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[Assistant] For the third person, plural, the ending ть changed to the ending ют. Они бегают, они гуляют, они прыгают. Great!


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[Assistant] Remember the modifications of the verb of the first conjugation and now let's learn a few new verbs.


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[Assistant] And here we see a useful phrase consisting of the verb TO DO and the noun EXERCISE. TO DO EXERCISE Делать упражнения Делать упражнения TO DO Делать EXERCISE упражнения упражнения The next verb is TO SWIM


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[Assistant] Плавать. Плавать. To swim in Russian is Плавать. Next verb. To dance. Танцевать. Танцевать. To dance. Танцевать. And one more time. Танцевать. This is probably my favorite exercise and activity. And we are moving on.


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[Assistant] And the next verb is to lift up. To lift up in Russian is поднимать.


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[Assistant] So, we learned 5 new verbs, now let's see how they will change depending on person and number.


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[Assistant] Since now we are learning verbs of the first conjugation, respectively, we will use this table. And here is our first verb. Делать. Делать.


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[Assistant] It means to do or to make.


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[Assistant] From the ending which will change depending on the person and the number.


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[Assistant] Elsa, I want to remind you that there is only one present tense in Russian. Therefore, if you want to say in Russian I do, I am doing, I have been doing


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[Assistant] For all three cases, we use only one skym.


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[Assistant] Also, please note that this scheme doesn't work for the present perfect tense in English. The analog of the present perfect tense will be the past tense in Russian, but we will talk about it later. So, I do, I am doing, I have been doing, Я делаю. You do, you are doing, you have been doing, Ты делаешь.


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[Assistant] I hope you understand that there is only one present tense in Russian, therefore I will use only one analogue of the English present tense to save you time. He does. She does. It does.


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[Assistant] Okay, now let's see how the verb to swim changes. To swim in Russian is плавать, плавать.


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[Assistant] And the scheme is the same. We will take the infinitive form and change Т to the corresponding personal ending. I swim. Я плаваю. Я плаваю. You swim. Ты плаваешь. Ты плаваешь. Ты плаваешь. He swims. Он плавает. Он плавает. She swims.


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[Assistant] Are you ready for a more difficult case? I hope so.


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[Assistant] Let's figure out how the verb to dance is conjugated. To dance in Russian is танцевать. Танцевать. And everything is fine with this ending ть.


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[Assistant] Because it changes to the corresponding personal ending normally. But the problem is in the underlined part of this verb. This part is only in the infinitive.


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[Assistant] When conjugating, this part of the word is replaced in all cases by uuuh, uuuh.


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[Assistant] So, the unchanging part in all forms will be not танцева, but танцу. I dance. Я танцую. Я танцую. You dance. Ты танцуешь. Ты танцуешь. He dances. Он танцует. Он танцует. She dances. Она танцует.


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[Assistant] Она танцует. It dances. Оно танцует. We dance. Мы танцуем. You dance. Вы танцуете. They dance. Они танцуют.


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[Assistant] My podnimayem. My podnimayem. Vy podnimayete. Vy podnimayete. Any podnimayut. Any podnimayut.


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[Assistant] This time I didn't use the translation in English, and I hope that this didn't make it difficult to understand, because over time I'll translate less so that you get used to the Russian language more.


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[Assistant] And we have the last verb we learned before to conjugate. This is the verb to play. Играть, играть. Try to repeat after me, okay? Я играю.


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[Assistant] Now is the time to do the exercise. Now. Сейчас. Time. Время. To do. Делать. Exercise. Упражнение. Сейчас время делать упражнение. So, here you see the new verb. To begin. Начинать. Начинать. Начинать. So,


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[Assistant] Your task is to make conjugation for this verb and fill in this table. Take your time and when you are ready, check the correct answers.


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[Assistant] Okay, ready? Let's see what we've got. Our verb is to begin. Начинать. Я начинаю. Я начинаю. Ты начинаешь. Ты начинаешь. Он начинает. Он начинает. Она начинает. Она начинает. Оно начинает.


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[Assistant] Check it with your version and understand what the problem is.


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[Assistant] But we are moving on and in this lesson I would also like to tell you about the phrase I like and I don't like.


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[Assistant] That is, we will also look at the formation of negation in Russian.


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[Assistant] Let's try to figure out how to say I like in Russian.


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[Assistant] In order to say I like in Russian, we use such a phrase. Мне нравится. Мне нравится. Let me explain it.


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[Assistant] Russian is a null-subject language, so it allows constructing sentences without subjects. It means that we have impersonal sentences. So, instead of using pronoun I, we use dative form of this pronoun. Мне. Мне.


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[Assistant] Because dative impersonals usually express personal feelings, where experiencer in dative case can possibly be considered as subject.


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[Assistant] For example, if we want to say, I feel bad, we say, Мне плохо. Плохо?


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[Assistant] If I want to say, I feel good, I say, мне хорошо, мне хорошо.


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[Assistant] Хорошо, it's also their adverb, and it means good. So, if we want to say I like, we say Мне нравится. Мне нравится. Мне нравится.


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[Assistant] Don't worry, the cases of the Russian language, including the dative case, we will study later. But for now, just remember this useful phrase. Мне нравиться.


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[Assistant] Okay, good. But what to do if you don't like something?


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[Assistant] For this, let's see how negation is formed in Russian. Actually, everything is not so hard, because in order to convert any statement into a negation, all you need to do is to place НЕ, it means NO, before the word you want to negate. I dance. Я танцую.


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[Assistant] But if I don't dance, it means that I wanna negate the word танцую.


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[Assistant] So, I add не before the verb. Я не танцую. Я не танцую. I don't dance. Я не танцую. He swims. Он плавает. He doesn't swim. Он не плавает. You run. Вы бегаете. You don't run. Вы не бегаете.


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[Assistant] As you can see, the negation in Russian is formed the same regardless of person and number. Therefore, if you want to say I don't like, in Russian it will be Мне не нравится. Мне не нравится. Мне не нравится.


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[Assistant] Okay, and here's the last exercise for today.


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[Assistant] You need to supplement this sentence with any verb you want and translate it into Russian. For example, I like to swim. Мне нравится плавать. And I don't like to swim. Мне не нравится плавать. Write your sentences and then we will look at mine.


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[Assistant] And here is my variant. I like to dance. Мне нравится танцевать. Мне не нравится бегать.


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[Assistant] Мне не нравится бегать. Мне не нравится бегать. Honestly, it's very close to the truth. Let's make a revision. Повторение Repeat after me. Повторяй за мной. Repeat after me. Повторяй за мной. To do exercise. Делать упражнение.


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[Assistant] to dance, танцевать to lift up, поднимать


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[Assistant] I don't like.


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[Assistant] And that's all for today. Thank you for being with me in this lesson, and I'm looking forward to the next one. Have a nice day, evening or morning, and see you soon! Bye-bye! Пока-пока!


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[Assistant] Buddha doesn't give the true scriptures to just anyone.


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[Assistant] You must prove you're worthy by surviving a long and difficult journey.


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[Assistant] Stop thinking about food, Bajie, said Wukong. We're Buddhist monks now. We should think only about reaching the western paradise.


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[Assistant] We can't cross this river with the monster in there. I'll ask Guan Yin for help.


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[Assistant] Bajie and I were punished for crimes in heaven too, said Wukong.


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[Assistant] So is the horse. Did you know the horse is really a dragon? Wu Jing looked doubtful.


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[Assistant] Lesson 27 Mrs Smith's living room Mrs Smith's living room is large. There is a television in the room.


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[Assistant] There are some magazines on the television.


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[Assistant] There are some newspapers on the table.


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[Assistant] The armchairs are near the table.


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[Assistant] There is a stereo in the room. The stereo is near the door


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[Assistant] There are some pictures in the room. The pictures are on the wall


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[Assistant] Chapter 23, Great Protectors.


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[Assistant] He lunged at the monkey again. Wukong jumped out of the way.


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[Assistant] Said the pig. He swung his rake again.


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[Assistant] Zu Bajie joined the group, and the three of them continued west.


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[Assistant] As they traveled, the pig kept complaining.


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[Assistant] They went around a bend and saw a large tiger.


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[Assistant] Bajie and Wukong quickly pulled out their weapons.


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[Assistant] Said the tiger. He looked at the tang monk.


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[Assistant] The tiger dodged the bar and then almost got hit by the rake again. He turned and fled. Wukong and Bajie ran after the tiger.


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[Assistant] Whispered Bajie. The monkey and pig sneaked up to the bushes. But the tiger wasn't there.


