What are the 3Ds? Right? Well, they're A, B, and C. Now to help you, uh, know which one to put in which blank, the first letter of each is given for you. So under A, you see H.


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[Assistant] And H refers to how tall is something, right? What is the, uh, measurement from the bottom to the top? And of course we're talking about height.


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[Assistant] Height, uh, my G is not very good, this pen is a little difficult. Height, and then the next one, so that's height, how tall is something, but what if we turn it this way and we want to measure from one side to the other, uh, you know, from one end to the other, that is what? It starts with an L, that is length.


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[Assistant] That's length. And then, of course, if we're looking at something of the height, we also want to see how, you know, what's the, how...


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[Assistant] How long is it? How wide is it from one side to the other? That is the measurement. It starts with a W. That is the width. It's very similar to wide, right? Width. What is the width of something? So, height, length, width.


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[Assistant] Okay, good. We use a ruler to measure those things. Now we use a balance, right?


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[Assistant] And we want to make sure it's like this to get our accurate measurement. If it's like this, it's not balanced, right? If it's like that, it's balanced.


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[Assistant] So use a balance to measure what? Of a solid or liquid. Don't say weight.


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[Assistant] We're not measuring the weight, although you can use it to measure weight, true, at a certain elevation, but normally we're using a balance to measure what? The mass of a solid or liquid. The mass. And remember, mass is how much material is in a thing. Not how much it weighs, because they can be different. It's possible they can be different.


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[Assistant] But, uh, we're measuring the mass. And finally we have a measuring cup. You can measure the beep of a liquid


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[Assistant] What are we measuring when we use a measuring cup, right? We pour a liquid into a measuring cup and we see what line it hits. We're measuring the volume. And remember the volume is the amount of space that something takes up. Volume. Volume, the volume of a liquid. So these are different properties of


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[Assistant] Matter, right? We can measure its height, we can measure its length, we can measure its width. We use a ruler.


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[Assistant] Uh, we can measure the volume. Or if it's gas, you can also use gas. You can also measure the volume of a gas, uh, by pressure. But don't use a measuring cup to measure the volume of a gas. That's, that doesn't work.


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[Assistant] But you can measure the volume of a liquid at a certain temperature using a measuring cup. You can measure the volume of a liquid.


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[Assistant] Okay, so that's a little bit more getting into describing matter. It's building on unit 10, or lesson 10 that we went over before. But this lesson was about how we can describe matter. And of course, matter is all the things around us.


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[Assistant] Okay, well, interesting lesson. I hope you learned a lot. Thanks for studying with me. We'll see you in the next one. Take care everybody. Bye bye.


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[Assistant] Hello, Hootsifer. Your letter concerned me. You write a feeling unimportant, while Luz, Ida, and King are off on adventures.


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[Assistant] But Hoodie, you are the Owl House. You take care of everyone inside you. If that isn't a worthy purpose, then what is?


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[Assistant] 2B Unit 1 I love to go to school.


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[Assistant] Dan's going to take charge in May, because he is a pork master.


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[Assistant] Today the main is going to hear a Jerusalem artichoke and we're going to make a pork dish with something from the Jerusalem artichoke. I'll get a timer and I'll fit so we can check the artichoke. It sounds good mate. The Jerusalem artichoke is unfamiliar. We don't really know what to do with it. Save some skinny ones. Okay, cool.


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[Assistant] So Dan and I need to work together to just test a few things.


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[Assistant] We're in an unfamiliar kitchen and we're cooking against some of the best chefs in Melbourne. That's so daunting. Oh wow, the bacon paper's burnt. Alright, that's interesting, I'm just gonna try some tongs.


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[Assistant] It is next level craziness, so I think that it's really put me in good stead for MasterChef. I can deal with anything.


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[Assistant] Four contestants take on four chefs from four of the best restaurants in Melbourne. You know, it could be a bit of a bust up today.


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[Assistant] It's David and Goliath today, but you know what? They're in my house.


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[Assistant] Yeah, so we got Kish on main, uh, she's gonna do like a North African sort of black oxtail curry.


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[Assistant] 45 minutes in and the three of us, Kishla, Aaron and me have been working on Purely The Main.


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[Assistant] We need to get this oxtail in the pressure cooker because it's starting to eat into the time that we needed for the entree.


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[Assistant] We're going to start pumping these, the candy flowers out because we've only got about an hour and a half until entree needs to be served. It's going to be pushing it.


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[Assistant] The meat's in the pressure cooker. The curry sauce is starting to cook away. I'm gonna head over to Aaron to move on to entree.


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[Assistant] These zucchini flowers are fairly, like, this is so hard. Diners are going to be walking in those doors very soon, and it's very worrying how long these could take.


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[Assistant] So we have to serve two now. That's doubled our workload in the same amount of time.


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[Assistant] Five minutes till the entrees have to go out and I'm just starting to plate up and I look over to Lucy Lou and, ehm, it's about done.


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[Assistant] The plating for the entrees is pickled zucchini on the bottom, followed by some tarragon mayo and then some salmon roe on top of that. And then finally the zucchini flour right in the middle. Just this one here. Let's just not miss them. They're still getting salted. Yep.


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[Assistant] Team Lazy Lou, those guys are phoenix, they're actually pros. We're really struggling.


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[Assistant] And so much stress is relief. Now it's time for dessert.


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[Assistant] Oh my god, we beat the chef. I cannot believe it. You should hurry.


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[Assistant] Watching Lucy Luce to see me that fish, it's like mind-blowing.


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[Assistant] Is it weird that I'm not wearing anything hex-eyed? Uhm, it's weirder that you're wearing glandis colors.


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[Assistant] We're looking for a little owl and... There he is!


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[Assistant] It's the... Bat Queen, I know. We kinda babysat our kids once. Don't worry, I got this.


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[Assistant] Hiya, PQ. My, your hair is looking greasy and your kids, they're as hideous as ever. You know, that could've gone worse.


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[Assistant] And thank you for that. Uh, but he belongs to Ida the Owl Lady. And you owe her a favor, remember? Owl Lady is careless!


