[User] Please transcribe this text

[Assistant] And then below the castle somewhere there might be a dungeon. This is similar to what today we would call a prison or a jail.


[User] Please transcribe this text

[Assistant] Uh, in the dungeon is where you would put, uhm, perhaps your enemies or someone who has done something bad in the kingdom. Someone who you need to, uhm, punish in some way. You would put them in the dungeon. I think that, uh, medieval dungeons were probably horrible, horrible places.


[User] Please transcribe this text

[Assistant] Not very much light, not very sanitary, not very clean. Probably a horrible place to be.


[User] Please transcribe this text

[Assistant] So you can raise the drawbridge to better protect your castle. And you can lower the drawbridge in order to let friendly people come in or in order for you to be able to go out. So a castle might have a drawbridge.


[User] Please transcribe this text

[Assistant] And you need a drawbridge if you have a moat. So a moat is water that surrounds a castle. So when you have a castle and you want to defend it,


[User] Please transcribe this text

[Assistant] An easy way to defend it is to create a moat of water because then people can't come right up to the walls. They can't ride their horses up to the walls.


[User] Please transcribe this text

[Assistant] There is a moat of water that prevents you. So, but if you have a moat, you either need to have a bridge across the moat like this castle does or you need to have a drawbridge which can be raised and


[User] Please transcribe this text

[Assistant] Let's talk a little bit about people. A king, of course, is obviously a man who rules over a kingdom, who rules over people. Uh, a king will wear a crown. A king will live in a castle. And usually, in most places, you become king by simply being the oldest son of a king.


[User] Please transcribe this text

[Assistant] So it's something that we would consider hereditary. You know, he became a king because his dad was a king.


[User] Please transcribe this text

[Assistant] Uhm, and then obviously, uh, in order for there to be children, there needs to be a queen. So sometimes you have a king and queen who together have a child and that child becomes the next king or the next queen sometimes. If there are no male heirs,


[User] Please transcribe this text

[Assistant] In some, uh, royal families the, uh, the daughter will become the queen, the next queen. It depends on the rules, I think. I think there's different rules for royalty.


[User] Please transcribe this text

[Assistant] And then of course, they rule over a kingdom. A kingdom is what we call the area that a king or queen rules over. They are essentially in charge of this area. They own this area. Uh, in their kingdom, they will have people who live and work in their kingdom who would be considered their subjects.


[User] Please transcribe this text

[Assistant] The subjects would be all the people that live there that the king or queen rule over.


[User] Please transcribe this text

[Assistant] And of course, the king or queen will probably sit on a throne.


[User] Please transcribe this text

[Assistant] That throne will most likely be in a throne room. So a throne is a really nice chair essentially.


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[Assistant] That a king or queen will sit in when they're meeting with people when they're holding court as they rule over their kingdom, they will probably sit in the throne every day and they will have people come who need to ask them questions or


[User] Please transcribe this text

[Assistant] Beg for something or ask for something and they will sit in their throne.


[User] Please transcribe this text

[Assistant] And that throne would be in the throne room, which is a very ornate room in a castle.


[User] Please transcribe this text

[Assistant] Ornate means that it's very fancy. There's lots of gold. There's lots of silver. There's lots of


[User] Please transcribe this text

[Assistant] Uhm, when you look at this picture, you can see that it's just very, very fancy. There's a very nice chandelier hanging from the ceiling and really nice, uh, things to sit on made with luxurious fabrics. So, a throne room is where the throne is and it's usually, uh, very ornate.


[User] Please transcribe this text

[Assistant] The son of a king is called a prince. The daughter of a king and queen is called a princess. We have modern day kingdoms right now where there are princes and princesses as of course.


[User] Please transcribe this text

[Assistant] Uhm, but in medieval times and if you read fantasy books, there's often, uh, a prince or a princess. Sometimes the princess needs to be saved if it's an older style story.


[User] Please transcribe this text

[Assistant] But they are the children of the king and


[User] Please transcribe this text

[Assistant] So during that time as well, you would have noblemen or noble women. So a nobleman was someone who


[User] Please transcribe this text

[Assistant] Was just below the king and queen. You also might call them lords and ladies. So there were different levels of society. At the bottom you had the very poor farmers or peasants. At the top you had the king. And just below the king you would have noblemen and you would have noblewomen.


[User] Please transcribe this text

[Assistant] Uhm, I probably should have pluralized this, like M-E-N. So, uh, please do that in your mind. I'm saying nobleman, uhm, as plural.


[User] Please transcribe this text

[Assistant] So hopefully that's not too confusing. I'll focus more on lords and ladies. So you have the king and queen and just below the king and queen you have lords and ladies. People who are very wealthy. People who are rich. People who the king and queen probably really like.


[User] Please transcribe this text

[Assistant] Uhm, but possibly not. Uhm, but definitely the level of society just under the king and queen.


[User] Please transcribe this text

[Assistant] So we also have knights. So a knight was someone who fought for the king.


[User] Please transcribe this text

[Assistant] A knight is someone who, if you're watching a fantasy show, is probably one of the main characters. They're usually big strong men. They're usually from the part of society where the lords and ladies come from.


[User] Please transcribe this text

[Assistant] So they're usually, um, either a lord or lady themselves or they're from a family that's in that part of society and their job was to fight for the king. So they would have a horse, they would have armor, they would have a sword, uh, and they would go into battle. When you watch


[User] Please transcribe this text

[Assistant] Uhm, a TV show, a fantasy TV show or read a fantasy novel.


[User] Please transcribe this text

[Assistant] You are most likely going to see a lot of nights, uhm, if, uh, if, if that's what you are reading or watching.


[User] Please transcribe this text

[Assistant] And then we have what's called a squire. A squire is usually a young boy who helps a knight.


[User] Please transcribe this text

[Assistant] The squire might keep the armor fixed. The squire might polish the armor. The squire will help the knight get dressed in his armor when he goes into battle. Uh, so a squire is usually a young boy who wants to be a knight


[User] Please transcribe this text

[Assistant] And spends their time helping an actual knight, uhm, do the things that they do.


[User] Please transcribe this text

[Assistant] In the court of the king in the throne room or perhaps in the banquet hall, you might see a jester.


[User] Please transcribe this text

[Assistant] A jester is someone who acts funny or sings funny songs or tells jokes. The jester is there to entertain the king and queen and all of their guests that they have for dinner. So a jester uh might sometimes be called a court jester as well.


[User] Please transcribe this text

[Assistant] And you might have what's called a bard, uh, back in these times, or if you're watching a fantasy TV show, there might be a bard. Uh, I think if you watched The Witcher, there was a bard in The Witcher who would sing a song, throw, throw a panichi, I forget, I don't know what the song is, but a bard is someone who plays a lute


[User] Please transcribe this text

[Assistant] This is probably a lute or a guitar or some type of old stringed instrument and they make up songs and sing songs so a bard would be


[User] Please transcribe this text

[Assistant] In our era, we would call them rock stars, but in this era, they would be called a bard.


[User] Please transcribe this text

[Assistant] So the poorer people in the kingdom would be called peasants or serfs.


[User] Please transcribe this text

[Assistant] They would not own the land that they lived on, but they were given permission by the king or queen to farm the land.


[User] Please transcribe this text

[Assistant] And they had to give a portion of their crops to the king in taxes. So a peasant or serf was very very poor.


[User] Please transcribe this text

[Assistant] Uh, and they lived in probably a small hut or a small house out in the countryside and they would take care of animals and they would farm the land and they would give, uh, some of their produce to the king or queen in taxes.


[User] Please transcribe this text

[Assistant] Probably wasn't a very, very nice life. It was probably very hard, that life.


[User] Please transcribe this text

[Assistant] And then you of course might have bandits. So uhm, whenever I'm reading a fantasy novel or watching a fantasy TV show and when two people are riding


[User] Please transcribe this text

[Assistant] Out in the wilderness, traveling from one city to another.


[User] Please transcribe this text

[Assistant] You can almost predict that bandits are going to try and rob them. That that's going to be part of the story. Bandits are of course people who try to steal things from people. Uh, they are thieves. You could use the word thieves as well. They live out in the woods or they live out in the wilderness and then when you


[User] Please transcribe this text

[Assistant] Uhm, are going on a trip in olden days or when you are watching a show where someone goes on a trip, there's always a chance that bandits are going to try and rob them.


[User] Please transcribe this text

[Assistant] Armor. So armor is something that a knight would wear in order to protect themselves. So a knight would have a suit of armor. I use the American spelling here, by the way. In Canada, we often put a U in it, but armor. A suit of armor was meant to protect the knight. It was very, very heavy.