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[Assistant] Instead, a tiger's skin lay over a rock.


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[Assistant] A baseball team has nine players. Each player is important.


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[Assistant] She pitches the ball to the batter.


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[Assistant] He hits the ball the pitcher pitches.


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[Assistant] The catcher is very important. He catches the ball. The pitcher pitches.


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[Assistant] She catches the ball, the batter hits.


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[Assistant] The outfielder is very important. He catches the ball, the batter hits.


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[Assistant] To win, a team needs each player.


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[Assistant] Baseball is a team sport. Players play together to win.


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[Assistant] There's a ginseng tree at this abbey. They said its fruit is delicious and valuable.


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[Assistant] Hello everyone and welcome back to EnglishPod. My name is Marco.


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[Assistant] That's right. We are actually going to visit a farm. So yeah, it's going to be fun. We're going to see a lot of animals and not only that, but we're going to learn a lot of interesting words and phrases in English today. But before we get started, let's take a look at vocabulary preview.


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[Assistant] Okay, so you know country as like the United States, Mexico, China, etc. But in this case, we are going out to the country. Not out of the country, we're going out to the country.


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[Assistant] Right. And you'd have a lot of animals. So usually, farms are found on the countryside or at the countryside. In the countryside. So usually farms are found in the countryside.


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[Assistant] Alright, we're back, so obviously some people cannot go to the countryside.


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[Assistant] Alright, but before we talk about that, why don't we take a look at four keywords in Language Takeaway.


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[Assistant] Alright, so a goat is a strange looking animal. It's kinda skinny and uh, what do you get from a goat?


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[Assistant] Okay, so a goat, can you, and we heard that the sound that a goat makes, so I think it's pretty clear what a goat is, and they're very common as we say in farms such as sheep and horses, cows, etc.


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[Assistant] Right, that's why they say they're very good climbers, cause they don't fall off the mountains. Alright, and well if you have cows, then they're probably going to be grazing.


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[Assistant] Alright, so cows are usually grazing out in the countryside and, well, once they finish grazing and they get all fat, then in the mornings you have to milk them.


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[Assistant] Alright, and if you milk a cow is when you extract the milk, the liquid from them, right?


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[Assistant] Okay, interesting word as well. Utter, right? It's like that big bag full of milk. Exactly. So to milk a cow. Alright. And you have cows out in the fields grazing and probably your horses and donkeys are going to be in the stable.


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[Assistant] Okay, so they're probably separated in different little rooms or compartments and that's called a stable. So as you say, you usually find horses and uh, cows and donkeys in there.


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[Assistant] Alright, very good. So four key words there as we just saw. Why don't we listen to this dialogue again, and we'll be back soon.


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[Assistant] Alright, and that's our first phrase for today. I have to confess.


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[Assistant] Right. And in this case it was the girl who was confessing, and what she confessed is her second key phrase.


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[Assistant] And if we change the noun, right, and we can say for example, I don't know the first thing about cars. So I have no idea of what models they are or what type of engine they have. I don't know the first thing about cars.


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[Assistant] Okay, so it's a phrase that you can use with many, many different nouns, right? I don't know the first thing about architecture. I don't know the first thing about English.


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[Assistant] Okay, and well, obviously since she didn't know the first thing about farming, she ended up leaving and she said, you know what, I don't think I can hack it out here in the countryside.


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[Assistant] Alright, so I'm sure you guys will be able to hack our dialogue one last time, so let's listen to it and we'll be back.


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[Assistant] It is actually a little bit refreshing to be out in the countryside sometimes and not even have, uh, internet or cell phone coverage or anything. So it's just basically, you can't do anything else but relax, read a book.


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[Assistant] I've met many people who live in the city, who grew up in the city and have never seen, for example, a live chicken. And when they see it, they just freak out and take pictures with the chicken or, or a cow or something. It's, it's amazing.


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[Assistant] Yes, indeed. So why don't you guys, uh, come to our website EnglishPod.com. Let us know what you think about this. Maybe you're very familiar with the countryside or have a relative who's a farmer. It's, it's great. So, uh, visit us EnglishPod.com and if you have any questions or comments, you can leave them there as well.


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[Assistant] Journey to the West, Chapter 29, The Magic Sleeve.


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[Assistant] The two angry priests went outside and gasped.


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[Assistant] Inside the abbey, the Tang monk was scolding his companions.


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[Assistant] Said Bajie. Wukong gave the priest a suspicious look.


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[Assistant] He knew they were lying, but he didn't know why.


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[Assistant] The priest led the group to a small room in the abbey. The Tang monk and his companions went inside.


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[Assistant] Said Bajie. Wukong noticed that the priest didn't come in.


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[Assistant] He was about to say something when one priest slammed the door shut.


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[Assistant] The four travelers escaped that night and headed west.


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[Assistant] The Tang monk glanced nervously at his companions.


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[Assistant] Said the man. He suddenly stood much taller.


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[Assistant] Wukan pulled out his iron bar. Bajie and Wujing raised their weapons.


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[Assistant] The great immortal rose into the air and landed on a cloud Wukong laughed.


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[Assistant] The great immortal waved his arm. His sleeve swooped down toward Wukong and his companions. Instantly they were all swept up in it.


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[Assistant] Nonsense, said Wukong. You never have to fear any wild animals. You have three powerful companions.


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[Assistant] I've never heard of him. I doubt he's very powerful.


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[Assistant] I used to live in heaven. The place isn't that great.


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[Assistant] Come in, Amy. Shut the door, please.


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[Assistant] This bedroom's very untidy.


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[Assistant] Open the window and air the room.


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[Assistant] Then put these clothes in the wardrobe. Then make the bed.


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[Assistant] Dust the dressing table. Then sweep the floor.


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[Assistant] Journey to the West, Chapter 83, The Melon Field.


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[Assistant] Said the demon. He went back inside and came back a moment later. He was holding a heavy wooden club.


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[Assistant] Wukong pulled out his iron bar as the demon rushed toward him.


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[Assistant] Wham! Their weapons smashed together again and again.


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[Assistant] Slowly, he moved the fight away from the monastery.


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[Assistant] Wukong took another swing at yellow brows and then pretended to be scared.


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[Assistant] The monkey ran through some woods and into a melon field. Yellow browse chased him.


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[Assistant] He shouted. Then the demon noticed all the melons. He licked his lips.


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[Assistant] Yellow Browse pulled the cloth from his robe and handed it to Maitreya.


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[Assistant] Said Maitreya. A tiny wukong leaped from the demon's nose. Maitreya threw the cloth at Yellow Brow's. It wrapped around the demon and became small.


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[Assistant] Wukong returned to his normal size.


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[Assistant] He and Mitreya went to the monastery. Mitreya recited a spell and the symbols repaired themselves.


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[Assistant] Wukong untied his companions and the other spirits.


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[Assistant] But I think that you have already understood why I said that the first option of telling the time is the easiest, especially at the initial level of learning Russian.


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[Assistant] This lesson turns out to be very intense, but we are great, we are great, right? How are you, by the way? How is your brain? Is it working? I hope so. Okay, let's move on.


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[Assistant] Ouch. Derek, you burned me. What? No I didn't, Jim. Yes you did. You spilled a pot of tea on me. Look at my clothes. They're all wet. And so is my arm.


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[Assistant] How did that happen? I didn't touch your teapot? Yes you did. You are a terrible server. You should be fired.


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[Assistant] He's in bed, doctor. Can you see him, please? He has a bad cold too.


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[Assistant] You're a human, master, said Wukong.


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[Assistant] You couldn't see that the woman was really a spirit who wanted to harm you. Unfortunately, she got away.


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[Assistant] That's the evil spirit woman again. Thought Wukong? If I don't destroy her, she'll harm the Tang monk.


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[Assistant] But if I do hurt her, the monk will make my head explode! Wukong sighed.


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[Assistant] I must protect the Tang monk no matter what, he thought.


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[Assistant] Yes, we'll miss you, but I know this is the best thing for you.


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[Assistant] You'll spend lots of time at a desk in college, Erin.


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[Assistant] Right, but I asked him if I could work from home.


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[Assistant] Well, I understand. It's a lot of trouble to find a new person.


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[Assistant] I know. I can't wait to hear the baby's heartbeat.


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[Assistant] Oh, you give me plenty of practice already.


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[Assistant] It's okay little Jeffy, I'll be there with you.


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[Assistant] Well, you never know. Maybe Aaron will get to play with us again someday.


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[Assistant] It's over there, behind the teapot. Can you see it?


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[Assistant] There are some in the cupboard. Can you find them?