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[Assistant] But I have to get Albert back. I accept your challenge.


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[Assistant] Okay, Bat Queen, that's the last one. I've done all your chores, and I've proved my dedication to Albert.


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[Assistant] I'm so sorry for the pain I caused you, Albert. I promise to be more careful. Will you come back home with me?


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[Assistant] So that's why you're so protective of Albert.


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[Assistant] I understand, but Owlbert is not forgotten. He has someone at home who loves him very much.


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[Assistant] If you ever want to search for the truth, I'll help you.


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[Assistant] Welcome to the MasterChef Garden. How are you all feeling?


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[Assistant] Alright, this week, it's gonna be a little different. Because every day this week is a service challenge.


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[Assistant] Each day a different team will compete in a service challenge. And you'll be competing against these guys.


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[Assistant] Alright, brigades that aren't cooking today, we'll see you guys soon. Everyone else, let's head inside. This is gonna be fun.


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[Assistant] Alright chef, since you're the visitors, you get to call. Heads or tails? Heads.


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[Assistant] Okay, so from Tonka, we have a Bengali seafood curry with batura bread.


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[Assistant] Your dish, it had perfectly cooked scallops and perfectly cooked prawns.


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[Assistant] Hi, I'm John Green, and this is Crash Course European History. So, we've come a long way. Electric-powered streetcars, gas lighting of urban avenues, crowded railway hubs, vast outdoor cafes, workers in their Sunday best strolling through parks and along broad new boulevards.


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[Assistant] All of this signaled the arrival of modern life in European cities. And those cities swelled because of massive internal migration from rural areas to capitals such as Berlin, which grew to over 4 million people by the end of the 19th century.


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[Assistant] Today, we're covering the leap to modern life, and what exactly modern life meant. And as we've seen so many times in our study of history, what it meant depends upon perspective, both for those living in 19th century Europe and for those of us looking back on it today.


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[Assistant] In 1885, German engineer Karl Benz invented an internal combustion engine, and six years later, French manufacturer Armand Peugeot produced a functioning automobile, bringing further speed to everyday life in cities. Initially, doctors and their far-flung patients were the people who benefited most from these new cars, while bicycles gave ordinary people a newfound sense of freedom and adventure.


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[Assistant] And also an opportunity to break their wrists. And alongside revolutions in transportation and lighting and many others, there was also a chemical revolution taking place around 1900, which led to synthetic drugs. Like, German pharmaceutical company Bayer produced the first aspirin to help alleviate pain. Did the globe just open? It says right here on this bottle of Bayer aspirin, hashtag not spawn, the wonder drug.


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[Assistant] And it really is. So before aspirin, pain was treated primarily with opioids like morphine and codeine.


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[Assistant] But aspirin differed from opioids in many important ways. For one thing, it wasn't addictive, but also it reduced fevers and inflammation. But what's most amazing about aspirin is that even though it was one of the first synthetic drugs, it's still super useful. It is an effective pain reliever even 120 years later.


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[Assistant] Okay, let's turn our attention to the big trends of early 20th century Europe. So across Europe, populations continued to grow despite the emigration to distant continents that we talked about last time, but populations weren't going up because people were having more babies.


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[Assistant] In fact, the opposite was true. Europe experienced a birth control revolution between 1880 and 1930. With very few regional exceptions, in that 50-year period, fertility rates dropped some


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[Assistant] 50% because knowledge of birth control expanded thanks to a few occurrences, better understanding of women's ovulatory cycles,


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[Assistant] The vulcanization of rubber used in condoms and the invention of the cervical cap or diaphragm. But populations rose due to lower child mortality and increased longevity. Breakthroughs like pasteurization and greater understanding of germs were just two scientific findings that helped extend life. There was also better sanitation, such as improved sewage systems.


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[Assistant] Which made people less likely to die of diseases like cholera.


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[Assistant] Which had ravaged European cities repeatedly in the 18th and early 19th centuries. But still, this decline in fertility gave politicians an issue that they could use to get votes. Women, they claimed, were conducting a birth strike, which would lead to a decline in the national strength.


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[Assistant] It was true that women's lives were changing as a modern woman began forging her own way outside the confines of the household. Working women had already been laboring long hours for low wages, but now middle-class women, supposedly too fragile and ignorant of the world to work,


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[Assistant] As industry communications, marketing, and needed skills became more complex, women took jobs in the new service sector. They became secretaries or sales clerks or telephone and telegraph operators or teachers or nurses


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[Assistant] And they had the skills necessary to do these jobs thanks to the spreading system of public schools, which taught literacy and basic mathematics. If you want to look for a single cause of why life is better today than it was fifty or two hundred or five hundred or eight hundred years ago,


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[Assistant] Obviously the reputation women had for being inferior and less skilled was false. For instance, women entered universities in the sciences and math, which were open to them in part because at the time they were less prestigious and lucrative.


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[Assistant] Then the Latin and Greek-based humanities dominated by men. Polish-born Marie Skłodowska-Curie was one of these new scientific women, although the French Academy of Science would not grant her membership even after she'd won two Nobel prizes.


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[Assistant] For the record, Pierre Curie had been dead for five years when Marie won her second Nobel. She coined the term radioactivity and discovered two new chemical elements, polonium and radium. She also helped pioneer radiation treatment for cancer before dying due to the high exposure to radiation she experienced through her research. So-called modern women like Curie challenged the established belief in women's incompetence and professional inferiority.


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[Assistant] About sin and the purportedly declining morals of the age.


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[Assistant] And the fact that the male electorate was growing was another sign of modern life, indicating the development of so-called mass society, which broadened the number of people who had power and somewhat diluted the power of elites.


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[Assistant] Inventions like cheaper newsprint also facilitated mass society because more people had access to more information.


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[Assistant] But, then as now, the amount of information available was increasing, but not always the quality of that information. Also, then as now, sex scandals were


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[Assistant] Big news. Both true and fabricated stories abounded. For example, successful author Oscar Wilde was imprisoned and widely condemned because of his relationship with a young man. In members of the German Kaiser's entourage, meanwhile, high ranking generals and other aristocrats were found to be regularly cross-dressing and engaging in male-male relationships.