[User] Please transcribe this text

[Assistant] But it also protected the knight in battle. It could stop arrows. It could stop swords. There would be spots in the armor though where uhm, the knight was unprotected. So they would try to make sure because in order to move,


[User] Please transcribe this text

[Assistant] And I did mention, I think armor was very, very heavy, and I think wearing a helm was very, very heavy. Uhm, you could use the word helmet as well. We have two words. Helm definitely refers to something very, very old. Uh, helmet would be a newer word, but a helm is something that you would wear on your helmet.


[User] Please transcribe this text

[Assistant] They might use a small sword. They might use a large sword. They might have a two handed sword where they had to use two hands to hold it because it was so heavy.


[User] Please transcribe this text

[Assistant] But a sword was a very, very common weapon and is still a common weapon when you watch a TV show like Lord of the Rings. They will have swords. Sometimes they'll have magic swords in those TV shows.


[User] Please transcribe this text

[Assistant] A dagger is a very short, short sword. That's the best way to describe it. It's not really


[User] Please transcribe this text

[Assistant] I guess you could say it's a knife but it's made more for stabbing I think. So these are some daggers. A knight I think would quite often have a large sword but also carry a dagger just in case they drop their sword or if they needed to fight with their sword and their dagger at the same time they would have their sword which was longer and their dagger which was a bit shorter. And then of course they would have a shield. Often their shield would be painted


[User] Please transcribe this text

[Assistant] Or the colors of their clan, or the colors of their family.


[User] Please transcribe this text

[Assistant] And they might even have a coat of arms on it. A coat of arms is like,


[User] Please transcribe this text

[Assistant] What they were doing. You could protect yourself with your shield.


[User] Please transcribe this text

[Assistant] And then with this came up earlier in mode eggs is question, uh, a weapon that was quite dangerous because you could attack from afar. There's a good use of the word afar is the, is the bow and arrow. So you would have a bow and arrow.


[User] Please transcribe this text

[Assistant] A weapon where you could attack at range. It was a ranged attack weapon so you could attack from far away. So much different than a sword which required you to be very very close to someone in order to attack them.


[User] Please transcribe this text

[Assistant] So there's something called a lance. So you see the long pole that these knights are holding. This is called a lance. A lance is used when knights would do jousting. So jousting is when you get on your horse,


[User] Please transcribe this text

[Assistant] First you put on your armor, you get on your horse, uhm, you get your lance, and then at a tournament,


[User] Please transcribe this text

[Assistant] And jousting is when two knights ride towards each other and try to hit each other with the lance so that you fall off your horse. We've mentioned this a couple of times.


[User] Please transcribe this text

[Assistant] The catapult was something that could throw something really, really heavy a very, very far distance. So maybe they would put rocks in the catapult. Maybe they would put a barrel of boiling, a barrel of oil and light it on fire and throw it with the catapult.


[User] Please transcribe this text

[Assistant] Um, there's something also called a trebuchet, which was similar to a catapult, but it used weights instead of tension. Um, I don't want to get into the details, but a number of different types of siege weapons were invented. Siege weapons were weapons that could throw stuff really, really far and attack the walls of a castle.


[User] Please transcribe this text

[Assistant] There was also something called the crossbow. The crossbow was...


[User] Please transcribe this text

[Assistant] I think you put a bolt in. I don't think you call it an arrow. You call it a bolt. And then you could aim and fire the crossbow. So you needed less strength to use a crossbow. If you used a bow, you needed to be very strong. Uh, almost anyone could fire a crossbow. There were definitely blacksmiths


[User] Please transcribe this text

[Assistant] Uh, back in this era, a blacksmith was someone who worked with metal.


[User] Please transcribe this text

[Assistant] A blacksmith is someone who could take iron and steel and perhaps other metals and make things. If you needed shoes for your horses, you went to the blacksmith. If you needed a new sword, you went to the blacksmith. A blacksmith would heat metal up, they would pound metal with a hammer, and they would make things like swords, shields, helms, suits of armor, etc.


[User] Please transcribe this text

[Assistant] And I mentioned this earlier, sometimes there would be tournaments. Uhm, in our modern era, we have sports but back in medieval times or if you watch a fantasy TV show, there will most likely be tournaments where nights get together and fight each other either for fun


[User] Please transcribe this text

[Assistant] Or actually to fight to the death. I'm not sure about what exactly the rules are at a tournament. I think though there are different rules.


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[Assistant] Sometimes we call the horse that a knight rides a steed. So you might run into the word steed, a knight on his steed. It's just an old fashioned word for horse. Uhm, so you might say, oh, the knights are getting their steeds ready for battle. That would be the same as saying they're getting their horses ready for battle.


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[Assistant] And then we have a phrase in English, a knight in shining armor. We use this to refer to usually when a guy


[User] Please transcribe this text

[Assistant] Saves a woman from a bad situation. It's not as common now because it's kind of a little bit of a sexist term, but let's say Jen was driving along and she had a flat tire and she was trying to change the tire on the side of the road.


[User] Please transcribe this text

[Assistant] And I stopped and helped her. You would say that I am her knight in shining armor. I came and saved her on the side of the road.


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[Assistant] The problem is Jen's quite capable of changing her own tire, so it's less common to hear this term now.


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[Assistant] It's very well done, it's very luxurious, it's a little bit expensive maybe. This meal is fit for a king. There's lots of yummy things to eat and strawberries and apples and it looks like lots of really fancy food.


[User] Please transcribe this text

[Assistant] When you go out to eat with your family at an expensive restaurant, you can say, oh, this food is fit for a king. Uhm, so it's a way to describe something that's very, very, uhm, luxurious. That's the best word for it.


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[Assistant] There are no dragons, just so you know, but if you are playing a video game that's set in the middle ages or during a fantasy or in a fantasy, uh, time, you might have dragons. If you certainly if you read the, um,


[User] Please transcribe this text

[Assistant] Uh, Game of Thrones books, or you watched that TV series. There are definitely dragons. That's not a spoiler, by the way, but there are definitely dragons. A dragon is a very, very large, mythical creature. So we would say they're mythical because they don't really exist.


[User] Please transcribe this text

[Assistant] Uhm, but the dragon usually breathes fire. The dragon is usually good. Either someone, either the dragon is a problem, like in The Hobbit, where the dragon steals gold from everyone, or the dragon is, uhm,


[User] Please transcribe this text

[Assistant] I guess, tame, like in, uh, Game of Thrones, where people ride the dragons. But anyways, a fire-breathing, mythical beast, I would say.


[User] Please transcribe this text

[Assistant] And then I wanted to end with this slide because I called this lesson medieval times, but there actually is a restaurant or a place you can go in Canada called medieval times.


[User] Please transcribe this text

[Assistant] So you can go to this place in Toronto. Uh, I have not been. I would like to go. And it's called Medieval Times Dinner and Tournament. So you can go and you can eat a meal while you watch people reenact a tournament. It's not real.


[User] Please transcribe this text

[Assistant] Uhm, but it's, I think, I've heard it's pretty real. But it would be really cool to go. This is someplace I would love to go sometime. I would love to go to medieval times. Uhm, I don't know if it exists in other cities. Possibly it does.


[User] Please transcribe this text

[Assistant] When you amass huge amounts of people's most sensitive information, their biometric data, you're creating a kind of honeypot which cybercriminals, uh, kind of lick their lips about and really want to access.


[User] Please transcribe this text

[Assistant] When you amass huge amounts of people's most sensitive information, their biometric data, you're creating a kind of honeypot which cybercriminals, uh, kind of lick their lips about and really want to access.


[User] Please transcribe this text

[Assistant] Well, hello and welcome to this English lesson about describing things you like.


[User] Please transcribe this text

[Assistant] As you go through life, there are things that you like. There are things you like doing. And in English there's unique ways to describe different experiences.


[User] Please transcribe this text

[Assistant] There's unique ways to describe different things you do. In today's English lesson, I'm going to talk about how to describe a book that you liked reading, a movie, a TV show that you like, maybe a trip.


[User] Please transcribe this text

[Assistant] Uh, and we'll also look of course at music. So in this lesson, I'll give you some unique phrases.


[User] Please transcribe this text

[Assistant] This English lesson is a little different than what I've done in the past. Instead of teaching just vocabulary words, I'll be teaching unique, cool, common, interesting phrases to describe different things that you like.


[User] Please transcribe this text

[Assistant] I had to stop myself from describing things you don't like because I'll save that for another lesson.


[User] Please transcribe this text

[Assistant] So in this lesson, uh, we'll just look at things you like and how to describe them. For those of you that are going to be taking an English test in the future, this will be a great lesson because often you need to describe something that you liked doing or something that you enjoyed. So,


[User] Please transcribe this text

[Assistant] Let's get started, uh, with this lesson on describing things you


[User] Please transcribe this text

[Assistant] We're gonna start with songs. So, in this lesson, I'm going to give you phrases that you can use to describe things you like, and I'm going to put them into a couple of different categories, a few different categories actually. The first category, uh, will be songs, songs, and music. And the first phrase would be, I like the beat.