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[Assistant] Hurry up, Sam! The kettle's boiling!


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[Assistant] That's how I felt when the band broke up. But then Becca told us not to give up.


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[Assistant] Really? So do you wanna play another game? Sure.


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[Assistant] Is she thinking about what she's gonna do for a living now?


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[Assistant] Hey, maybe she could be a full-time artist. You know, sell her paintings and stuff.


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[Assistant] You'd do a great job, Mrs. Gibson. I'd watch your show.


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[Assistant] So, what are you really going to do?


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[Assistant] Yeah, she's thinking about becoming the new owner of Beauty and the Beast.


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[Assistant] It's a lot of fun. I won our first contest, but Jeff is winning this one.


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[Assistant] Oh well, this game is getting boring anyway. Are you studying?


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[Assistant] Hi Aaron, I'm still here. Hi again Claire, I thought you left. No, I was just talking to Amber and Nick.


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[Assistant] Those are from me. I forwarded you some really funny emails.


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[Assistant] Really? But you said pretending to be Claire wasn't nice.


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[Assistant] No thanks. I'd like a hamburger with everything, Mac.


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[Assistant] Really? Thanks, Betty. You're a good mailman.


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[Assistant] Oh, right, sorry. Well, you're a great postal worker.


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[Assistant] Yes, I went, but my package wasn't there yet.


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[Assistant] I'll go back to the post office if I have time this afternoon.


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[Assistant] What package? Oh, nothing. It's not important.


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[Assistant] I ordered some girls exercise DVDs. They have great exercises for my back.


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[Assistant] You look great, honey. What's the occasion?


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[Assistant] No. We're having dinner with my family. I don't want to go.


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[Assistant] Fine. I'm not too excited about seeing my brother. Last Lunar New Year, he kept talking about his money.


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[Assistant] I can appreciate good food. I just don't want this food.


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[Assistant] Oh, okay. Why are you buying flour in Chicago? You can buy that here in small town.


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[Assistant] I'll check with Renee and get back to you. Is that okay? Sure! Let me know. Alright.


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[Assistant] We'll pick you up at your place at 8 o'clock.


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[Assistant] Really? That's interesting.


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[Assistant] It's a cash card. They are popular in the city. People say they are the new debit cards. How do you use it? You scan the card when you pay for something. Then the money is taken from the card. How much money is on this card?


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[Assistant] I put $500 on this card for you. That's very generous.


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[Assistant] What game do you want to play? How about basketball? No, you're taller than me. Let's play soccer. I'm better at soccer.


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[Assistant] And I'm happy that we all paid for the ticket.


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[Assistant] He didn't. The fan that caught the ball gave it to Simon.


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[Assistant] I'm resting in the sun. I'm waiting for Max.


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[Assistant] The sun is hot. But I like it. My skin is getting dark.


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[Assistant] Okay. Well, I can worry about that tomorrow.


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[Assistant] Yes, I do. I just want dark skin.


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[Assistant] Vancouver is in Canada. See? Vancouver is also in Washington state.


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[Assistant] What is the city of lights? Hmm, I don't know. Is it Chicago?


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[Assistant] Okay, Sarah, you get the last question.


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[Assistant] I can't. Remember, my parents are watching it.


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[Assistant] No problem. We have ten minutes. The races are almost over. Okay, Sarah. You can watch your show. Here's the remote.


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[Assistant] This is a special report about my favorite driver. Can I watch it?


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[Assistant] I know, can I watch this report for just a few minutes?


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[Assistant] Hi, sorry, but I really need the bathroom. Can I use it?


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[Assistant] You can do that here. Max's Italian food is great.


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[Assistant] So, what are your plans for the extra day on Friday?


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[Assistant] I'm glad I don't have to work anymore. Now I have more time to spend with my wonderful daughter.


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[Assistant] They're all junk mail. You know I don't like it when people forward things to me.


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[Assistant] I'm free this evening. Would you like to get together?


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[Assistant] I don't know where it is now though. It was just a dream.


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[Assistant] Why can't you close the gate and dim the stars?


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[Assistant] I'm trying to save the Tang Monk! Cried Wukong. A demon is planning to eat him!


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[Assistant] All the stars, planets, spirits, and gods are in here.


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[Assistant] Even the Cloud Palace is in here, with the Jade Emperor too. Now I will let Heaven back out. He held up the gourd.


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[Assistant] These are my companions. We're going to the Western Paradise to get scriptures from Buddha. What's going on?


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[Assistant] That coin belongs to my father. It's a royal treasure.


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[Assistant] These are my companions. We're going to the Western Paradise to get scriptures from Buddha. What's going on?


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[Assistant] That coin belongs to my father. It's a royal treasure.


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[Assistant] I wish we could bring him back to life. Wukong can bring him back to life.


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[Assistant] That's wonderful, Wukong! Please, bring him back to life right away!


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[Assistant] Five little speckled frogs sat on a speckled log eating some most delicious bugs. Yum, yum.


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[Assistant] One jumped into the pool, where it was nice and cool. Now there are four green speckled frogs. Glub, glub.


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[Assistant] Three little speckled frogs sat on a speckled log eating some most delicious bugs. Yum, yum.


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[Assistant] Oh Mr. Sun, Sun, Mr. Golden Sun, Please shine down on me. Oh Mr. Sun, Sun, Mr. Golden Sun,


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[Assistant] These little children are asking you to please come out so we can play with you. Oh, Mr. Sun. Sun. Mr. Golden Sun.


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[Assistant] Please shine down on me.


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[Assistant] Shine down on me.


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[Assistant] Shine down on me. Shine, shine, shine.


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[Assistant] Shine down on me. Shine, shine, shine.


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[Assistant] Oh Mr. Sun, Sun, Mr. Golden Sun, please shine down on me.


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[Assistant] Oh, Mr. Sun. Sun. Mr. Golden Sun.


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[Assistant] These little children are asking you to please come out so we can play with you. Oh Mr. Sun, Sun, Mr. Golden Sun, please shine down on, please shine down on, please shine down on me.


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[Assistant] Out in the woods, there was a tree. The prettiest tree that you ever did see.


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[Assistant] Where the watermelons grow.


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[Assistant] Did you ever see a dog out for a jog Down by the bay Down by the bay Where the watermelons grow


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[Assistant] Then I let it go again. Why did you let it go? Because it bit my finger so. Which finger did it bite? This little finger on the right.


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[Assistant] Five little ducks went out one day Over the hill and far away Mother duck said quack, quack, quack, quack But only four little ducks came back One Two Three Four


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[Assistant] Three little ducks went out one day Over the hill and far away Mother duck said quack, quack, quack, quack But only two little ducks came back One Two


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[Assistant] Little ducks went out one day Over the hill and far away Mother duck said quack, quack, quack, quack


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[Assistant] But none of the five little ducks came back.


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[Assistant] And all of the five little ducks came back.


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[Assistant] Five little ducks went out one day Over the hill and far away Mother duck said quack, quack, quack, quack And all of the five little ducks came back


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[Assistant] Mmm, a banana. Yum, yum, yum, yum, yum, yum.


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[Assistant] Butterfly, butterfly, butterfly Butterfly, butterfly, butterfly Butterfly, butterfly, butterfly Butter, butter, butter, butter, butterfly


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[Assistant] Bumblebee, bumblebee, bumblebee.


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[Assistant] Butterfly, ladybug, and bumblebee Flying all around the trees Ladybug, bumblebee, and butterfly Flying high into the sky


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[Assistant] Bumblebee, bumblebee, bumblebee.


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[Assistant] Bumblebee, bumblebee, bumblebee.


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[Assistant] Bumblebee, bumblebee, bumblebee. Bumble bumble bumble bumble bumble bumblebee.


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[Assistant] Butterfly, ladybug, and bumblebee Flying all around the trees Ladybug, bumblebee, and butterfly Flying high into the sky


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[Assistant] Butterfly, ladybug, bumblebee Butterfly, ladybug, bumblebee Butterfly, ladybug, bumblebee Butterfly, ladybug, and bumblebee


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[Assistant] Yellow is the color of the sun.


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[Assistant] Green is the color of a four leaf clover and blue is the color of the sky above.


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[Assistant] Let's go for a drive, we won't go too far. Let's go for a drive in my yellow car. Let's go buy some bananas. Oh, let's go for a drive in my orange car.


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[Assistant] Let's go for a drive, we won't go too far Let's go for a drive in my orange car Let's go buy a big pumpkin Oh, let's go for a drive in my red car


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[Assistant] Let's go for a drive in my red car. Let's go buy some strawberries. Oh, let's go for a drive in my green car. Let's go for a drive, we won't go too far.