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[Assistant] The press dramatized that scandal so much that royal publicists had to reassure the German public that the Kaiser himself had a healthy family life.


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[Assistant] In 1902, Friedrich Alfred Krup, the owner of the famed arms manufacturer, committed suicide when the press revealed his relationships with young Italian men. And politicians spoke often of a crisis of male virility, much of it caused by new women.


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[Assistant] There's nothing, like, innovative about harkening back to an age of traditional values that never actually existed. It was true that women had been making demands for change through the 19th century. They wanted legal ownership of their wages and other property and access to higher education. Increasingly, young women could enter universities and even rank higher than men in exams.


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[Assistant] But places like Oxford and Cambridge would not grant them degrees.


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[Assistant] By the early 20th century, feminist movements had developed across the globe and included an extremely diverse group of activists. In Europe, some organizations had begun with interest in the abolition of slavery.


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[Assistant] While others had greater concern for the situation of women working in factories or other low-wage conditions, including their health, access to good jobs, and personal safety. Many pro-women advocates were also in favor of temperance, given the prevalence of domestic abuse that so often accompanied drunkenness.


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[Assistant] Other groups lobbied to end laws denying prostitutes their civil rights. In many countries from Britain and France to Austria-Hungary, police could and did arrest and incarcerate women found on the street.


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[Assistant] And then subject them to gynecological exams on the grounds that they might be prostitutes.


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[Assistant] Austrian activist Marianne Heinisch defined feminism broadly as the call of one half of humanity for its civil rights. But others saw feminism's goal as uplifting humanity as a whole because it was a diverse movement without one single narrative. So feminists, literally hundreds of thousands of them by the end of the 19th century, were seeking to address a broad range of issues.


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[Assistant] Which makes sense of course, because women, depending on class and race and experience and profession,


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[Assistant] We're oppressed in a broad range of ways. Some view the feminist movement as an entirely middle-class project that was unconcerned with working women, but in fact, working women such as those from the textile mills in northern England also campaigned as feminists.


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[Assistant] Other working women wanted unions to be more active in supporting women, while others wanted the social democratic parties to do more for them. But although women did operate within labor movements, union men were generally opposed to women having jobs in their industries.


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[Assistant] Because their presence would drag down wages. Social democratic parties at the time usually took the Marxist position that middle class feminists were the enemy of working women and that the eventual overthrow of the industrial owners by working class people


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[Assistant] would lead to the liberation of women alongside the liberation of everyone else. Marxist argued that the private property upon which capitalism was based necessarily led to the oppression and regulation of women. So once capitalism had been destroyed, freedom would naturally follow.


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[Assistant] Gradually, feminist activists did begin to achieve gains under laws throughout much of Europe.


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[Assistant] But one aspect of citizenship long eluded them.


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[Assistant] In England, philosopher John Stuart Mill, a classical liberal interested in principles of personal freedom, spoke in parliament on behalf of women's suffrage as early as 1866


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[Assistant] But that initiative went nowhere, and across Europe, other efforts to gain the vote were thwarted as well. Mill went on to publish On the Subjection of Women in 1869, which drew on the ideas of his wife Harriet Taylor Mill and became one of the most translated books of its day. But again, the actual vote for women


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[Assistant] Both of my grandmothers were born before women who didn't own property.


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[Assistant] In Britain, a group of women led by Emmeline Pankhurst and her daughters Sylvia and Christabel decided to take forceful action. So in 1903, they founded the Women's Social and Political Union, which sponsored mass mobilization in which thousands of women would parade through the streets.


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[Assistant] The reaction was brutal as men attacked the marchers grabbing and twisting their breasts and generally assaulting them.


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[Assistant] Other feminist nonviolent protests included chaining themselves to the gates of parliament


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[Assistant] All of this because for men, it's only property they love.


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[Assistant] In 1913, militant suffragist Emily Wilding Davison cast herself in front of the king's horse at a horse race.


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[Assistant] And so a lot of what we think of as contemporary protest tactics have their roots in feminist movements. Misogynists struck back against these protests, of course. In Austria, men declared that feminists had been corrupted by crude, dark men of the lower races.


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[Assistant] Combining racism with misogyny, which has long been a tactic for dehumanization, feminists were also portrayed as over-sexed and unable to appreciate the refined sexuality of the heroic


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[Assistant] These people argued that for gender order and thus political stability to be maintained, a man needed a woman who looks up to his intellectual superiority and wishes to do nothing but subordinate herself. Women's hands, the prime minister of Italy said in the 1890s, were not meant for voting, but for kissing.


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[Assistant] So okay, let's go back to the question we asked at the beginning. How do we characterize the term modern life? Some maintain that technology is the key ingredient, while others say there have been technological advances across the millennia. Some point to urbanization, or changes in the role of women.


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[Assistant] Or the control over reproduction that appeared across Europe by 1900. I revealed my own bias in this episode by talking about the modern practice of public funding for education.


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[Assistant] Still others note that the idea of modern has been used for many centuries.


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[Assistant] The Roman historian Tacitus, for instance, born in the first century BCE, was happy to have lived in modern times. And so maybe modern is just a term to positively compare one's own times to other places and periods in history.


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[Assistant] And in that sense, to call one society modern is mostly just propaganda.


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[Assistant] All of that leaves me wondering what makes our contemporary world feel modern, and to what extent modernity is a judgment on ourselves and others. What does modern mean to you, and who is included in that definition of modern, and who is excluded by it? Thanks for watching. I'll see you next time.


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[Assistant] Crash Course is filmed here in the Jaden Smith Studios in Indianapolis. Thank you to Jaden Smith and indeed all of our patrons at Patreon.com slash Crash Course. We've got lots of other Crash Courses, including one about artificial intelligence that is absolutely fascinating. Thanks again for watching, and as they say in my hometown, don't forget to be awesome.


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[Assistant] 2B Unit 3 Row, row, row your boat.


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[Assistant] I'm passionate about Scott Pickett because he introduces the most ancient flavor in every single element without overpowering it. I mean that skill.