[User] Please transcribe this text

[Assistant] So sometimes you like a song because the drummer and the bass guitarist, if it's a rock song, uhm, they just create a really good beat. The song, you can hear the drums, it makes you want to maybe tap your foot.


[User] Please transcribe this text

[Assistant] Or maybe just kind of clap a little bit. Maybe you like to clap along. These are the things old people do. Maybe it makes you want to dance a little bit, but you would just say, I like the beat or this song has a good beat. Oh, I like this song. I like the beat. This song has a good beat. So I tried to get a picture of a drummer.


[User] Please transcribe this text

[Assistant] And a bass guitarist, obviously, uhm, I'm talking about rock music, but other types of music as well, you would be able to say I like the beat.


[User] Please transcribe this text

[Assistant] You might like the lyrics. You might enjoy a song because the lyrics are just really, really meaningful. When I say lyrics, I mean words and you can say that as well. You could say, oh, this is a great song. I like the lyrics or this is a great song. I like the words.


[User] Please transcribe this text

[Assistant] And of course in English you can always replace like with love.


[User] Please transcribe this text

[Assistant] If you want to emphasize it a little bit more, you could say, oh, I love the lyrics. This song has great lyrics. I love the lyrics. Or you could say, I love the words. This song, uh, is really meaningful to me. I love the words.


[User] Please transcribe this text

[Assistant] You could also just express how the song makes you feel. So a common way to describe a song would be to say, it makes me feel good. Oh, I like this song. It makes me feel good. When this song comes on the radio, you can tell I'm old. I still listen to the radio. When this song comes on the radio, it makes me feel good.


[User] Please transcribe this text

[Assistant] You could also just say, this song gives me a good feeling. I enjoy this song. It makes me feel good or I enjoy this song. It gives me a good feeling. There are a lot of songs that I like because they just


[User] Please transcribe this text

[Assistant] Uhm, I don't know, they make me smile. They, it's like they lighten my mood a little bit. Uh, especially when I'm driving a long distance. It's good to have, uh, songs come on the radio that make me.


[User] Please transcribe this text

[Assistant] Sometimes there's a song that you like and you would describe it by saying it's easy to sing along.


[User] Please transcribe this text

[Assistant] When you have a song where you can clearly hear the lyrics.


[User] Please transcribe this text

[Assistant] And where the melody of the song is easy to remember, you might describe it as saying, ah, this is a great song, it's so easy.


[User] Please transcribe this text

[Assistant] Remember in English sometimes we add the word so to emphasize. This song is great. It's so easy to sing along or it's easy to sing along.


[User] Please transcribe this text

[Assistant] Often when you are a child or when you're a kid, you will learn songs that are easy to sing along. Uhm, maybe your parents or a teacher will say, okay, I'm going to teach you this song, uhm, while I sing and play my guitar, please sing along.


[User] Please transcribe this text

[Assistant] And a song comes on that's easy to sing along to. I will sing, but as I've mentioned before, I have trouble singing on key. If you said sing a C sharp, I can't do that. I don't know how to sing on key. You might also say it's a great dance song. We talked about this


[User] Please transcribe this text

[Assistant] A little bit when I talked about a song having a good beat.


[User] Please transcribe this text

[Assistant] But you might just say, ah, this is a great dance song or uhm, let's get out on the dance floor. This is a great dance song. So a good dance song or great dance song will have a good beat. It will make you want to move. This is as much dancing as I'm doing in the video.


[User] Please transcribe this text

[Assistant] Uh, but it will make you want to get up and move. So when you hear a song, uhm, that just has a good beat and a fast beat usually, uhm, it's a song where you would say it's a great dance song.


[User] Please transcribe this text

[Assistant] And then you might have songs that you would describe by saying it brings back memories. So there are a lot of songs that when I hear them,


[User] Please transcribe this text

[Assistant] Uhm, I really enjoy them because they bring back memories. When a song brings back memories, it means that when you hear it, you think of a time when you were a teenager or you think of a time when you were younger, uh, or maybe you even think of a time a few years ago or just a month ago.


[User] Please transcribe this text

[Assistant] That when I hear them, they bring back memories of my time at university or the time when Jen and I were first married before we had kids. Uhm, that was a time where we listened to a lot of music because I think we were just always doing things and having lots of fun.


[User] Please transcribe this text

[Assistant] Children are fun. I'm not saying the fun stopped after we had kids, but there are certainly songs that bring back memories.


[User] Please transcribe this text

[Assistant] So you might have certain songs that you listen to because they just make you feel at peace. They just calm you down. You might say, oh, I like that song. It's so relaxing. Maybe you listen to classical music at night.


[User] Please transcribe this text

[Assistant] Maybe that's the kind of music that you find very relaxing. Uh, and so you put on some classical music and you sit down, uh, and maybe you just think about your day and the music relaxes you. So you might describe the song by saying it's relaxing.


[User] Please transcribe this text

[Assistant] And we also have a funny little phrase in English where we say it has a catchy tune or you might say it is a catchy tune. You could use both. So you could say, ah, I love this song. It's, it has a catchy tune.


[User] Please transcribe this text

[Assistant] That means that when you hear it once or twice, uhm, it's easy to remember maybe the chorus or it's easy really quickly to sing along. It's just a song that's really well written, really fun and enjoyable and you can remember and maybe whistle


[User] Please transcribe this text

[Assistant] Maybe you can whistle the tune later because it's catchy. It's very easy to remember.


[User] Please transcribe this text

[Assistant] Books. Sometimes you read a book and you really, really like it. And you might be asked about the book. Someone might say, did you like the book? And you want to be able to describe it. So we're going to look at positive ways


[User] Please transcribe this text

[Assistant] I'm going to use either the present tense or the past tense. So when we talk about books, you can, you can use the present tense. Even if you read it last month, you can still say things like, oh, it's a real page turner. Did you read the client by John Grisham? Yes, it's a real page turner.


[User] Please transcribe this text

[Assistant] You could also flip to the past tense and say, yeah, it was a real page turner.


[User] Please transcribe this text

[Assistant] So again, you probably have figured it out already. When you say a book is a real page turner, it means that it's so exciting and good to read that you, you flip the pages really quickly. Like you read fast and, um, if you think about it like a cartoon, the person's just flipping pages really, really quickly.


[User] Please transcribe this text

[Assistant] But certainly a way to describe a good book in English would be to say, oh, it's a real page turner. Uhm, or again, in the past tense, it was a real page turner. I did read the client. It was a real page turner.


[User] Please transcribe this text

[Assistant] You could also say I couldn't put it down, okay? So there are books that I read where I read one or two chapters, and it's just not that interesting. But there are books like The Elchemist, which many of you recommended that I read. A while ago I did a survey


[User] Please transcribe this text

[Assistant] Paulo Coelho, I think I'm pronouncing that right. It is a great book. So I couldn't put it down. It meant that


[User] Please transcribe this text

[Assistant] If I had an hour to read, I would usually read for more than an hour because it was so interesting and so fun to read. So if you read a book


[User] Please transcribe this text

[Assistant] That uhm, you just want to read all day long and do nothing else. You would describe it by saying, I couldn't put it down. So that's kind of in the past. In the present you can just say, oh I can't put it down. Uhm, I'm reading a book right now by Paolo Coelho and I can't put it down. So that would be a way to describe a book that's really good.


[User] Please transcribe this text

[Assistant] We also will say I read it cover to cover which is an interesting way to describe a book because


[User] Please transcribe this text

[Assistant] For me, when I read a book, I always read the whole book. There are no books where I've read half the book and stopped reading it. I almost, okay, that's a lie. Bob the Canadian just lied to you. There are very few books that I haven't finished reading.


[User] Please transcribe this text

[Assistant] You could say this. You could say, oh, I read The Martian by Andy Weir. I read it cover to cover. It was a really, really good book. By the way, I do like this book. If you are learning English, I think it's a great book to read. It does have some swear words in it. You need to be aware of that.


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[Assistant] But uh, I definitely, uh, I read it cover to cover. When someone says that about a book, it's a very positive thing. It means that it is a very good book. And then we have this phrase.


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[Assistant] I know this sounds kind of funny. It's a good book, or it was a good book. You can use the present or past. Uhm, it's kind of a funny thing, isn't it? It's a good book. It's such a basic phrase, but it's very, very common, okay? If I was to say, uhm, oh, did you read The Humans by Matt Haig? Yea, it's a good book.