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[Assistant] Let's go for a drive in my green car. Let's go buy some broccoli.


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[Assistant] Let's go for a drive in my blue car. Let's go for a drive, we won't go too far.


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[Assistant] Let's go for a drive in my blue car. Let's go buy some blueberries. Oh, let's go for a drive in my brown car. Let's go for a drive, we won't go too far.


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[Assistant] Let's go for a drive, we won't go too far Let's go for a drive in my purple car Let's go buy some grapes Oh, let's go for a drive in my pink car


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[Assistant] Let's go for a drive, we won't go too far. Let's go for a drive in my pink car. Let's go buy some cotton candy.


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[Assistant] Where the watermelons grow.


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[Assistant] Did you ever see a goose riding a moose down by the bay, down by the bay?


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[Assistant] The ants go marching one by one, hurrah. Hurrah. The ants go marching one by one, hurrah.


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[Assistant] Hoorah! The ants go marching two by two. Hoorah! Hoorah! The ants go marching two by two. The little one stops to tie his shoe and they all go marching down to the ground to get out.


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[Assistant] Hoorah! The ants go marching four by four. Hoorah! Hoorah! The ants go marching four by four. The little one stops to shut the door and they all go marching down to the ground to get out.


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[Assistant] Of the rain, boom, boom, boom, the ants go marching five by five, hurrah, hurrah.


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[Assistant] The ants go marching six by six, the little one stops to pick up sticks and they all go marching down to the ground to get out.


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[Assistant] The ants go marching seven by seven. The little one stops to pray to heaven. They all go marching down to the ground to get out.


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[Assistant] Of the rain. Boom, boom, boom. The ants go marching nine by nine. Hoorah. Hoorah. The ants go marching nine by nine. Hoorah.


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[Assistant] The ants go marching ten by ten. Hoorah! Hoorah! The ants go marching ten by ten. Hoorah! Hoorah! The ants go marching ten by ten. The little one stops to shout, the end!


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[Assistant] Blue! I see something blue. Blue! I see something blue.


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[Assistant] Blue, blue, blue, blue, I see something blue. Find something blue.


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[Assistant] I see something yellow. Yellow!


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[Assistant] I see something yellow. Yellow, yellow. I see something yellow. Find something yellow.


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[Assistant] Red. I see something red. Red.


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[Assistant] I see something red. Red, red, red, red. I see something red. Find something red.


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[Assistant] I see something purple. Purple, purple. I see something purple. Find something purple.


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[Assistant] I see something orange. Orange, orange. I see something orange. Find something orange.


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[Assistant] I see something brown. Brown!


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[Assistant] I see something brown. Brown, brown, brown, brown. I see something brown. Find something brown.


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[Assistant] I woke up at three o'clock this morning.


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[Assistant] If you want the best deals, you have to get there early.


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[Assistant] Some stores opened at 5 o'clock today.


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[Assistant] Well, I got all my Christmas shopping done.


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[Assistant] I did buy a few things for myself. How was your Thanksgiving?


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[Assistant] Did you tell your mom how thankful you are for her?


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[Assistant] Ouch! Max's mouth must hurt!


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[Assistant] Maybe I'll write about tooth care in the small town news. Everyone should take good care of their teeth.


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[Assistant] Good idea. I'll go see him tomorrow and talk to him about tooth care.


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[Assistant] So you can learn how to take care of your teeth. I used to work for a dentist.


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[Assistant] Yes, I know all about teeth.


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[Assistant] Well, Simon paid for her ticket so she could come see you. Thanks again, Simon.


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[Assistant] I can play music too! I'll be right back.


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[Assistant] Well, be glad. You don't wait months for packages.


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[Assistant] Why are you in a hurry, Sarah? Be patient. Your package is coming.


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[Assistant] But you can't get a package through email.


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[Assistant] People say that, but I don't agree. You don't? No! Life is short. Let's enjoy each moment. I guess.


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[Assistant] Journey to the West, Chapter 85, Fire, Smoke, and Sand.


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[Assistant] He looked at the demon of Powers Mountain. The fire and smoke were now gone. Wukong was about to return to that mountain. But then he hesitated.


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[Assistant] He went into the cave and flew down a long, dark tunnel.


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[Assistant] The monkey turned back into a bug and flew down another tunnel.


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[Assistant] Soon he found a second bedroom. This one was dark and gloomy.


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[Assistant] A little while later, the Demon of Power came into the room.


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[Assistant] He plucked a few of his hairs and turned them into fleas.


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[Assistant] The demon laid the three bells on a table. A few minutes later, he was snoring again.


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[Assistant] The fleece turned back into hairs and returned to Wukong.


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[Assistant] Wukong became invisible and ran back through the tunnel.


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[Assistant] So this is an American party. When will everyone dance? I want to see Simon dance.


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[Assistant] Only the Tang Monk, Guan Yin, and Buddha know the spell. We'll know right away which Tang Monk is fake. You just wanna see me in pain!


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[Assistant] The king of the black rooster kingdom was cruel to someone many years ago. So my lion came to earth to punish him. The king's punishment is over now.


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[Assistant] Journey to the West, Chapter 86, Magic Bells.


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[Assistant] He shouted all kinds of insults about the Demon of Power. Inside the cave the guard woke up. He ran to the Demon's bedroom.


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[Assistant] He shook the bells again. Again nothing happened.


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[Assistant] The demon mumbled. He looked closely at the bells.


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[Assistant] He said. The monkey shook the bells.


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[Assistant] Whoosh! Fire, smoke, and sand rush toward the demon.


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[Assistant] Cried the demon. He covered his face and fell to the ground.


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[Assistant] My wolf wears a set of three bells, said Quan Yin.


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[Assistant] I know you have them. You could not have defeated the wolf without them.


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[Assistant] Greening sheepishly, he handed over the bells.


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[Assistant] Guanyin tied the bells around the wolf's neck and then rode up into the sky.


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[Assistant] Back at the palace, the king and queen were reunited.


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[Assistant] Tonight, we will hold a feast to thank you and your companions, said the Queen.


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[Assistant] That night, the Royal Banquet Hall was filled with people.


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[Assistant] Our train arrives back at Hualien Station around 5.30pm.


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[Assistant] Is everything okay? Patty, you have a window seat beside me. You have seat 38 and I have seat 40.


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[Assistant] Sure we are. All the seats with even numbers are together, and all the seats with odd numbers are together.


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[Assistant] Good. You have to give it to the man at the gate. We'll also meet Daisy there.


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[Assistant] She'll be here soon. Let's just go through the gate.


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[Assistant] Daisy, it's great to see you again. Meet my cousin Patty.


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[Assistant] If the light behind that character is on, you pay when you get off the bus.


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[Assistant] The food court is downstairs. Follow me.


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[Assistant] Yes, this bookstore has 160,000 different English books.


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[Assistant] Uh, Patty, where are you going? The bookstore is this way.


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[Assistant] I'm going to walk around and look at other books. Don't get lost.


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[Assistant] But I have a question. What is it?


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[Assistant] Not yet. I'm going in the water first. Are you girls coming? Let's go!


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[Assistant] Well, you don't have to drink the ocean water.


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[Assistant] Oh, well, maybe they're not here to swim. Maybe they just come to the beach to have fun.


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[Assistant] You can go with us and get a tan at the same time.


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[Assistant] But, the rocks on the beach hurt my feet.


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[Assistant] And I'm hot too. We walked a long time.


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[Assistant] I'm glad. But let's go swimming now. I want to cool down.


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[Assistant] Do you want some help? We can look for more rocks with you.


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[Assistant] What if the monkey never stops talking? You'll never get any sleep!


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[Assistant] I have a new plan for capturing the Tang monk.


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[Assistant] Oh, I remember. Are you surprised to see me again?


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[Assistant] Yeah, I just came back yesterday. I like it here.


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[Assistant] Yes, I can rest here and I can do something else here too.


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[Assistant] Well, first I think of a topic. It could be a person or a special memory.


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[Assistant] Then I write words about a topic. After that, I play some chords on my guitar and write the music.


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[Assistant] I can write some songs in minutes, but I need months to write other songs.


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[Assistant] Okay, I will sing Renate's song. It's great.


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[Assistant] I had no idea. I'll take care of it.


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[Assistant] Journey to the West, Chapter 95, The Raptor Demon.


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[Assistant] The Tang Monk and Wu Xing were tied up inside the Demon's Cave.


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[Assistant] Bajie was also tied up, floating in the tub of salt water again. The three demons talked in another room.