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[Assistant] But I'm going to try my best to replicate that flavor with an open fire pit and a grill. I've done the naan though.


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[Assistant] To make my chutney, I blend together mint, coriander, ginger, chilli, garlic, whole heap of spices and yoghurt and I mix it together.


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[Assistant] You need to know what's too hot and what's not. And every type of meat needs a different type of heat to cook. If I can get that cooking right, if I can get the temp right, work around cold, open fire pit, yea I should be okay.


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[Assistant] I just literally use up all the chicken. Got about 7 or 8 skewers. I just want to make sure they're perfect.


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[Assistant] So I've got about 40 minutes to go. My nando is ready and I start rolling out my naan bread.


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[Assistant] I'm trying to cook my naan bread on the cause of fire, but my naan dough is literally burning on, you know, the log.


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[Assistant] So this is kind of like a game changer and like for the first time I'm actually doing it by myself. So I'm quite proud of what I've made. It was so much fun and like this is amazing.


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[Assistant] The judges loved my dish. Scott loved my dish. I don't think I can be any happier.


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[Assistant] The colors are really amazing. Yeah mate, finish strong. Good job, Depender.


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[Assistant] For my curry paste, I've got lemon grass, galangal, cardamom pods, coriander, rehydrated chillies. Delicious goes on and on and on.


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[Assistant] How's your plum sauce coming along, Dan?


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[Assistant] An absolutely spankingly perfect tortilla. These sauces were so good.


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[Assistant] As a bow, it was fantastic. Texture was great, soft, pillowy, as it should be.


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[Assistant] I know. If the rainbow is not in the sky, then it must have disappeared.


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[Assistant] I'm afraid rainbows don't stay where you want them to.


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[Assistant] I'll stay here to keep an eye on the sky.


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[Assistant] My favorite color is you.


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[Assistant] But you brighten every day, even the dull ones.


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[Assistant] I wanna have one cake per judge. I want them to take a bite thinking that it's just your normal cake. And then they're gonna get hit by the green curry flavour.


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[Assistant] Them to experience exactly like, you know, a green curry cake.


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[Assistant] Hardly think of, because they work so well that they're part of our lives. You know, we call them humble masterpieces.


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[Assistant] The hoodie has been, even if it was not called so, but it's been an icon throughout history for good and for bad reasons.


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[Assistant] Ladies in the 17th century would wear hoodies to kind of hide themselves when we're going to meet their lovers. And then of course there's the legend, there's fantasy, there's the image of the hoodie connected to the Grim Reaper, there's the image of the hoodie connected to the execution. So there's the dark side of the hoodie.


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[Assistant] The modern incarnation of the hoodie, a garment that's made usually of cotton jersey that has a hood attached with a drawstring, sometimes it has a marsupial pocket, was introduced in the 1930s by a knickerbockered knitting company and now it's called Champion. It was meant to keep athletes warm.


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[Assistant] Of course, though, it was such a functional, such a comfortable garment that it was very rapidly adopted by workmen everywhere.


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[Assistant] And then, around the 1980s, it gets also adopted by hip hop and b-boys, skateboarders, and it takes on this kind of youth street culture. It was at the same time super comfortable, perfect for the streets, and also had that added value of the anonymity when you needed it.


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[Assistant] And then we have Mark Zuckerberg that defies convention of respectable attire for business people. But interestingly, it's also a way to show how power has changed. If you're wearing a tupi suit, you might be the bodyguard. The real powerful person is wearing a hoodie with a t-shirt and jeans.


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[Assistant] It's easy to think of the physical aspects of the hoodie. You can immediately think of wearing the hood up and you feel this warm and this protection, but at the same time,


[User] Please transcribe this text

[Assistant] You can also feel the psychological aspects of it. I mean, think of donning a hoodie all of a sudden.


[User] Please transcribe this text

[Assistant] You feel more protected. You feel that you are into your own shell.


[User] Please transcribe this text

[Assistant] We know very well what the hoodie has come to signify in the past few years in the United States. When Trayvon Martin, a 17 year old African American kid, was shot by a neighborhood vigilante.


[User] Please transcribe this text

[Assistant] A garment to have so much symbolism and history and that encompass so many different universes as the hoodie.


[User] Please transcribe this text

[Assistant] So like all garments, especially all truly utilitarian garment, it is very basic in its design, but at the same time it has a whole universe of possibilities attached.


[User] Please transcribe this text

[Assistant] I'm going out tonight. I'm gonna go out tonight.


[User] Please transcribe this text

[Assistant] I've got to get home soon. I've gotta get home soon.


[User] Please transcribe this text

[Assistant] You are not coming to my party. You ain't coming to my party. You don't know me. You don't know me.


[User] Please transcribe this text

[Assistant] I want to see you later. I wanna see you later.


[User] Please transcribe this text

[Assistant] You've had 240 minutes of pressure, but there's nothing like this next 5 minutes of pressure.


[User] Please transcribe this text

[Assistant] So a few years ago I heard an interesting rumour.


[User] Please transcribe this text

[Assistant] Apparently, the head of a large pet food company would go into the annual shareholders meeting with a can of dog food. And he would eat the can of dog food.


[User] Please transcribe this text

[Assistant] And this was his way of convincing them that if it was good enough for him, it was good enough for their pets. This strategy is now known as dog fooding.


[User] Please transcribe this text

[Assistant] And it's a common strategy in the business world. Doesn't mean everyone goes in and eats dog food.


[User] Please transcribe this text

[Assistant] But business people will use their own products to demonstrate that they feel that they're confident in them.


[User] Please transcribe this text

[Assistant] Now, this is a widespread practice, but I think what's really interesting is when you find exceptions to this rule. When you find cases of businesses or people in businesses who don't use their own products. Turns out there's one industry where this happens


[User] Please transcribe this text

[Assistant] In a common way, in a pretty regular way, and that is the screen-based tech industry.


[User] Please transcribe this text

[Assistant] In 2010, Steve Jobs, when he was releasing the iPad, described the iPad as a device that was extraordinary.