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[Assistant] Oh, I read it last week. It was a great book. It was a good book. So we do just...


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[Assistant] In a basic way, talk about books. That's why there's a website called goodreads.com.


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[Assistant] I don't know if you know about that, but it's a website where people say whether a book was good or not. So a basic description, but still very, very common.


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[Assistant] And then we have I read it in one sitting.


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[Assistant] So there might be a book that's just so fun and so amazing and so exciting to read that you sat down


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[Assistant] And you read the whole book in one sitting. This is rare. I did not do this with The Hobbit. The book is way too thick. It's too long for that. But, uh, definitely, uhm, a thinner book. Like if you read The Pearl by John Steinbeck, uhm, that's a fairly thin book.


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[Assistant] And it's really enjoyable and you could sit and read it in one sitting. Obviously if you say a book, uh, it was so good I read it in one sitting, it means it's a good book because it was so exciting you could not stop reading it.


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[Assistant] Hey, let's talk a little bit about movies and TV and how to describe them in a positive way. We often watch movies in our house and we watch a lot of television as well. And so there are certain ways to describe movies and TV. And we usually talk about what happens in the show or in the movie. So let's start with it's action packed.


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[Assistant] So again, with movies, you can talk about it in the present or the past. So the Fast and the Furious movies, they are action packed. You would say this movie,


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[Assistant] It was action packed or it's action packed. I watched the Fast and the Furious, it's action packed.


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[Assistant] Action in a movie involves car chases or gunfights or anything that's fast and exciting. Maybe someone's getting chased around a city. So I would say the fast and the furious, if I was to describe it, I would say it's action packed.


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[Assistant] When some, when we describe something in English as being packed, it means it's, it's full of that thing. So this would basically mean the movie is full of action. And I don't know if you've watched these movies, they're definitely action packed for sure.


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[Assistant] Now at the other end of the spectrum, we have movies that are real tearjerkers. So any kind of movie that we would describe as a tearjerker is a movie that would make you cry. Maybe it's a love story, maybe it's a story of, uh, someone who's loses their pet and they find them back a year later. But anytime, uh,


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[Assistant] Uhm, any time a story causes you to almost cry, we would say it's a tearjerker. The notebook is a bit of a tearjerker, I don't know if you've watched it. By the way,


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[Assistant] I think tearjerker is supposed to have a dash in it. You might want to check that before you use that. There might be a small mistake there.


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[Assistant] People chasing tornadoes and it's just crazy and it has really good special effects. I was on the edge of my seat.


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[Assistant] It doesn't mean you actually sat on the edge of your seat, but it means you were, the movie was so exciting that it's like you were


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[Assistant] Uhm, instead of relaxing, like instead of watching the movie, you were more like,


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[Assistant] Totally engaged and totally interested. I was on the edge of my seat.


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[Assistant] So we use the word worthy sometimes. And with Netflix in particular, because you can watch one show after another, you can binge watch shows.


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[Assistant] So when you binge watch it means you sit down and watch like 8 in a row or 10 in a row?


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[Assistant] We sometimes say a show is binge worthy if we really like it. So I watched the Marvel series Loki last spring and I would say it's binge worthy. It was really fun to watch. I like those types of movies. It was very exciting. It was a little bit action packed as well, but a different kind of action.


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[Assistant] Uhm, but we would say it's binge-worthy. So it's worthy.


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[Assistant] Of sitting down and watching more than one episode after another. Definitely Loki, I thought, was, uh, binge worthy for sure. It was a very fun series to watch.


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[Assistant] And sometimes we have what's called a feel-good movie. I don't know if you've watched the movie, Babe. It's an older movie.


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[Assistant] It's the story of a little pig who grows up on a farm.


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[Assistant] And the farmer's really fun and the farmer sings a song at one point and it almost makes me cry, but it's a movie where you are happy when you are watching it. It's a movie where you just, it's a feel good movie. It literally means exactly what it says. It makes you feel good.


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[Assistant] And in English, we take that and we turn it into a descriptor or adjective for the movie and we say, babe is a feel good movie. Or you could say it was a feel good movie. Yeah, I watched it. Oh, it was a feel good movie. So it made you feel.


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[Assistant] You might just say that a TV show is hilarious. So if you've ever watched The Office, now mind you, it's a-


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[Assistant] It's a unique kind of humor. Uhm, it might not be to your taste, but I thought the office was hilarious, or I could say it's hilarious. The show is just really, really funny. So when you watch a TV show or movie that's really funny, you might say,


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[Assistant] It's hilarious. I still laugh when I watch this. I think sometimes though, some of the humor is getting a bit old, so I'm not sure younger people would find it hilarious.


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[Assistant] We use the word worthy as well when a movie is just so well made, we think it might win an award. So the award show for movies is called the Oscars. You can win a little statue of a man for directing or acting or the music.


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[Assistant] But before the Oscars happen, there are movies where people would describe them by saying, oh, it's Oscar worthy. Oh, he, it was an Oscar worthy performance or that movie is Oscar worthy. This means that we think that movie is so good that it should win an award.


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[Assistant] And then we have Masi. When you say a movie is a Masi, this is a little bit like the term feel good. You can figure out what it means when you say it's a Masi. It means that you should go see it. When I saw Iron Man, I said to my brother, oh, it's a great movie. It's a Masi.


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[Assistant] That means that you should go and see it. Don't miss it. Uhm, go to the theater and watch it or maybe rent it when it comes out on a DVD. Certainly don't wait till it comes out on Netflix someday. It's a must see. So go to the theater, buy a ticket, and go and see that.


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[Assistant] Sports. So when you describe sports, I'm mostly going to be describing, uh, actually watching a game, not necessarily in person. It could also be on television. But, uh, when you see a really, really good game, it's fun to be able to describe it.


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[Assistant] So the first description would be this. It was a nail biter. So people sometimes bite their nails when they're nervous.


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[Assistant] We describe a game where the score is really, really close.


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[Assistant] Especially at the end of the game as a nail biter. It doesn't mean you're actually biting your nails because you're nervous.


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[Assistant] But when your team is winning by one point and then the other team ties it up and then the other team is winning by one point and then your team ties it up and when that continues we say it's a real nail biter or it was a real nail biter. It was a game where


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[Assistant] It was exciting to watch, but you were also worried that your team was going to lose the whole time because the score was so close.


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[Assistant] Uh, you could also say it was a roller coaster. So maybe your team is winning at the beginning and then they're losing at halftime and then they're winning towards the end and then at the very end they lose. So you were happy and then sad and happy and then sad. We say it's like a roller coaster. A roller coaster is a ride at an amusement park.


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[Assistant] Where you sit in a little car on a track and it goes up and down. So you can see your emotions.


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[Assistant] During the game go up and down and we describe the game by saying it was a roller coaster. You might just say it was thrilling.


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[Assistant] Thrilling, uh, is a pretty common word when talking about a sports, uh, game. You would say, ah, that game was thrilling. That was an amazing game. It was thrilling. I wanted to put this word in as well because I know it's a little bit difficult for English learners to say. So let me say it one more time. It was thrilling. It was thrilling.


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[Assistant] Let's talk a little bit about trips and experiences. The next few phrases are phrases you don't use very often in life, but they are very common after doing something amazing or going on an amazing trip. And I talked about one of them earlier.


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[Assistant] It was, it was a once in a lifetime experience. So there is probably a trip that you've either done or that you are going to do and you'll probably only do it once in your life.


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[Assistant] It means that it was a very enjoyable trip. I just really, really liked it. It was beautiful to see the country of South Africa. And if someone asked me, Hey, did you have a good trip? I would say, Oh, it was a once in a lifetime experience.


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[Assistant] So again, not a phrase you use that often, maybe just once in a lifetime, but a phrase used to describe, um, usually a trip, but other things as well. Like if maybe you went to a Beyonce concert, you might say, oh, it was a once in a lifetime experience.


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[Assistant] We were in the 10th row. We spent a lot of money on the tickets. It was an amazing show. It was a once in a lifetime experience.


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[Assistant] You could also say it was the thrill of a lifetime. Maybe you've jumped out of a plane with a parachute and it was very exciting and you had a lot of fun doing it. Uh, maybe it was, uh,


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[Assistant] Like your adrenaline, you had an adrenaline rush. That means like your body physically reacts and you get excited. You could say it was the thrill of a lifetime. You could also say it was a thrill of a lifetime. You could switch the article there, but I would say it was the thrill of a lifetime. So something that was super, super exciting.


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[Assistant] It was a dream come true. So if I was able to go to the city of Paris and if I was able to visit for a month, I would probably describe it by saying it was a dream come true. I went to Paris last year. I stayed for a whole month. It was a dream come true. So all of us have dreams.