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[Assistant] Said the lion. He felt his broken tooth.


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[Assistant] The monkey stood up. He saw two fiends coming down the road.


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[Assistant] He hid behind a rock and waited for the fiends to pass by.


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[Assistant] They ate the Tang Monk, and now they'll live forever, said the first fiend. He sighed. It would be nice to live forever.


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[Assistant] Said the other fiend. The two fiends continued along the road. Wukong was heartbroken, tears poured from his eyes.


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[Assistant] Finally, he stood up and wiped away the tears.


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[Assistant] The monkey burst into tears again Buddha smiled.


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[Assistant] Wukong looked up. Are you sure? He asked hopefully.


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[Assistant] Wukong swung his iron bar at the cave entrance.


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[Assistant] Suddenly he looked up and saw an enormous figure.


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[Assistant] Light flashed as Buddha turned the two demons into ordinary animals. Only the raptor demon wasn't scared.


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[Assistant] I teach this course, uhm, because in my own life I found, especially in my education, that uhm, there wasn't really a single place I could go to learn about how to think about success. Success is a huge


[User] Please transcribe this text

[Assistant] Uh, potent word in our culture. Everybody wants more of it.


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[Assistant] Uh, but nobody's really quite sure what it means. And most of the time when everything's going great,


[User] Please transcribe this text

[Assistant] You don't even think about it. You're cruising along and getting things done and enjoying whatever you're doing and then, then something happens. You come to the end of a natural


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[Assistant] And very often that's when people sort of fall back and they don't.


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[Assistant] You have the resources to think carefully, systematically, thoughtfully.


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[Assistant] About what they really ought to do next to bring their life to a more fulfilling place. So that's why I created the course.


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[Assistant] Uh, I think, uh, different insights come to different people at different times. Uh, I, uh, I ask my students to write a final paper every year that it's just their thoughts about, uh, what their personal views on success are and how they intend to achieve them.


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[Assistant] But I tell them that the chances are pretty good that if they wrote the same paper ten years later, they would probably write a different paper.


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[Assistant] They would have different ideas about who they are at that stage and what they ought to do next. Different experiences to build on.


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[Assistant] Uh, different relationships with people that have inspired them and given them role models that they didn't have before. Uh, so this is uh, not a course that's gonna give you the answers.


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[Assistant] As much as it's going to give you a way for thinking about the question,


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[Assistant] So that you can find your answers, and of course the question is the big one, uh, what do I mean by the word success?


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[Assistant] Great, so I look forward to seeing you again in a moment when we start our next session.


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[Assistant] Let's first go to my house, and then we can go to Taipei 101 for lunch.


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[Assistant] If the light behind that character is on, you pay when you get on the bus.


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[Assistant] I can put it on your back for you. No, thanks. I want a tan first. Why? My skin is too white. Roger, do you want some sunscreen?


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[Assistant] I like swimming in a pool better though. The water is cleaner and it doesn't have salt in it.


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[Assistant] I didn't try to drink it. You splashed me. The water went into my mouth.


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[Assistant] I see Chinese people at the pool all the time. Some of them are great swimmers.


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[Assistant] I'm going to lie here on my towel a little longer. I want a tan.


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[Assistant] That sounds good. Let's go swimming again. Wait. Take my picture first.


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[Assistant] We'll all be stuck here, forced to work for the Tiger Immortal.


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[Assistant] If that happens, we'll never reach the western paradise. The true scriptures will never get to the Tang Empire.


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[Assistant] You didn't defeat the demon, said Wukong. He got past you. He came back here and I had to fight him.


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[Assistant] Do you really expect me to believe that? I was just fighting with the demon.


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[Assistant] The demon didn't get past me. I was fighting with him until just a moment ago.


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[Assistant] Then another demon, probably that fat monster, grabbed Master while we were gone! Bajie fumed.


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[Assistant] It would take a lot of magic to lift you, Bajie.


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[Assistant] The Tiger Immortal was just an evil tiger spirit.


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[Assistant] Journey to the West, Chapter 60, Snow.


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[Assistant] The demon eyed the smiling boy suspiciously.


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[Assistant] Ask the demon. No, said the boy. Should I be?


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[Assistant] The demon hesitated for a moment and then moved closer. Suddenly the boy changed into Wukong. The monkey pulled out his iron bar and swung. The demon jumped back and Wukong missed.


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[Assistant] Late that night, a cold wind blew. A snowflake drifted to the ground. Then another one fell, and another.


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[Assistant] He said to himself. He looked at Wukong and Wujing. Both of them were sleeping soundly.


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[Assistant] Th-th-that was a terrible night's sleep, he said to himself. I was so cold. He looked down at his body.


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[Assistant] The pig was tucked cozily under three blankets. Even his head was covered.


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[Assistant] Wujing frowned. You stole our-


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[Assistant] They woke the Tang Monk in Chen and everyone went outside.


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[Assistant] He broke the rake down hard, but the ice didn't crack.


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[Assistant] After a few hours, the river bank was no longer in sight.


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[Assistant] I don't know, said Wukong, but we should be...


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[Assistant] You wanted them to stay here, but they insisted on leaving. That was an insult to us.


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[Assistant] Someone who uhm, was very, very deeply uhm,


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[Assistant] Uh, aware of this at an early age, uh, but almost, uh, involuntarily.


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[Assistant] But it is a big reason why this subject is important to me and why I teach it.


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[Assistant] I was raised in the military. My father was a general in the Marines. He was moved every year when I was a kid to a different place, France, Hawaii, South Carolina, New Portland Island.


[User] Please transcribe this text

[Assistant] And I was, uh, taken as part of our family. I had two older sisters and me.


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[Assistant] And that was just the world I was in. Every, every place we moved had a base with a guard and as far as I knew, everybody lived like that.


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[Assistant] Uhm, and so as I grew up, I was, it wasn't a question of whether I was gonna go in the military as my career, it was just a question of which military academy I would attend, uh, and which service I would pick.


[User] Please transcribe this text

[Assistant] So as I got into high school and began thinking about college, uh, I,


[User] Please transcribe this text

[Assistant] You know, kind of realized I really didn't want to go to either, uh, West Point or Annapolis, uh, but.


[User] Please transcribe this text

[Assistant] I was totally committed to the military as a career.


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[Assistant] So I ended up making a compromise with my family and I ended up getting a full military scholarship.


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[Assistant] To another college, not, uh, to, uh, West Point or Annapolis.


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[Assistant] So I was signed up. I was in Navy Ratsi and I was on my way to being an officer in the Navy for at least six years after I graduated. Everything's normal. I'm in my water swimming along. And then I was in the Vietnam War era in my college years and


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[Assistant] In the junior year of college, everything around me, uhm, virtually exploded. The, uhm, the,


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[Assistant] United States invaded Cambodia, campuses all over the country, uh, lit up with protests, uh, my own campus, uh, had, uh, shut down, uh, all of its classes. And for the first time in my life, I was actually called to try to take a stand.


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[Assistant] On what I had signed up to do, which at that moment I realized was to go...


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[Assistant] Uh, kill Vietnamese people that I had no quarrel with and I suddenly realized that that was just something I couldn't do. And so I faced a big choice. I was, uhm, uh, I realized that my family


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[Assistant] Uh, values were not things that I can endorse in this era, in this context.


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[Assistant] In the end, I finally decided to become a war resistor. Uhm, I, uhm, I resigned my scholarship.


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[Assistant] But I had to have a very difficult conversation with my father about my choices and uhm, I had that conversation, uhm, he was, uhm, not angry with me and in fact,


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[Assistant] The most upsetting thing about it for me was the fact that he only asked


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[Assistant] Uh, a simple question in my conversation with him. He said, uhm, Richard, are you sure?


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[Assistant] And I absolutely could not be sure at the age of 21.


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[Assistant] I was surrounded by these values, uhm, but with him at that moment, I had to be sure. And so I said yes, I'm sure.


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[Assistant] And what I didn't know at the time and what took me over a decade to sort out was that when you break with your family in this way and walk away from everything that you've been raised with, that they've stood for,


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[Assistant] You find yourself in a kind of limbo. Uh, you essentially cut the narrative cord of your life story and you're no longer the person that you were. You don't recognize, uh, the childhood you had and I can tell you from first hand experience that if you don't,


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[Assistant] Have a past, it's impossible to recognize and imagine the future.


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[Assistant] So, I finished college, uh, I became a conscientious objector, a pacifist, uh, worked in the ghettos of Washington DC as a social worker.


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[Assistant] Uhm, very, very, uhm, uncertain about who I was or where I stood other than that I was still sure I'd made the right choice.