[User] Please transcribe this text

[Assistant] The best browsing experience you ever had, way better than a laptop, way better than a smartphone. It's an incredible experience. Now a couple of months later, he was approached by a journalist from the New York Times, and they had a long phone call. And at the end of the call, the journalist threw in a question that seemed like a sort of softball. He said to him, your kids must love the iPad.


[User] Please transcribe this text

[Assistant] And there's an obvious answer to this, but what Job said really staggered the journalist. He was very surprised because he said,


[User] Please transcribe this text

[Assistant] Thing in the tech world. In fact, there's a school quite near Silicon Valley called the Waldorf School of the Peninsula, and they don't introduce screens until the eighth grade. Now what's really interesting about the school is that 75 percent of the kids who go there have parents who are high-level Silicon Valley tech execs.


[User] Please transcribe this text

[Assistant] So when I heard about this, I thought it was interesting and surprising, and it pushed me to consider what screens were doing to me and to my family and the people I loved and to people at large. And so for the last five years, as a professor of business and psychology, I've been studying the effect of screens on our lives.


[User] Please transcribe this text

[Assistant] And I want to start by just focusing on how much time they take from us. And then we can talk about what that time looks like. So what I'm showing you here is the average 24-hour workday at three different points in history.


[User] Please transcribe this text

[Assistant] 2007, 10 years ago, 2015, and then data that I collected actually only last week. And a lot of things haven't changed all that much.


[User] Please transcribe this text

[Assistant] We engage in survival activities. These are things like eating and bathing and looking after kids about three hours a day. And that leaves this white space. That's our personal time. That space is incredibly important to us.


[User] Please transcribe this text

[Assistant] That's the space where we do things that make us individuals. That's where hobbies happen, where we have close relationships, where we really think about our lives, where we get creative, where we zoom back and try to work out whether our lives have been meaningful.


[User] Please transcribe this text

[Assistant] And of course we get some of that from work as well, but when people look back on their lives and they wonder what their lives have been like at the end of their lives, you look at the last things they say, they are talking about those moments that happened in that white personal space. So it's sacred. It's important to us.


[User] Please transcribe this text

[Assistant] Now what I'm going to do is show you how much of that space is taken up by screens across time. In 2007, this much. That was the year Apple introduced the first iPhone. Eight years later, this much.


[User] Please transcribe this text

[Assistant] Now, this much. That's how much time we spend at that free time in front of our screens. This yellow area, this thin sliver, is where the magic happens. That's where your humanity lives. And right now, it's in a very small box.


[User] Please transcribe this text

[Assistant] So what do we do about this? Well the first question is, what does that red space look like?


[User] Please transcribe this text

[Assistant] Now, of course, screens are miraculous in a lot of ways. I live in New York, a lot of my family lives in Australia, and I have a one-year-old son, and the way I've been able to introduce them to him is with screens. I couldn't have done that 15 or 20 years ago in quite the same way. So there's a lot of good that comes from them.


[User] Please transcribe this text

[Assistant] One thing you can do is you can ask yourself what goes on during that time.


[User] Please transcribe this text

[Assistant] How enriching are the apps that we're using? And some are enriching. If you stop people while they're using them and say, tell us how do you feel right now, they say they feel pretty good about these apps. Those that focus on relaxation, exercise, weather, reading, education and health. They spend an average of nine minutes a day on each of these. These apps make them much less happy.


[User] Please transcribe this text

[Assistant] About half the people, when you interrupt them and say, how do you feel, say they don't feel good about using them.


[User] Please transcribe this text

[Assistant] People spend 27 minutes a day on each of these. We're spending three times longer on the apps that don't make us happy. That doesn't seem very wise.


[User] Please transcribe this text

[Assistant] Now one of the reasons we spend so much time on these apps that make us unhappy is they rob us of stopping cues. Stopping cues were everywhere in the 20th century. They were baked into everything we did. A stopping cue is basically a signal that it's time to move on, to do something new, to do something different.


[User] Please transcribe this text

[Assistant] You watched a show on TV, eventually the show would end and then you'd have a week until the next one came. So there were stopping cues everywhere. But the way we consume media today is such that there are no stopping cues.


[User] Please transcribe this text

[Assistant] The news feed just rolls on and everything's bottomless. Twitter, Facebook, Instagram, email, text messaging.


[User] Please transcribe this text

[Assistant] So we can get a cue about what to do from Western Europe, where they seem to have a number of pretty good ideas in the workplace. Here's one example. This is a Dutch design firm. And what they've done is they've rigged the desks to the ceiling.


[User] Please transcribe this text

[Assistant] The space turns into a yoga studio, one day a week into a dance club. It's really up to you which ones you stick around for. But this is a great stopping rule, because it means that at the end of the day, everything stops. There's no way to work. At Daimler, the German car company, they've got another great strategy. When you go on vacation,


[User] Please transcribe this text

[Assistant] You can imagine what that's like. You go on vacation and you're actually on vacation. The people who work at this company feel that they actually get a break from work.


[User] Please transcribe this text

[Assistant] Sometimes I'll be alone, sometimes with other people, sometimes in a restaurant, sometimes at home. But the rule that I've adopted is I will never use my phone at the table. It's far away.


[User] Please transcribe this text

[Assistant] As far away as possible. Because we're really bad at resisting temptation, but when you have a stopping cue that every time dinner begins, my phone goes far away, you avoid temptation altogether.


[User] Please transcribe this text

[Assistant] But what happens is you get used to it. You overcome the withdrawal the same way you would from a drug. And what happens is life becomes more colorful, richer, more interesting. You have better conversations. You really connect with the people who are there with you.


[User] Please transcribe this text

[Assistant] I think it's a fantastic strategy and we know it works because when people do this, and I've tracked a whole lot of people who have tried this, it expands. They feel so good about it that they start doing it for the first hour of the day in the morning. They start putting their phones on airplane mode on the weekend.


[User] Please transcribe this text

[Assistant] That way, your phone remains a camera, but it's no longer a phone.