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[Assistant] Uhm, when you sleep you have dreams, but you can also have dreams about what you want to do in life. Maybe you want to visit Canada.


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[Assistant] And if you visited Canada when you went back home, you could say, ah, it was a dream come true. I saw Niagara Falls. I saw the Rocky Mountains. It was a dream come true.


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[Assistant] And again, this isn't just for trips. You could use it to describe an experience as well. Maybe you had front row tickets to a Toronto Raptors game and you saw a basketball game live. Uhm, you could say, oh, it was a dream come true. It's something I always wanted to do. It was a dream come true.


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[Assistant] You could also say, I had the time of my life. I have this picture here because I always thought it would be fun to go to Times Square in New York on New Year's Eve. I've never done it, but if I was able to do that, I think when I got home, I would say to people, you know what?


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[Assistant] It was great. I had the time of my life. There was music. There was dancing. There was, uh, there were fireworks. Uhm, I had the time of my life. So basically, you're saying it was one of the most enjoyable things that you've done in your life.


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[Assistant] And we have the phrase, it was a night to remember. So oddly, I don't think we have the phrase, it was a day to remember. We would probably just say the day was memorable.


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[Assistant] But we do have the phrase, it was a night to remember. A lot of times this is used for, uh, like a wedding, a wedding celebration. So often in North America, people get married in the afternoon.


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[Assistant] And they have a party later in the evening called a reception.


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[Assistant] And it's usually a very enjoyable time for the bride and groom. And they might describe it later as saying, ah, it was a night to remember. It was just so beautiful. It was a night to remember. Now, again, you can use this for other experiences as well. Maybe you went to a really beautiful concert.


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[Assistant] And after the concert, you can say, ah, you know, it was a night to remember. It was just really, really beautiful. I really, really enjoyed myself.


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[Assistant] Or harass it in any way. You really can't track it. And that's why the trail camera technology is so valuable. They're being seen in their natural environment, moving about normally. Congratulations to Jason Miller. He worked really hard to get that, those images. And he's provided us with the information we need to protect it.


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[Assistant] Or harass it in any way. You really can't track it. And that's why the trail camera technology is so valuable. They're being seen in their natural environment, moving about normally. Congratulations to Jason Miller. He worked really hard to get that, those images. And he's provided us with the information we need to protect it.


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[Assistant] You must be puzzled by the fact that some teens do well in school, lead clubs and teams, and volunteer in their communities.


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[Assistant] How can so many teens be so smart, skilled and responsible and careless risk takers at the same time?


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[Assistant] What was even more alarming to me was that the more they exposed themselves to these harmful risks, the easier it became for them to continue taking risks. Now this confused me, but it also made me incredibly curious.


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[Assistant] So, as someone with a name that literally means to explore knowledge, I started searching for a scientific explanation.


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[Assistant] Now, it's no secret that teens ages 13 to 18 are more prone to risk taking than children or adults. But what makes them so daring?


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[Assistant] While neuroscientists have already found evidence that the teen brain is still in the process of maturation, and that this makes them exceptionally poor at decision-making, causing them to fall prey to risky behaviors. But in that case, if the maturing brain is to blame, then why are teens more vulnerable than children, even though their brains are more developed than those of children?


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[Assistant] Well, this is exactly what I decided to research.


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[Assistant] So, I founded my research on the basis of a psychological process known as habituation, or simply what we refer to as getting used to it.


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[Assistant] Habituation explains how our brains adapt to some behaviors, like lying with repeated exposures.


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[Assistant] And this concept inspired me to design a project to determine if the same principle


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[Assistant] Habituation to risk-taking may have the potential to change the already vulnerable teenage brain by blunting or even eradicating the negative emotions associated with risk, like fear or guilt.


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[Assistant] I also thought because they would feel less fearful and guilty, this desensitization would lead them to even more risk taking.


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[Assistant] Why do teens keep making outrageous choices that are harmful to their health and well-being? But there was one big obstacle in my way.


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[Assistant] And teachers or professors to supervise me and guide me along the way. I needed resources.


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[Assistant] And as the daughter of Bangladeshi immigrants and one of just a handful of Muslim students in my high school in South Dakota, I often struggle to fit in.


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[Assistant] Not just be deemed the scarf-wearing brown girl who was an anomaly in my homogenous hometown.


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[Assistant] So with limited research opportunities, inventiveness allowed me to overcome seemingly impossible obstacles.


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[Assistant] I became more creative in working with a variety of methodologies, materials and subjects.


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[Assistant] I transformed my unassuming school library into a laboratory, and my peers into lab rats.


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[Assistant] My enthusiastic geography teacher, who also happens to be my school's football coach, ended up as my cheerleader, becoming my mentor to sign necessary paperwork.


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[Assistant] And when it became logistically impossible to use a laboratory electroencephalography, or EEG, which are those electrode devices used to measure emotional responses.


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[Assistant] I bought a portable eG headset with my own money, instead of buying the new iPhone X that a lot of kids my age were saving up for.


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[Assistant] A control panel on the EEG headset measured their various emotional responses, like attention, interest, excitement, frustration, guilt, stress levels and relaxation.


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[Assistant] They also rated their emotions on well-validated emotion measuring scales.


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[Assistant] And with months of frantically drafting proposals, meticulously computing data in a caffeinated days at 2am, I was able to finalize my results.


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[Assistant] This curbed their temptations and enforced self-control, which prevented them from taking more risks.


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[Assistant] However, the more they're exposed to the risks through the simulator, the less fearful, guilty and stressed they became.


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[Assistant] This causes situations in which they are no longer able to feel the brain's natural fear and caution instincts. And also,


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[Assistant] Because they're teenagers, and their brains are still underdeveloped.


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[Assistant] They became more interested and excited in thrill-seeking behaviors. So what were the consequences? They lacked self-control for logical decision making.


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[Assistant] Took greater risks and made more harmful choices. So the developing brain alone isn't to blame.


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[Assistant] Process of habituation also plays a key role in risk taking and risk escalation.


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[Assistant] So it's the combination of the immature team brain and the impact of habituation. That is like a perfect storm to create more damaging effects.


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[Assistant] The biggest hurdle they're facing is their habituation to risks. All the physical, detectable and emotional functional changes that drive and control and influence their over-the-top risk-taking.


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[Assistant] So yes, we need policies that provide safer environments and limit exposures to high risks. We also need policies that reflect this insight. These results are a wake-up call for teens, too.


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[Assistant] So with this hope to share my findings with fellow teenagers and scientists, I took my research to the Intel International Science and Engineering Fair, or ISEF.


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[Assistant] A combination of over 1,800 students from 75 countries, regions and territories who showcased their cutting-edge research and inventions. It's like the Olympics of science fair.


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[Assistant] There, I was able to present my research to experts in neuroscience and psychology and garnered valuable feedback. Perhaps the most memorable moment of the week.


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[Assistant] Was when the booming speakers suddenly uttered my name during the award ceremony. I was in such disbelief that I questioned myself.


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[Assistant] Was this just another La La Land wonder, like at the Oscars?


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[Assistant] But also the whole experience of science fair that validated my efforts keeps my curiosity alive and strengthens my creativity, perseverance and imagination.


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[Assistant] This still image of me experimenting in my school library may seem ordinary, but to me, it represents a sort of inspiration.


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[Assistant] It reminds me that this process taught me to take risks, and I know that might sound incredibly ironic.


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[Assistant] But I took risks realizing that unforeseen opportunities often come from risk-taking. Not the hazardous negative type that I studied, but the good ones. The positive risks.


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[Assistant] The more risks I took, the more capable I felt of withstanding my unconventional circumstances, leading to more tolerance, resilience and patience for completing my project. And these lessons have led me to new ideas.


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[Assistant] Oh, uh, no, but I definitely want to apply here and USC.


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[Assistant] You can have some pudding and you can stay up for an extra half hour.


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[Assistant] If you eat your peas, you can have some pudding, stay up for an extra half hour, and you can skip your bath.


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[Assistant] If you eat your peas, you can have ten puddings, stay up really late, you don't have to wash for two whole months, and I'll buy you a new bike.


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[Assistant] If you eat your peas, you can have 48 puddings, stay up past midnight, you never have to wash again.


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[Assistant] I'll buy you two new bikes and a baby elephant.


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[Assistant] If you eat your peas, you can have 100 puddings. You can go to bed when you want, wash when you want, do what you want when you want.


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[Assistant] I'll buy you 10 new bikes, 2 pet elephants, 3 zebras, a penguin, and a chocolate factory.


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[Assistant] If you eat your peas, I'll buy you a supermarket stacked full of puddings. You never have to go to bed again, ever. Or school again. You never have to wash.