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[Assistant] But the kind of alienation between me and my own cultural and family values was such that in the end I just left the country. I spent almost two years traveling with a backpack, living very close to the ground.


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[Assistant] Working in different places where I could work for free just to try to, or live for free, try to sort it out. And over those two years I ended up living in monasteries in Sri Lanka and in South Korea. I had some wonderful teachers who introduced me to the actual experience of being myself.


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[Assistant] And the values that I had come to embrace in a much more deep way. And finally, uhm, at the age of almost 30, I was, uh, I returned home. I, uh, my family welcomed me back.


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[Assistant] I lived in their basement, uhm, and sold insulation door to door in southwestern Virginia, uh, while I tried to figure out what the next thing to do was.


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[Assistant] That experience I think is a lot of why this course material is so important to me because I recognize that until I had


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[Assistant] Identified those cultural forces that I was living, uhm, as a result of.


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[Assistant] And taking control of my own life and my own values.


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[Assistant] Uh, and, uh, stood up for them, embraced them, presented them to my family. My family loved me.


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[Assistant] Irrespective of our differences, uhm, I was actually, uhm, privileged to be with them. Uhm, my parents all the way through their lives was with them each when they died and


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[Assistant] Uh, felt the deep love that comes when you work on your relationships in your family in important ways. So uhm, so I feel like sooner or later, uh, one way or the other, people come to confront.


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[Assistant] Uh, the values that their families have endowed them with, the values that their culture has endowed them with.


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[Assistant] And come to terms with those as a very important...


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[Assistant] Uh, way station on the journey to what success means. And uhm, I feel that way because it's the way it worked for me. I didn't start working at Wharton until I was 37.


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[Assistant] I was a brand new assistant professor here at that age. So anybody who's watching this who thinks that they're kind of a late bloomer, uh, rest assured that there's still properly plenty of time.


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[Assistant] Just sort this out. I genuinely believe it's more important to get this right.


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[Assistant] And to come to terms with who you really are than it is to always be living someone else's life and not be aware of the underlying motivations that are actually powering who you are.


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[Assistant] So uhm, share that story, uhm, I think it's important for you to know something about who I am and where I'm coming from.


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[Assistant] But the course isn't about me, the course is about you. So just understand that the structure of this is designed to help you come to your own realizations, uh, and come to terms with your own values so that you can feel on a firm foundation for the decisions you make in the years ahead.


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[Assistant] What's in that pouch? Written by Marybeth Bolz Illustrated by Kathy Kelleher


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[Assistant] Some animal moms carry the baby in a pouch. The baby rides and sleeps in the pouch.


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[Assistant] A koala sits in trees. A koala eats leaves.


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[Assistant] The small grey squirrel lives in the mountains.


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[Assistant] Lesson 75 Uncomfortable Shoes


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[Assistant] What color? Black. I'm sorry, we don't have any.


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[Assistant] We had some shoes like those a month ago, but we don't have any now.


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[Assistant] I'm afraid that I can't. They were in fashion last year, and the year before last, but they're not in fashion this year. These shoes are in fashion now.


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[Assistant] They are very uncomfortable, but women always wear uncomfortable shoes.


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[Assistant] Yes, it is. It's very urgent. I feel awful. I have a terrible toothache.


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[Assistant] I must see the dentist now, nurse.


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[Assistant] That's very late. Can the dentist see me now?


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[Assistant] I can wait, but my toothache can't.


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[Assistant] I just spied on the travelers.


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[Assistant] Journey to the West Chapter 99 Squire Koo's Vow


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[Assistant] Wukong and the monk came out of the cave. Bajie and Wujing were thrilled.


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[Assistant] It grew until it was the size of a very tall tree.


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[Assistant] With one swing, Wukong smashed the entire cave.


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[Assistant] The travelers arrived at the squire's gate, and a servant let them in.


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[Assistant] The Squire's house was very large and fancy. Squire Coode came outside.


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[Assistant] The traveler sat with the squire in a large room. A servant brought tea and snacks.


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[Assistant] That evening, Squire Ku held a feast. Everybody in the town was invited.


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[Assistant] The traveler sat with the squire and his wife, Lady Koo.


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[Assistant] Hi, welcome back. We're in segment three of lecture one on experimental research.


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[Assistant] This last, last segment is very short and it's based on the feedback we got last year in the discussion forums.


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[Assistant] I fully understood what I meant when I said random selection from a population and random assignment to conditions in an experiment. So I want to talk a little bit more about this concept of random.


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[Assistant] So, as mentioned in the first two segments of lecture one, experimental research critically depends upon random selection and random


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[Assistant] So random selection means that individuals included in a sample should be randomly selected from the population. So in the polio vaccine trials what that means is


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[Assistant] We should be randomly selecting children from the entire United States if all children in the United States is the population that we want to make our inferences about.


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[Assistant] Uhm, in the working memory training example, if we're, if we want to make inferences about all young healthy adults, then we should get a random sample from all young healthy adults. Of course that didn't happen in the one experiment I showed you.


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[Assistant] That's the idea is we have a population and if we want to make an inference about that population, if we want to generalize to that population, then we need to get a random sample from that population.


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[Assistant] That's random selection. Once we get that random selection, then we wanna do random assignment to conditions.


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[Assistant] The way I want to illustrate this is through this color wheel. Okay? So, imagine we have this color wheel and I can spin this color wheel, so.


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[Assistant] Make my pen work. We can spin it, uh, like on a game show. I can spin it and it can, it can randomly come up on any color. So I, I can't predict which color it's gonna come up.


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[Assistant] If it's truly random and we spin this wheel over and over and over again and we just


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[Assistant] This would be a random distribution of spins. So what's plotted here is on the X axis we have the different colors that were in the color wheel. And on the Y axis is frequency.


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[Assistant] And this is a histogram, which you're going to cover in the first lab, uhm, later this week.


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[Assistant] And what happens is you don't get them to be perfectly equal, but what you see is they're all about


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[Assistant] The same height. So, on average, you would get, uh, it would fall on the yellow pie, piece of the pie just as often as it would fall on the red piece of the pie. If it were truly random. What would a non-random sample look like?


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[Assistant] It might look something like this. Say the wheel was biased so that it was sort of heavier on the yellow and green portion of it. So that it would fall there more often than not.


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[Assistant] Then we might get lots and lots of cases where it falls on the green slice of the pie or on the yellow slice of the pie. And very, very rarely might it fall on the red or the purple slices. Now if you're, uh,


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[Assistant] Running a sort of an illegal gambling shop, this is how you would set it up, right?


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[Assistant] So you would put the sort of high value, uh, prizes on red and purple and put the low value prizes on green and yellow and then you would always win as the house and that's actually how a lot of gambling houses work.


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[Assistant] Uhm, is there, they're not random. There's, there's sort of non-random to favor, uh, the house, uh, the owners of the gambling facility. Uh, so don't gamble. That's the worst thing a statistician can do.


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[Assistant] Uh, so this is what a non-random distribution would look like.


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[Assistant] So that was random selection from the population. Experiments also depend on random assignment to conditions. So we want there to be a 50-50 chance for example that a child gets either the vaccine or the placebo.


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[Assistant] Or, for example, that a subject coming in to do memory training, we want there to be a 50-50 chance that they get assigned to either the true memory training condition or a control condition.


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[Assistant] So, there's random assignment to conditions. And if we successfully assign subjects to conditions, then we should get something that looks like this.


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[Assistant] And with respect to this color wheel example, so group one and group two, not only should they have this sort of uniform distribution of colors,


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[Assistant] Uh, but they should also look similar. So group one should have a similar distribution to group two. So this is an example of random assignment to two groups, uh, or two conditions in an experiment.


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[Assistant] Experimental research requires and critically depends on this idea of randomness. One, random selection from the population so that our sample is randomly selected.


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[Assistant] And two, random assignment to conditions so that we have, uh, similar types of samples across the conditions in the experiment.


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[Assistant] Uh, we did this course last year and one of the, one of the first points of feedback we got on the discussion forums was that although this course is designed to be a friendly introduction for anyone, uh, who wants to take statistics regardless of background,


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[Assistant] Uh, we learned early on that we use some basic terms and phrases that not everyone is familiar with.


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[Assistant] So that's the main purpose of this, this first lecture is to get everybody on the same page and to clarify some of the terminology and phrases that are common in the first lecture and throughout the course.