[User] Please transcribe this text

[Assistant] So what's the take home here? You know, screens are miraculous. I've already said that and I feel that it's true. But the way we use them is a lot like driving down a really fast, long road.


[User] Please transcribe this text

[Assistant] You can either glide by past, say, the beautiful ocean scenes and take snaps out the window, and that's the easy thing to do.


[User] Please transcribe this text

[Assistant] Or you can go out of your way to move the car to the side of the road to push that brake pedal. To get out.


[User] Please transcribe this text

[Assistant] Take off your shoes and socks. Take a couple of steps onto the sand. Feel what the sand feels like under your feet.


[User] Please transcribe this text

[Assistant] Walk to the ocean and let the ocean lap at your ankles.


[User] Please transcribe this text

[Assistant] Your life will be richer and more meaningful because you breathe in that experience and because you've left your phone in the car. Thank you.


[User] Please transcribe this text

[Assistant] Here is another example. Do you think this sentence is correct? Once again, the pronunciation is perfect, but the intonation is not.


[User] Please transcribe this text

[Assistant] 2B Unit 10. There is thunder.


[User] Please transcribe this text

[Assistant] I love that we can be creative and I love surprises. So whatever you throw under these boxes, it's always exciting to make it all come together.


[User] Please transcribe this text

[Assistant] I was thinking how would I feed my family if I had one pot and one pan and one oven resting tray?


[User] Please transcribe this text

[Assistant] A Bengali vegetable medley and kichiri.


[User] Please transcribe this text

[Assistant] I'm finally getting this meal onto the plate. It feels like home enough that my kids are about to come downstairs and ask mom what's for dinner tonight? What have you made?


[User] Please transcribe this text

[Assistant] So I'm gonna start this essay with a contextualization around Asset Horizon. Uhm, in a sense, uh, closing out 2020 with...


[User] Please transcribe this text

[Assistant] A return to Deleuze in this fashion is particularly in step with what we do here because this essay was written in 1991, published in the October journal, you know, that October in 1992. And it is Deleuze's kind of contribution to Foucault's


[User] Please transcribe this text

[Assistant] Disciplinary society. Deleuze opens with like, just a wonderful description of, uh, the disciplinary technologies that Foucault outlines in DNP, and he talks about this scene in Rossellini's Europa 51, the socialist realist film.


[User] Please transcribe this text

[Assistant] Where, uh, Irene, when she's trying to talk about why she believes that the sort of fascistic, labor-oriented disposition of her husband is depressing, she says that in a vision where she saw laborers, she thought that she was seeing convicts.


[User] Please transcribe this text

[Assistant] Bodies move from enclosed space to enclosed space, right? The child goes from his family household to school, and the school teacher says, you're no longer at home, you're no longer in the family. Then the child is drafted to fight in Vietnam or something, right? And the first thing that


[User] Please transcribe this text

[Assistant] And, uh, then occasionally the prison or the hospital and so on and all of these things are in closed environments, but they reach a sort of...


[User] Please transcribe this text

[Assistant] General point of alteration which is the introduction of this newer technology which allows for


[User] Please transcribe this text

[Assistant] Right? It's a continual system that is open. The corporation is not the factory floor. The corporation is this gaseous.


[User] Please transcribe this text

[Assistant] The rhizomatic structure and how capital can sort of recuperate these ideas of molecularity and so on. Because I think there's more, there's more there and I think we could actually have a lot of really fruitful chit chat about this paper through specifically that. Craig, the reason why I think I'm interested in what you have to say about this is particularly like,


[User] Please transcribe this text

[Assistant] Maybe one place to start, and I'm sorry if this throws you off, but it's been something that I've been thinking about.


[User] Please transcribe this text

[Assistant] For a while because we've been talking about this paper is like, how do you feel about these ideas of the society of control when you are literally watching bodies get inscribed by prison industrial complexes as a part of your sort of day to day experience?


[User] Please transcribe this text

[Assistant] The bank, my leasing office, the HR department at my school, like, I mean, the Kafka-esque element is here, and of course, like, he cites the trial.


[User] Please transcribe this text

[Assistant] But I think Zero is a particularly important one when it comes to an analysis of Foucault, because the thing about Deleuze, I think, is he has one of the, like, deepest, most complex readings of the work of Michel Foucault. And in a sense, I just don't like this idea that


[User] Please transcribe this text

[Assistant] That what we have to see in the postscripts, uh, the postscripts here is some sort of critique.


[User] Please transcribe this text

[Assistant] I don't think that's what this is. I don't think that's what Deleuze is interested in. If anything, it's taking the very sort of new historicist approach that we get or elements of it that we get in Foucault and sort of extending it and the zero sort of shows that Deleuze actually has some additive properties here.


[User] Please transcribe this text

[Assistant] Because every single time one of these bodies enters this new space, right, you're no longer in the school, you're no longer, uh, at home.


[User] Please transcribe this text

[Assistant] This is sort of a, a point of beginning. New, new skills need to be developed, whereas in the society of control, the very basis is this is, this person is a set of data.


[User] Please transcribe this text

[Assistant] And on the exterior, we can alter the way in which this data is oriented to these particular institutions, through which it will pass through, right? Like, Gatari has this idea that Delos presents in the essay where an individual can go through particular gates, but not others on the basis of the data that they present.


[User] Please transcribe this text

[Assistant] Uhm, you know, the, the, the, the key distinction that Deleuze makes between his position, uh, of the new, the society to come, uh, and sort of this malignant form of a people to come.


[User] Please transcribe this text

[Assistant] Good, and I think you're right to push back against this notion that like, that one way we're supposed to see this is some sort of critique of Foucault and that we have to make some sort of choice because I'm not going to. I'm not going to pick a poison here.


[User] Please transcribe this text

[Assistant] In a certain sense, though, on top of that, I still think that the notion of subjectivation is important there. And Deleuze being sort of a Foucault scholar, uhm,


[User] Please transcribe this text

[Assistant] I see an element of the second volume of the history of sexuality there, where, uh, Foucault sort of sees


[User] Please transcribe this text

[Assistant] Elements of, of the laws in Plato's Republic as, as not only, uhm,


[User] Please transcribe this text

[Assistant] That sort of Protestant work ethic sort of shit that we get in early sociological analysis. This is something entirely new and it's still fundamentally reliant on


[User] Please transcribe this text

[Assistant] Foucault's work. So in a sense where we, we, you know, uh, Foucault is like the owl of Minerva in that it can only like, he can only retroactively, you know, identify these things. In a sense, the postscript can't exist.