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[Assistant] Or brush your hair, or clean your shoes, or tidy your bedroom.


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[Assistant] I'll buy you a bike shop, a zoo, ten chocolate factories. I'll take you to Superland for a week.


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[Assistant] And you can have your very own space rocket with double retro laser blammers.


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[Assistant] If you eat your peas, I'll buy you every supermarket, sweet shop, toy shop, and bike shop in the world. Seventeen swimming pools.


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[Assistant] You never have to go to bed again, or go to school, or wash, or brush your hair, or clean your shoes, or clean your teeth.


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[Assistant] Or clean your hamster out. Or tidy your bedroom.


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[Assistant] Or put the videos in yourself. Or get dressed.


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[Assistant] I'll buy you Africa and 92 chocolate factories. We'll move to super land. You can have all the space rockets you want. I'll buy you the earth, the moon, the stars, the sun, and, and, and,


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[Assistant] And Dad forgot that little Jumbo did not like wearing his brown overalls.


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[Assistant] Dad's mood was clearly getting worse. So.


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[Assistant] Little Jumbo suggested that Dad needed a time out. Little Jumbo got one instead.


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[Assistant] He began to wonder what he could do to cheer up dad.


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[Assistant] Then Little Jumbo took his dad to play catch. That made him smile a little bit. Since Dad loved dessert,


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[Assistant] Little Jumbo agreed to share an ice cream cone. And fishing made his dad feel even better.


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[Assistant] At bedtime, Little Jumbo picked out Dad's favorite story.


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[Assistant] Then he tucked his dad in and snuggled him to sleep.


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[Assistant] It's a good thing I know how to cheer up my dad, thought Little Jumbo as he carefully got out of


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[Assistant] Or just give them a big hug like little Jumbo gave his dad.


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[Assistant] Come back to read more stories together anytime you'd like, or find more books to read yourself at ReadBrightly.com. Bye!


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[Assistant] Hi everyone, today's Flip Along is Red Riding Hood, retold and illustrated by James Marshall.


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[Assistant] A long time ago, in a simple cottage, beside the deep dark woods, there lived a pretty child, called Red Riding Hood. She was kind and considerate, and everybody loved her.


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[Assistant] One afternoon, Red Riding Hood's mother called to her.


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[Assistant] Granny isn't feeling up to snuff today, she said.


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[Assistant] Be a good girl and take it to her, will you?


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[Assistant] Red Riding Hood was delighted. She loved going to Granny's, even though it meant crossing the deep, dark woods.


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[Assistant] When the custard had cooled, Red Riding Hood's mother wrapped it up and put it in a basket. Now whatever you do, she said.


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[Assistant] Go straight to Granny's. Do not tarry. Do not speak to any strangers. Yes, Mama, said Red Riding Hood.


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[Assistant] Before long she was in the deepest part of the woods. Oh, she said. This is scary.


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[Assistant] Good afternoon, my dear, he said. Care to stop for a little chat? Oh, gracious me, said Red Riding Hood.


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[Assistant] Mama said not to speak to any strangers.


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[Assistant] Who lives in the pretty yellow house on the other side of the woods, said Red Riding Hood.


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[Assistant] Just then he had a delightful idea.


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[Assistant] No reason why I can't eat them both, he thought.


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[Assistant] Allow me to escort you, he said.


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[Assistant] You never know what might be lurking about. You're too kind, said Red Riding Hood.


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[Assistant] Beyond the forest they came to a patch of sunflowers.


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[Assistant] Why not pick a few? suggested the wolf. Grannies love flowers, you know.


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[Assistant] But while Red Riding Hood was picking a pretty bouquet, the clever wolf hurried on ahead to Granny's house.


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[Assistant] It is I, your delicious, er, darling granddaughter, said the wolf in a high voice. The door is unlocked, said Granny.


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[Assistant] But the wolf gobbled her right up. He didn't even bother to chew.


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[Assistant] Tasty, he said, patting his belly. So tasty. Just then he heard footsteps on the garden path. Here comes dessert.


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[Assistant] And losing no time, he put on Granny's cap and glasses, jumped into bed, and pulled up the covers.


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[Assistant] Who is it? He called out in his sweetest granny voice. It is I, your little granddaughter, said Red Riding Hood. The door is unlocked, said the Wool.


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[Assistant] The better to see you, my dear, said the wolf.


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[Assistant] And Granny, what long arms you have.


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[Assistant] Better to eat you, my dear, cried the wolf.


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[Assistant] But really, he was enormously pleased with himself.


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[Assistant] And having enjoyed such a heavy meal, he was soon snoring away.


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[Assistant] A hunter passing by was alarmed by the frightful racket. That doesn't sound like granny, he said.


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[Assistant] And so the brave hunter jumped in the window, killed the sleeping wolf, and cut him open. Out jumped Granny and Red Riding Hood.


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[Assistant] That wicked wolf won't trouble you again, said the hunter. It was so dark in there I couldn't read a word, said Granny. Red Riding Hood promised never ever to speak to another stranger, charming manners or not.


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[Assistant] Thanks for reading along with us. Come back next week for another story.


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[Assistant] This module talks about nesting if statements, which means putting one if statement inside another one.


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[Assistant] I have a workflow already set up to do this. Up at the top, start off the same way.


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[Assistant] Variable A is the first surface we're going to use. Point to the top tarvert. Variable D is the second surface. We're going to point it to the top nest. And variable J is going to be the output folder where we're going to put a surface we create in.


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[Assistant] We're getting the names of both variables A and D because we're going to use them later on.


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[Assistant] Now, from the operations tab, calculate minimum and maximum values of variable A and variable D. Call them respectively ZminA, ZmaxA, ZminD, and ZmaxB. Alright, now we have our nested if statements. The first comparison.


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[Assistant] If Z min A is greater than Z min D. If that is true, we're going to follow through here.


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[Assistant] If that is false, we're just going to fall down


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[Assistant] To the last end if statement and really not do anything. So the end if at 41 goes with the if statement at 21. The if statement at 24.


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[Assistant] Goes with the end if at 40. So you can see this if statement from 24 to 40 is entirely enclosed inside that.


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[Assistant] Here we have if Zmin A is greater than Zmin D. If that statement is true, then we have a second comparison.


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[Assistant] If Z max A is less than Z max D. And now you can see it's even indented it again. So you can tell that we have two if statements in here.


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[Assistant] If our second comparison is true, going to put out a message saying subtractive, subtracting dollar name D from dollar name A. Of course it will have the actual names in there. Then we will copy


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[Assistant] Our variable A to a new variable called variable L and we were going to put it out here into our output folder. Do our subtraction here, variable L subtracted from variable D and we can set the name right here.


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[Assistant] If this comparison is not true, we can come down here.


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[Assistant] And look at if dollar Z max D is less than or equal to Z max A. And if this comparison is true, again put out a message.


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[Assistant] Copy to variable L, putting, storing it in whatever folder variable J is pointed to. Make the subtraction, again set the name. If this comparison is not true,


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[Assistant] Then we will just print out a message saying both comparisons are false and perform no operation and end this. So apply to make sure it works. I'm going to move it over here so we can see the message log test. We test. Okay. And we run. So it says subtracting top Tarbert from top Ness. So top Tarbert is our variable a top Ness is variable D. So we must have gone through


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[Assistant] This one subtracting dollar name top tarbert from dollar name D top ness. And then over here in our output folder, we can see top ness minus top tarbert as the new surface that's been generated.


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[Assistant] So once again, for nesting if statements, the trick is to make sure that the inner one is totally enclosed inside the outer if statement.


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[Assistant] The Very Busy Spider by Eric Carle


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[Assistant] Early one morning, the wind blew a spider across the field.


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[Assistant] Nay, nay, said the horse. Want to go for a ride? The spider didn't answer. She was very busy spinning her web.


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[Assistant] Moo! Moo! said the cow. Want to eat some grass?


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[Assistant] The spider didn't answer. She was very busy spinning her web.


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[Assistant] Maaah, maaah, said the goat. Want to jump on the rocks? The spider didn't answer. She was very busy spinning her web.


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[Assistant] Oink, oink, grunted the pig. Want to roll in the mud?


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[Assistant] Quack. Quack. Called the duck? Want to go for a swim?


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[Assistant] Spider didn't answer. She had now finished her web.


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[Assistant] Cock-a-doodle-doo! crowed the rooster. Won't you catch a pesty fly? And the spider caught the fly in her web. Just like that!


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[Assistant] Who? Who? Who built this beautiful web? The spider didn't answer. She had fallen asleep.


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[Assistant] Hey guys, thanks for watching The Very Busy Spider by Eric Carle. We really hope you enjoyed this one. If you did, click the like button, share it with your friends, and don't forget to subscribe to the channel. We appreciate all your support, and we'll see you again soon. Thanks.