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[Assistant] Also, if you have any questions about the course, about the structure of the course, or if you have questions about particular phrases or definitions of terms,


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[Assistant] You can go to the website, we have a glossary of terms that's on the website or feel free to ask a question in the discussion forums. So if you don't understand a phrase,


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[Assistant] Or if you don't understand a term that I use early, especially early on, uh, please post a question in the discussion forums and either I or my team or some other students will, will answer it quickly.


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[Assistant] Okay, so let's launch into this first short introductory lecture.


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[Assistant] So let's start with a basic definition of what is statistics.


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[Assistant] You could define it in many ways for some, for, uh, something as broad as this. You could just Google statistics definition or statistics meaning or just look at the Wikipedia page. Uh, I've defined it very broadly here just as the scientific discipline devoted to the study of data.


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[Assistant] Uh, that of course begs the question, well what is data? So,


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[Assistant] Uh, assigned as values to quantitative variables or characters assigned as values to qualitative variables. That sounds kind of lingo-y and, and technical, so what do I mean exactly? Let's look at an example.


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[Assistant] So consider we have the academic record of a bunch of children in elementary school.


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[Assistant] And that might like, look something like this if we organized it into a spreadsheet. Uh, think Microsoft Excel, if you're gonna be, we're gonna be using R. In R this would be called a data frame. We'll get to that in the first lab.


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[Assistant] Uh, but basically it's just, uh, a data structure that has, that has columns. So here are the columns.


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[Assistant] So we have a student, their initials in the first column, then their gender, this first student TR is male, uh, their age and month, so these are, uh, as, as I mentioned, elementary ed, uh, school children, and then their grades in certain classes.


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[Assistant] Another way to define data is sort of more technical, is it's the lowest level of abstraction from which information and then knowledge can be derived.


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[Assistant] So at the lowest level we have data. From data we can get to information and as we gather lots and lots of information we can start to form a knowledge base and form knowledge structures and wisdom.


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[Assistant] To be clear, a statistician is a skilled person in applying the tools of statistics.


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[Assistant] Uhm, so there are lots of examples of that. This is not intended to be an exhaustive.


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[Assistant] List of statisticians, just a sampling.


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[Assistant] So there are lots of statisticians who do academic research. That's like what I do. So I'm a professor at Princeton. I do research in cognitive psychology, specifically in memory and attention and intelligence. And so I do academic research. I apply statistical tools to do my academic research.


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[Assistant] There's lots of examples, not just in psychology, but across the disciplines in colleges and universities all over the world of academic research.


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[Assistant] There's lots of examples of medical research that occurs in hospital settings.


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[Assistant] Uh, there's lots of examples of survey studies through the most popular, like, polling, uh, studies to predict.


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[Assistant] Uhm, there's lots of research in education and online education, uhm, going on right now trying to understand how online education is working.


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[Assistant] Uhm, and then finally there's a big sector that used to be called market research, now I think falls under the phrase analytics, uh, also falls under this phrase big data, the big area where statisticians are being hired right now.


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[Assistant] So again, to be clear in terminology, a statistic is just a quantity calculated from a sample of data. And we're gonna do this a lot. We're gonna get samples of data.


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[Assistant] And we can calculate lots of statistics. And I'm sure you've done this before, so if you've been in school before, you could get all of your grades and calculate your average grade in a particular subject or your average across all of your subjects to get your grade point average.


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[Assistant] In our academic records, uh, example is the average math grader, average age of students. We could also calculate how much variability there is. We'll talk about this in the second week, how to calculate variability in a sample. Uh, but one of the most popular ways to do that is through standard deviation.


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[Assistant] We can calculate standard deviation of the math grade that would tell us how much variability across the students, uh, is there in the math grade.


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[Assistant] Uhm, so it's cl- it's important at the beginning to make this distinction between sample and population.


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[Assistant] We'll often be talking about samples and populations. So, populations, I'll start at the bottom here, are the entire collection of cases or people or subjects, I might use that phrase.


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[Assistant] Which we want to generalize to. So if I want to do a study about all healthy undergraduate students, uh, who are, uh,


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[Assistant] Taking college courses or taking courses online, uh, that's my population. I typically can't get my hands on that entire population to do my study, to administer my experiment or administer my measures. So I would try and get a subset of that population and that's called the sample. So the sample is simply a subset of the population.


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[Assistant] A statistic, as I defined just a moment ago, is a numerical measure that describes a characteristic of a sample. Statistics, hopefully, are good estimates of parameters. Parameters describe populations. So you have samples, populations, statistics, parameters.


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[Assistant] A basic distinction at the beginning of any statistics course if you pick up any intros to stats.


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[Assistant] Textbook, most of them start with this distinction between descriptive statistics and inferential statistics. And in fact, we'll do the same. The first couple weeks of this course will mainly deal with descriptive statistics.


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[Assistant] How do we summarize, organize, uh, just simplify data? How do we tell a story about what's in a sample's worth of data?


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[Assistant] We'll then move on to the more difficult task of inferential statistics, uh, which is where we'll learn procedures where we allow for generalizations about the population parameters from the sample statistics. Again, we, we typically can't get our hands on the entire population.


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[Assistant] So, we'll, we'll look at our sample statistics and we'll try and make inferences about the population based on those statistics. That piece is called inferential statistics.


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[Assistant] Finally, I just want to give you a brief introduction to different research methods, and this is really the topic of week one. There's, uh, two lectures in week one, uh, where we'll talk about


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[Assistant] Correlational and experimental research. Uhm, it's important to know what type of research you're engaged in or what type of research others are engaged in as you evaluate data and as you evaluate the statistics applied to the data.


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[Assistant] So, the simplest type of research method is just descriptive research, just describing what's in a sample's worth of data. That's just organizing, summarizing, describing the data. So, in the example of academic, the academic records of elementary school children,


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[Assistant] We already did that. We organized it into a spreadsheet. We summarized it. We could just give basic descriptive statistics like the mean of, of the kids in terms of age or the mean math score, average math score. That's just descriptive, describing what's in the data.


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[Assistant] Another type of, of method is correlational research. So we might want to examine the relationship among variables in our data structure.


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[Assistant] So we might want to say, well, is math grade correlated with history grade? And is history grade correlated with the science grade? Or is age correlated with math grade?


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[Assistant] All of those are examples of correlational research. And that's gonna be the main topic of lecture two. We'll spend an entire lecture talking about correlational research and correlational methods.


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[Assistant] And finally, there's experimental research. And experimental research is sort of the gold standard if you want to do research that gets at, uh, statements about causality or if you want to get at


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[Assistant] Uh, research methods that explain causal mechanisms. Uh, so experimental research is very popular and very powerful and we're actually gonna spend all of lecture one talking about experimental research methods.


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[Assistant] So an example in the context of our, uh, elementary school children is we might randomly assign students to two types of schedules. So some kids might be randomly assigned to learn year round so they don't get a summer break, they just get small breaks throughout the year.


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[Assistant] Uh, and other kids might be randomly assigned to a summer break, more traditional academic calendar condition.


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[Assistant] And if we randomly assign kids to those con- two conditions, we could then look at, uh, their achievement at the end of the school year and see if their achievement was affected by that manipulation. So does year-round schooling work better than the traditional academic, uh, calendar? And some people have actually done research on that.


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[Assistant] My final statement in this first lecture is I want to remind you, uh, that it is the International Year of Statistics, uh, 2013. There's lots of information on this website, Statistics2013.org. So there's lots of exciting things happening right now. As I mentioned, there's lots of jobs opening up.


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[Assistant] All around the world, especially in the U.S., uhm, for people who have some sort of skill in, in doing statistical analyses, so you're in the right place.


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[Assistant] Go, please check out more about the Internat, International Year of Statistics. I just wanted to pick out one quote from their website.


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[Assistant] Uh, and it's here on this last slide. Statistics is becoming more critical as academia, businesses and governments come to rely on data-driven decisions, greatly expanding the demand for statisticians.


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[Assistant] So sit back, relax, enjoy statistics one. Again, if any of these terms are new to you, if, if there's new phrases.


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[Assistant] Uh, definitions that you need clarification on. Please check out the glossary of terms on the website and also feel free to post a question on the discussion forum and I or my team or other students will get back to you very quickly.


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[Assistant] Thanks for tuning in and I look forward to seeing you in lecture one.


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[Assistant] Wukong eyed the turtle suspiciously. How do we know we can trust you?


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[Assistant] Demons all along the way are waiting for my master to pass by.


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[Assistant] That's a bad place. We're not going there. It looks fine to me, said the monk.


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[Assistant] I can see things that humans can't see, said Wukong. And I see a dark mist hanging over that monastery. A demon could be in there.


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[Assistant] Oh, I'd like to see him try! You see, no mortal has the power to get rid of me. I'm invincible.