[User] Please transcribe this text

[Assistant] The society of discipline is one where, uh, it's abnormality that is sort of, uh,


[User] Please transcribe this text

[Assistant] Institutionalized, reformed in such a way that it can become a part of this, uh, hierarchized but homogenized group and then it can operate.


[User] Please transcribe this text

[Assistant] But, like, there's still a tension between, I think, the society of discipline and the society of control. And I think Craig's point about, uh, how these two things can coexist, I think, is, is, is,


[User] Please transcribe this text

[Assistant] Particularly the interesting one, because I'm reminded of an episode that we did a long time ago, now. Early pandemic. We talked about Hart and Negri, where the industrial economy and the information economy


[User] Please transcribe this text

[Assistant] One doesn't always simply just overtake the other and it becomes sort of the sole form. One becomes dominant but is still fundamentally reliant on the axioms of the system that preceded it. In a certain sense, I think the same argument can be made about the transition from disciplinary societies to societies of control.


[User] Please transcribe this text

[Assistant] And I, I think if we are to go from sovereign power to disciplinary power to the power of control, the old axiomatic still sort of lingers in the newer formulation in this way that's comparable to how empire sort of historic, uh, historically analyzes the development of capital.


[User] Please transcribe this text

[Assistant] That Matt and I have discussed sort of outside of acid horizon, like I think I tweeted the other day, like, you know, if you can just get Matt with like a beer and on discord, you can like


[User] Please transcribe this text

[Assistant] Chatelet has deep admiration for Felix Gattari and, uh, Gattari and, uh, Gilles Deleuze. Uhm, but he sort of says that capital can, like, uh, de-territorialize, decode faster than, like, any of your, like, molecular revolutionary bodies can come from the outside, like a war machine or whatever. Uhm, but in a sense,


[User] Please transcribe this text

[Assistant] It's a description of a logic of a system, and it doesn't necessarily mean that the


[User] Please transcribe this text

[Assistant] There's no necessary active prescription of revolution that's not also, uh,


[User] Please transcribe this text

[Assistant] Yeah, in a certain sense, I think part of what this is is, uh, you know, the famous interview where, you know, Foucault is sitting in like a, something that looks like a cathedral and he says that,


[User] Please transcribe this text

[Assistant] You know, the man before the judge, he looks to the judge and he says, I demand to be punished. That's what the plea is, right? It's a...


[User] Please transcribe this text

[Assistant] In a sense, what I get from your reading, Adam, is when discipline is no longer what the state is concerned with, but in fact it's on you, and now you perpetually have to, have to.


[User] Please transcribe this text

[Assistant] Sort of desire it, right? You have to, from the get-go, it's when...


[User] Please transcribe this text

[Assistant] It's when these institutions no longer become mechanisms of creating subjectivities but instead these subjectivities need to now, uh, propel themselves into these institutions. But in a sense, right, this is comparable to what


[User] Please transcribe this text

[Assistant] Matt always says about power in Foucault, where he says that it's not necessarily how


[User] Please transcribe this text

[Assistant] The, the proverbial hand of power says no to an individual, but rather how it can propel an individual to say yes. So I still see this tension here. I don't see, you know, the, the power analytic of Foucault completely overwhelmed and purely historical now.


[User] Please transcribe this text

[Assistant] Uhm, so that's why for that reason, I still have to be on...


[User] Please transcribe this text

[Assistant] On team, team Craig here, uh, with that analysis because even, even the subjects, even if this notion of the subject at risk can only exist with the prior axiom of a panoptic society where individuals are operating as though they are subject to


[User] Please transcribe this text

[Assistant] We all operate on Twitter as though the eye of the state pierces our likes. We do it to each other. Uhm, so in a certain sense, like, what I'm interested in


[User] Please transcribe this text

[Assistant] Is sort of this, this question at the end is like, what kind of ways can we find to, to disrupt or resist against societies of control, uh, that don't just, uh, that don't just find themselves re-articulated as new forms of subjectivity under power relations?


[User] Please transcribe this text

[Assistant] Uhm, because I think here the very last sentence becomes


[User] Please transcribe this text

[Assistant] The most important one, which is that now that it's been blasted out into the open, and exteriority is really important to Foucault, the outside is the very thing that is enclosed.


[User] Please transcribe this text

[Assistant] These institutions then it is to reject the various gaseous elements of the corporation because in a sense they too have become imperceptible.


[User] Please transcribe this text

[Assistant] Right? Everything is always reifying. Even the most, even the most deeply intense forms of rejection always find themselves rearticulating these other edifices or even worse, propping them up. So I think that's why these coils are so molecular.


[User] Please transcribe this text

[Assistant] Yeah, there's, there's this sort of really, really evil thing where if you succeed, right, even if in a sense you're able to provide some sort of intellectual, uh,


[User] Please transcribe this text

[Assistant] Curiosity or whatever that makes these individuals, uh, feel more attuned to the world, right? We'll take that old.


[User] Please transcribe this text

[Assistant] Saying and in a sense like they do get a job or what have you.


[User] Please transcribe this text

[Assistant] Right? It's just what these machines do. They, they, they, they will function, you know, until they have burned through all of the flesh and corporeal monstrosity that they need to, and they will continue to do so. Like there's just, I, this is when I get frustrated by like,


[User] Please transcribe this text

[Assistant] Like, I don't mean to, to, I'll do this, whatever, I'll get political, uhm.


[User] Please transcribe this text

[Assistant] Uh, this is why I get frustrated by like liberals who will post like that video of like, uhm, the, the, the train, uh, moderator audio where they talk about how like if you're not operating correctly, you know, you're, you don't, you don't,


[User] Please transcribe this text

[Assistant] Like, y-you get evicted once. That's it.