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[Assistant] The winner of the elimination challenge is Miguel. Congratulations. Thank you.


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[Assistant] I happen to really like my dessert. Andrea, please pack your knives and go.


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[Assistant] Now, ten chefs remain to fight it out. At stake for the winner, a feature in Food and Wine Magazine.


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[Assistant] The theme of this round is nasty delights. Remove the lids, please.


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[Assistant] For this challenge, you will divide into two teams. You will be using another delicious, but not so visually appealing seafood.


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[Assistant] Okay, now tell me, who liked the blue team's nuggets?


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[Assistant] I wanna know who Tiffany thinks that person should be.


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[Assistant] What did you think when you asked Harold who should go and he said himself?


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[Assistant] You're the losing team. And somebody's gonna go home tonight.


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[Assistant] Brian, most of your teammates pointed the finger at you. And we agree with them. Please pack your knives and go.


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[Assistant] You must have the same idea as Mark. Yeah, I hit the Krispy Kreme first, bro. Thank you Tiffany for the idea. Because she brought it back to my mind. I didn't mean no disrespect. Free.


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[Assistant] Wow, immunity, yeaah. That's the only thing I haven't won yet. I love junk food, so I think I'm gonna have a good chance.


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[Assistant] I have a trio dessert with pumpkin crispy cream, and then here I've got some coconut water with a little chocolate foam, and a Listerine orange chocolate cleansers.


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[Assistant] I used the KC Masterpiece and I blended it up with Chinese five spice, some ginger, a little honey. I added it into the turkey meatloaf and I made little square balls out of it.


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[Assistant] I feel very confident in the dish I prepared. No matter if the president sat to it or a homeless guy sat to it, they would both enjoy themselves. Nothing fancy. It was simply good food.


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[Assistant] Great. It's an Asian infused meatloaf. So it's Asian ingredients, classic home meatloaf. The barbecue sauce is a KC masterpiece and some soy sauce. So let me get that warm for you and you can enjoy.


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[Assistant] I was devastated with my performance. I would never send anything out of a kitchen that wasn't hot. But in this, it was all about pressure and time.


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[Assistant] I am making a quinoa pilaf and some roasted curried sweet potatoes. And I'm emphasizing for the ladies, actually I'll wait till tomorrow to tell you what I'm emphasizing.


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[Assistant] Often you need to scroll a well section to different sections of the well or you need to scale it so you can set one or all the wells to certain specified scales.


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[Assistant] If you put your cursor in the white area, the cursor changes to a hand and then if you


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[Assistant] Press the left mouse button. You can move up and down in that well section.


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[Assistant] If that is turned on, then if you scroll one well, all will scroll. If it's not turned on, then only the well that you are working on will scroll.


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[Assistant] Then put the cursor on that border. It will turn into a two headed arrow with the arrows pointing up and down. Press mouse button one when you move the cursor one direction.


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[Assistant] Once again, similar to scrolling onto the window contextual tab, there's a sync scaling button.


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[Assistant] If this is active, which has the orange background here, if you scale one well, it will scale them all. If it's not active, it will only work on the well that you do the scaling for. Other ways to scale it. You can get into the settings of the well section window. In the windows pane, double click on the window name or right click and choose settings. Go to the definition tab. Down here at the bottom are scaling.


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[Assistant] Click the black triangle, it will give you some suggestions. If you want a different scale, just type in the number and


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[Assistant] When you hit apply, it will change. You can also hit this lock button right here and that will not let you do it interactively like we talked about on the previous slides. It will keep that same scale for you.


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[Assistant] Regardless of how it goes in the kitchen, when you walk out and put something in front of a diner, you have to be behind it.


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[Assistant] And for someone who has aspirations to cook in a fine dining restaurant.


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[Assistant] There was no continuity on your plate. The fish was bland, the seasoning was just off.


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[Assistant] We've got a couple of launches of Falcon Heavy later this year, so this had to go right. It was the first time we flew it.


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[Assistant] And the star of the show, of course, brother and sister side boosters, Landing. I was excited.


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[Assistant] And I read it, and sure enough, my first job out of my mechanical engineering degree was with Chrysler Motors in the automotive industry. But I actually got into engineering not because of that book, but because my mom took me to a Society of Women Engineers event, and I fell in love with the mechanical engineer that spoke. She was doing really critical work, and I loved her suit.


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[Assistant] So, actually selling rockets is all about relationships, and making a connection with these customers. When you don't have a rocket to sell, what's really important is selling your team, selling the business savvy of your CEO. That's not really hard to sell these days.


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[Assistant] I think it was helpful to my role as running sales for Elon.


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[Assistant] I actually sleep really well, I'm a good sleeper, that's my best thing.


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[Assistant] I think the days leading up to our flying crew will probably be a little sleepless. But really, fundamentally, safety comes in the design of the system that you're going to fly people on. And so we've been working for years, actually almost a decade, on this technology. We're taking the Dragon cargo spaceship and we're upgrading it to be able to carry crew.


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[Assistant] So this simulated having a really bad day on the pad.


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[Assistant] Had a bad day right below it. This is if there was an issue on the pad. We also will be doing another demonstration later this year on if we have an issue with a rocket during flight.


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[Assistant] Capsule safety systems in the past have been like tractor pullers. And the reason we didn't want to do that is that puller needs to come off before you can safely reenter that capsule. So we wanted to get eliminate, in design, that possibility of failure.


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[Assistant] I think there's a couple of things that have allowed, well there's a number, a million things actually that have made, allowed SpaceX to be successful. Uhm, the first is that we're kind of standing on the shoulders of giants, right? We got to look


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[Assistant] At the, uh, rocket industry and the developments to date. And we got to pick the best ideas.


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[Assistant] Uh, the tank architecture, it's a common dome design. Basically it's like two beer cans stacked together, one full of liquid oxygen, one full of RP.


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[Assistant] Uhm, and that basically saved weight, uh, it allowed us to, uh, basically take more payload for the same design. Uh, one of the other


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[Assistant] Uh, elements of the vehicle that we're flying right now is we do use densified liquid oxygen and densified RP, so it's ultra-cold. And it basically, it packs, it allows you to pack more propellant into the vehicle. It is done elsewhere, probably not to the degree that we do it, but it adds a lot of margin to the vehicle, which obviously adds reliability.


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[Assistant] So I love working for Elon. I've been doing it for 16 years this year, actually. I don't think I'm dumb enough to do something for 16 years that I don't like doing. He's funny.


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[Assistant] Uh, and fundamentally, without him saying anything, he drives you to do your best work. He doesn't have to say a word. You just want to do great work.


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[Assistant] There's no question that Elon is very aggressive on his timelines, but frankly, that drives us to do things better and faster. I think all the time and all the money in the world does not yield the best solution, and so putting that pressure on the team to move quickly is really important.


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[Assistant] Pause and not immediately say out, blurt out, well that's impossible, or there's no way we're going to do that, I don't know how to do that. So you zip it and you think about it and you find ways to get that done.


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[Assistant] And the other thing I realized, and it made my job satisfaction substantially harder. So I always felt like my job was to take these ideas


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[Assistant] And kind of turn them into company goals, make them achievable and kind of roll the company over from this steep slope, get it comfortable.


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[Assistant] And my job is to get the comfortable, close to comfortable, so he can push again and put us back on that slope. Then I started liking my job a lot more.


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[Assistant] We actually don't chat very much about this particular project, uhm, not because we're hiding anything, but this is probably one of the most challenging, if not the most challenging project we've undertaken. No one has been successful deploying a huge constellation, uh, for internet broadband, or basically for satellite internet.


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[Assistant] Uhm, and I don't think physics is the difficulty here. I think we can come up with the right technology solution, but we need to make a business out of it. And it'll cost the company about 10 billion dollars or more to deploy this system.


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[Assistant] There's no question, not because it's so likely to happen, but the consequences of it happening are pretty devastating. You could basically spew a bunch of particles in orbit that could take out that orbit from being useful.


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[Assistant] So, as a matter of fact, we are required to bring down our second stage after every mission so it doesn't end up being a rocket carcass orbiting Earth. So we do, you really need to be a good steward of that.


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[Assistant] Now, but we're going to continue flying Falcon 9s and Falcon Heavies until there is absolute widespread acceptance of BFR.


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[Assistant] But we are working on it right now, we're just not going to cancel Falcon 9 and Falcon Heavy, and just put in place BFR.


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[Assistant] Yes, BFR can take the satellites that we're currently taking to orbit, to many orbits.


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[Assistant] It allows for even a new class of satellites to be delivered to orbit. Basically, the width, the diameter of the fairing is eight meters. So you can think about what giant telescopes you can put in that fairing, in that cargo bay, and see really incredible things and discover incredible things in space.