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[Assistant] Well, I hate to say this, but it looks to me more like a place where they just put on airs and pretend to be holy. Do not be disrespectful.


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[Assistant] And the abysmal response of the then West Pakistan government was a factor in the War of Liberation that led to the creation of Bangladesh. Just think about that. A weather system was so powerful, it helped create an entirely new country. Massive weather systems can wreak havoc in an instant like the Bola cyclone.


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[Assistant] But they can also move in slowly and create gradual change in our weather for days, like warm springtime rains or a weird unseasonal batch of hail. Understanding when different weather systems occur, how they form, and their impacts is an important part of physical geography.


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[Assistant] Especially because all weather, from massive thunderstorms to small bouts of fog, drives energy exchange within the atmosphere. I'm Alizé Carrère, and this is Crash Course Geography.


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[Assistant] And if you live in the mid-latitudes, or everything roughly between 35 and 55 degrees north and south latitude, you can expect the weather to be predictably unpredictable. A bright sunny day in South Dakota, or the South Island of New Zealand or Scotland can suddenly change to overcast and gray, and then just as abruptly clear up.


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[Assistant] Nice weather we're having today, Brandon. It's so seasonal, don't you think? But there are so many complex global circulation patterns in the atmosphere and the oceans. As we've learned, because the Earth is curved and tilted, the amount of incoming solar radiation, or insulation,


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[Assistant] Isn't the same everywhere. Each year, tropical regions receive two and a half times more energy than the poles, which has to be evened out with the help of circulation in the atmosphere. The uneven amounts of insulation also cause temperature differences that drive some of the biggest rebalancing efforts. Mid-latitude cyclones, which are also called wave cyclones or extratropical cyclones.


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[Assistant] We'll talk more about tropical cyclones later. Mid-latitude cyclones can last a week or more, bringing lots of changes in the day-to-day weather or severe storms as they travel from west to east with the westerly winds. These weather systems can form in the mid-latitudes of both hemispheres. But to zoom into where I live as an example, in the northern hemisphere, we see mid-latitude cyclones form along the polar front.


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[Assistant] Which is a band of low pressure in the latitudes just below the poles that sits between two large high pressure areas. The subtropical high pressure to the south and the polar high to the north.


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[Assistant] The First World War was raging, and it seemed that the boundary between warm and cold air


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[Assistant] Generally, we can call these two opponents air masses, which are vast bodies of air with similar temperature and humidity that form over a region. Like when an air mass forms over tropical oceans, it will be relatively warmer and more humid than one that forms over the frigid interior of northern Canada, which will be cold and very dry.


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[Assistant] And as they move, they bring their temperatures and moisture with them. The mid-latitudes get a lot of clashes between air masses. And that's where a lot of the storms and precipitation comes from, because when different air masses come together, they're like water and oil, or Godzilla and Mothra. They don't love mixing. Instead, they meet along sloping boundaries called fronts.


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[Assistant] For example, if the cold air mass is feeling feisty and moves in on a warm air mass, we get a cold front. The nose of the advancing cold front is like a snowplow, hugging the surface because it's dense and heavy, pushing the warm air out of the way and flinging it upwards.


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[Assistant] The warm air can't displace the denser, colder air near the ground, so the warm front slides over it like a thick blanket. Overall, a warm front is much less sudden and violent than a cold front, and tends to linger, leaving warm, wet air behind.


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[Assistant] The first sign of one is high cirrus clouds, followed by lower and thicker altostratus clouds, and then still lower and thicker stratus clouds that bring drizzly rain.


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[Assistant] So, different air masses bring different weather in their wake and influence the weather conditions of locations as they pass. Warm and cold fronts are relatively small skirmishes, but wars, or mid-latitude cyclones, can start when cold and warm air meet on the polar front. While these air masses duke it out closer to the surface of the Earth, there's another crusade happening 5 kilometers above them, the Upper Air Westerly.


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[Assistant] These winds blow very fast because there's less friction higher up. And within the upper air westerlies, about 10 kilometers above the Earth, there's a wind that blows really, really fast.


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[Assistant] The colder air mass is denser and moves faster, overtaking the spiraling cyclonic warm front and wedging beneath it.


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[Assistant] They can steer the cyclonic systems and their air masses across the continent as they follow the sun north into the Arctic in summer and swing down further south in the winter. And no two storms are alike because no two air masses are alike.


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[Assistant] So with so much going on, you can't blame the weather forecasters too much for not predicting the unpredictable. Now, massive weather systems aren't unique to the mid-latitudes, even if warm and cold fronts do happen there a lot.


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[Assistant] In tropical and subtropical oceans and seas, we can also get spiraling low-pressure storms, which are some of the largest storms on Earth. A storm that starts in the tropical oceans, between the Tropic of Cancer and the Tropic of Capricorn, can have incredible winds over 118 kilometers per hour.


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[Assistant] So we're talking about tropical cyclone storms now, but we're filming this in Florida, near the Atlantic, so I'll call them hurricanes from here on. Unlike the mid-latitude battles between warm and cold air masses, tropical hurricanes form from a single warm air mass. Without a cold air opponent, there's no front. The warm air over the oceans means there's lots of water vapor.


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[Assistant] So as this warm air rises and condenses, the extra energy released fuels its transformation from a weak low-pressure area into a violent swirling storm.


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[Assistant] Extending up 12 to 14 kilometers and taking up the full height of the troposphere. A chimney effect pulls more and more moisture-laden air into the system. Air is sucked in at the base by low pressure in the eye of the hurricane and sent spiraling because of the Coriolis effect.


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[Assistant] The air then rises rapidly to the top and is full of water vapor, which condenses and releases latent heat energy, producing thunderstorms and enormous amounts of rain. A great deal of time, effort, and money has been spent studying hurricanes, so we know some things. Like in the Atlantic, the official hurricane season is from the 1st of June through the 30th of November.


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[Assistant] But hurricanes pop up most frequently in late summer and early fall, when ocean surfaces are warmed to 26 degrees Celsius or more, and the ocean air has maximum humidity. And we've found a correlation between rising sea surface temperatures and longer tropical storm lifetimes and greater intensity in the Atlantic basin.


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[Assistant] Looking to the future, models suggest that the intensity of extremely severe storms will only increase in the coming decades. But there's still a lot to learn.


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[Assistant] Like, we can't predict a hurricane's path with great certainty more than three days in advance, even though it's tracked by radar, plane, and weather satellites. And where a storm makes landfall becomes the most pressing question as a storm grows and meteorologists track its movement. Hurricanes' source of moisture and energy is the warm ocean air and water, so they grow when they're over water but begin to dissipate once they make landfall.


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[Assistant] But by then, they could have already caused tons of damage to coastal communities. The boundary between water and land in tropical and subtropical regions is naturally marked by mangroves and wetlands.


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[Assistant] However, even with the forbidding ecological buffer, there are also large pockets of people and rural settlements, which ties back to colonial land policies and practices. There's increasing pressure to develop these coastal areas for fish farming, tourism, manufacturing, and oil and gas exploration.


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[Assistant] And in Bangladesh, the most densely populated country in the world, the stakes for that task couldn't be higher. In countries like the United States, areas susceptible to hurricanes continue to experience population growth, economic development, and urbanization.


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[Assistant] Even as hurricane warning systems have improved and more lives have been saved.


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[Assistant] The loss of property and the number of people displaced has steadily risen. Our relationship to weather is complicated. Because so much of our experience depends on where we build our communities and why. The light drizzle near a warm front might call for rain boots or an umbrella. The thunderstorm near a cold front may have us running indoors and comforting our dogs from the thunderclaps.


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[Assistant] But the damage of tropical storms can lead to incredibly severe consequences. We can't go anywhere on Earth to completely avoid weather, so our choice is about what chunk of the atmosphere to live under matter.


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[Assistant] Next time, we'll zoom out and look at weather patterns across whole regions when we talk about climate.


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[Assistant] So we at Crash Course want to acknowledge these people's traditional and ongoing relationship with that land and all the physical and human geographical elements of it. We encourage you to learn more about the history of the place you call home through resources like nativeland.ca and by engaging with your local indigenous and aboriginal nations through the websites and resources they provide.


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[Assistant] If you want to help keep Crash Course free for everyone, forever, you can join our community on Patreon.


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[Assistant] These days, air temperature is something we can easily check on our phones or by stepping outside before deciding if we really need the t-shirt and sweater and puffy jacket and rain slicker and two pairs of socks and a hat and gloves. Whew, I'm sweating already. But air temperatures influence so much more than what we wear.