[User] Please transcribe this text

[Assistant] Right? Uhm, and in a sense, like the very existence of a credit score, like the United States is a country basically tethered together by like


[User] Please transcribe this text

[Assistant] Different chains of debt. Like we talk about lines of credit and so on and we talk about a line of credit being this like fundamentally liberating thing, right? We're having all of these discussions about who historically hasn't gotten lines of credit and so on and we're trying to make this


[User] Please transcribe this text

[Assistant] More equal, but in a sense what it also shows is it also shows just how deeply in our society


[User] Please transcribe this text

[Assistant] In a sense, our whole basis for functioning within society is based on well, what debt do you carry?


[User] Please transcribe this text

[Assistant] Who do you owe this or that to? And like, it's not just like a cultural thing or this like virtual thing that exists in the virtual. In the most material sense, like the basis of our society is a series of different debts you go into and come out.


[User] Please transcribe this text

[Assistant] But you're always in debt. You're always in debt. You enter into a new one through exiting the other.


[User] Please transcribe this text

[Assistant] Yeah, so quick, quick response to Adam. I think you get some of that in Foucault's third volume of the history of sexuality with the politics of friendship and the disclosing of secrets and the forming of these like small, uh, political units. But I want to close


[User] Please transcribe this text

[Assistant] With this, because I wanna close with Deluz as Foucauldian. Here.


[User] Please transcribe this text

[Assistant] And Deleuze saw Foucault writing about the things he did because


[User] Please transcribe this text

[Assistant] And he makes the point not to say tolerable, intolerable necessarily because unjust, but because they were imperceptible.


[User] Please transcribe this text

[Assistant] In the particular discipline and in the social body.


[User] Please transcribe this text

[Assistant] He writes to expose, to give face to these barbarities, these technologies of power and so on. And what I actually see here


[User] Please transcribe this text

[Assistant] Is Deleuze seeing the technology of control as intolerable and he has to sort of


[User] Please transcribe this text

[Assistant] He has to sort of, uh, because no one sees it, he has to articulate it. Because if there's one thing that Foucault and Deleuze agree on is that


[User] Please transcribe this text

[Assistant] Thought and articulation is already bound up together. That there isn't an extraordinary distance between like, we'll see like theory nerds on Twitter fight, between theory and praxis and so on.


[User] Please transcribe this text

[Assistant] Foucault. And that's what I see in this essay.


[User] Please transcribe this text

[Assistant] Oh wow. I love chilli so much. It's something that's always been in the garden, but...


[User] Please transcribe this text

[Assistant] I'm a little bit concerned because these chillies might be tricky to balance.


[User] Please transcribe this text

[Assistant] It's really nice. There's definitely lemony fruitiness in this chilli. It's really delicate and the heat follows.


[User] Please transcribe this text

[Assistant] This lemon burst chilli has really inspired my thinking today. I want to bring in more lemon. I want to bring in lemon balm. And seafood and lemons are a marriage made in heaven. Yes, Ali.


[User] Please transcribe this text

[Assistant] My pasta is out of the water, it's finished cooking, and now I'm tossing it through the sauce. The more I toss, the better. This is going to be a silky delicious pasta dish.


[User] Please transcribe this text

[Assistant] It's a little known secret, but for more than half a century, a dark cloud has been looming over modern science.


[User] Please transcribe this text

[Assistant] Here's the problem. Our understanding of the universe is based on two separate theories. One is Einstein's general theory of relativity.


[User] Please transcribe this text

[Assistant] That's a way of understanding the biggest things in the universe. Things like stars and galaxies.


[User] Please transcribe this text

[Assistant] But the littlest things in the universe, atoms and subatomic particles, play by an entirely different set of rules called quantum mechanics.


[User] Please transcribe this text

[Assistant] These two sets of rules are each incredibly accurate in their own domain. But whenever we try to combine them,


[User] Please transcribe this text

[Assistant] To solve some of the deepest mysteries in the universe, disaster strikes.


[User] Please transcribe this text

[Assistant] At that instant, a tiny nugget erupted violently.


[User] Please transcribe this text

[Assistant] Over the next 14 billion years, the universe expanded and cooled into the stars, galaxies, and planets we see today.


[User] Please transcribe this text

[Assistant] If we run the cosmic film in reverse, everything that's now rushing apart comes back together.


[User] Please transcribe this text

[Assistant] And incredibly tiny, our projector jams.


[User] Please transcribe this text

[Assistant] Our two laws of physics, when combined, break down.


[User] Please transcribe this text

[Assistant] But what if we could unite quantum mechanics and general relativity and see the cosmic film in its entirety?


[User] Please transcribe this text

[Assistant] Well, a new set of ideas, called string theory, may be able to do that. And if it's right,


[User] Please transcribe this text

[Assistant] It would be one of the biggest blockbusters in the history of science.


[User] Please transcribe this text

[Assistant] Someday string theory may be able to explain all of nature from the tiniest bits of matter to the farthest reaches of the cosmos.


[User] Please transcribe this text

[Assistant] Using just one single ingredient.


[User] Please transcribe this text

[Assistant] Well, you can think of it like this. Imagine you lived in a city ruled not by one set of traffic laws, but by two separate sets of laws that conflicted with each other. As you can see, it would be pretty confusing.


[User] Please transcribe this text

[Assistant] But before we can find that theory, we need to take a fantastic journey to see why the two sets of laws we have conflict with each other. And the first stop on this strange trip is the realm of very large objects.


[User] Please transcribe this text

[Assistant] To describe the universe on large scales, we use one set of laws, Einstein's general theory of relativity, and that's a theory of how gravity works.


[User] Please transcribe this text

[Assistant] General relativity pictures space as sort of like a trampoline, a smooth fabric that heavy objects like stars and planets can warp and stretch. Now according to the theory, these warps and curves create what we feel as gravity.


[User] Please transcribe this text

[Assistant] That is, the gravitational pull that keeps the Earth in orbit around the Sun is really nothing more than our planet following the curves and contours that the Sun creates in the spatial fabric.