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[Assistant] Uhm, we could have tossed that engine, uh, and built an entirely new engine for the Falcon 9. It would have been called something different, obviously, because Falcon 9 is nine Merlin engines. But instead of spending a billion dollars on a brand new engine, we put nine of them together on the back end of Falcon 9.


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[Assistant] Residual capability. Glue three Falcon 9s together and you have the largest operational rocket flying. And so it was expensive to do, but it was a much more efficient path than starting from scratch.


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[Assistant] BFR is about two, I believe two and a half times the size of this.


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[Assistant] In a, uh, you'll be on the BFR for roughly half an hour or 40 minutes. And the longest part of that, yeaah, is so awesome.


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[Assistant] Oh no, it's definitely gonna happen. This is definitely gonna happen.


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[Assistant] So the first ship, the first BFR is going to have roughly 100 passengers. And let's talk a little bit about the business. Everyone thinks rockets are really expensive, and to a large degree they are. And how could we possibly compete with airline tickets here? But if you think about it, if I can do this trip in


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[Assistant] Half an hour to an hour, I can do dozens of these a day, right? And yet a long-haul aircraft can only make one of those flights a day. So even if my rocket was slightly more expensive and the fuel is a little bit more expensive, I can run 10x at least what they're running in a day and really make the revenue that I need to out of that system.


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[Assistant] I'm personally invested in this one because I travel a lot and I do not love to travel. And I would love to get to see my customers in Riyadh leave in the morning and be back in time to make dinner.


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[Assistant] Yeah, I think it'd be between economy and business. But you do it in an hour.


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[Assistant] But basically, you're gonna lift off from a pad, you've got a booster as well as the BFS, the big falcon spaceship. Gonna take off.


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[Assistant] The booster is going to drop the spaceship off in orbit, low earth orbit, and then return


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[Assistant] Just like we're returning boosters right now. So it sounds incredible, but we're working on the pieces and you can see us achieve these pieces. So booster comes back. The new thing here is that we're going to actually land on the pad that we launched from. Currently we land on a separate pad or we land out on a boat.


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[Assistant] It ends up depending on how big the rocket is. I think that this first version, and we'll continue to make even bigger BFRs, I think it's a three-month trip. Right now, the average is like six to eight, but we're going to try to do it faster.


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[Assistant] Very, it's a very similar time frame from the point to point. It's the same capability. It will be within this decade. Within a decade. Not this decade.


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[Assistant] So, I am glad you asked that, but I think we need to expand our minds a little bit. There are plenty of things to do on earth, but there are lots of companies working on that. I think we're working on


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[Assistant] One of the most important things we possibly can, and that's to find another place for humans to live and survive and thrive. If there were to have something, if something happened on Earth, you need humans living somewhere else. It's, it's, it's ...


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[Assistant] Making our planet here better and doing a better job taking care of it. But I think you need multiple paths to survival, and this is one of them. And let's not talk about the downer piece, like you go to Mars to make sure, you know, all earthlings don't die. That's terrible, actually. That's a terrible reason to go do it.


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[Assistant] Fundamentally, it's another place to explore, uhm, and that's what makes humans different from animals, is our sense of exploration and sense of wonderment and learning something new. And then I also have to say,


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[Assistant] This video is to discuss nested loops inside of a trail workflow. I have a workflow here already called nested loops that's already set up. I want to describe what's going on. Up here at the top we have


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[Assistant] Variable F points to a stratigraphy folder inside the welltops. Variable G points to the welltops folder themselves. These things will be either looped over or displayed.


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[Assistant] Clearing all messages, clearing everything out of the display. So now, I can begin an outer loop.


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[Assistant] The counters we have talked about when we talked about loop counters are in use here. So here we start off with a numeric expression. Our loop counter in this case is called dollar outer. We set it equal to zero.


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[Assistant] We loop over variable E, which if you remember was the horizons folder. Child reference is going to be called variable A. And we increment


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[Assistant] Our counter, so first time through, dollar outer is equal to 1. Now we begin the interloop.


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[Assistant] Numeric expression, this time our counter is called dollar enter. Set it equal to zero. Now we loop over variable f, which is the stratigraphy folder here in the well tops, and we increment our counter. Now, in our 3D grid,


[User] Please transcribe this text

[Assistant] In the horizons area, we have these seven horizons. In our stratigraphy, we have the same seven in the same order, so we only want to post


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[Assistant] The base Cretaceous picks when we're posting the base Cretaceous horizon, the top Tarbert picks when we're posting the top Tarbert horizon, and so on. So we have to count where we are. That's what we did with the counters. Now, compare the counters.


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[Assistant] We only want to post when dollar outer is equal to dollar inner. So we say if dollar outer is equal to dollar inner, then we get the name of the outer, get the name of the inner one. We use the set horizon and faults visible command to put both the faults and the horizons from the 3D grid on at the same time. We set visible the


[User] Please transcribe this text

[Assistant] Faults, the points, and now we adjust our color table, view all to set everything to the center of the screen, put a message out saying we've displayed the surface and the data that goes along with it. This pause command then pauses for one second so we can look at it, then we turn everything off.


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[Assistant] So here you can see we have an if statement that is totally included inside the loop. So the if at line 24 goes with the end if at 37.


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[Assistant] And I'm going to move this over so we can see the things display. Test. Make sure it works. And run. So the first thing we see is base Cretaceous.


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[Assistant] Second is Top Tarbert and you can see over here at the left that it's actually checking the boxes as it goes down. Both in the stratigraphy and down here in the horizons folder so we can tell what is being displayed.


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[Assistant] I checked this button right here that says hide the dialog when running the workflow. So the workflow dialog goes away, so if we're just in one window like this, in fact we could have it on top of it, the workflow dialog would be hidden while the workflow is running.


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[Assistant] These workflows, again, the displays work in whatever the active graphics window type is. So if we turn on a map window and let's test this hiding the dialog by running it now with a map window active.


[User] Please transcribe this text

[Assistant] So there is our top tarbert and so on. Down here in the info box we can see the horizon name automatically coming up with the name of what's being displayed here.


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[Assistant] Enclosing inner loops, and they need to totally enclose if statements. Loops can also be inside if statements, but they have to be totally enclosed by the if statements.


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[Assistant] Four years ago, here at TED, I announced Planets Mission 1 to launch a fleet of satellites that would image the entire Earth every day and to democratize access to it.


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[Assistant] The problem we were trying to solve was simple. Satellite imagery you find online is old, typically years old, yet human activity was happening on days and weeks and months, and you can't fix what you can't see. We wanted to give people the tools to see that change and take action.


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[Assistant] The beautiful blue marble image taken by the Apollo 17 astronauts in 1972 had helped humanity become aware that we're on a fragile planet and we wanted to take it to the next level to give people the tools to take action to take care of it. Well,


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[Assistant] After many Apollo projects of our own, launching the largest fleet of satellites in human history, we've reached our target.


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[Assistant] Today, planet images the entire Earth, every single day. Mission accomplished.


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[Assistant] And we now have over 200 satellites in orbit.


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[Assistant] Downlinking their data to 31 ground stations we've built around the planet.


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[Assistant] In total, we get 1.5 million 29-megapixel images of the Earth down each day. And on any one location on the Earth's surface, we now have, on average, more than 500 images. A deep stack of data documenting immense change. And lots of people are using this imagery.


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[Assistant] Agricultural companies are using it to improve farmers' crop yields. Consumer mapping companies are using it to improve the maps you find online. Governments are using it for border security or helping with disaster response after floods and fires and earthquakes.


[User] Please transcribe this text

[Assistant] And lots of NGOs are using it, so for tracking and stopping deforestation.


[User] Please transcribe this text

[Assistant] Helping to find the refugees fleeing Myanmar, or to track all the activities in the ongoing crisis in Syria, holding all sides accountable.


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[Assistant] And today, I'm pleased to announce Planet Stories. Anyone can go online to planet.com, open an account and see all of our imagery online.


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[Assistant] It's a bit like Google Earth, except it's up-to-date imagery, and you can see back through time.


[User] Please transcribe this text

[Assistant] You can compare any two days and see the dramatic changes that happen around our planet.


[User] Please transcribe this text

[Assistant] Or you can create a time lapse through the 500 images that we have.


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[Assistant] We initially created this tool for news journalists who wanted to get unbiased information about world events. But now we've opened it up for anyone to use for non-profit or personal uses. And we hope it will give people the tools to find and see the changes on the planet and take action.


[User] Please transcribe this text

[Assistant] Okay, so humanity now has this database of information about the planet changing over time. What's our next mission? What's mission two? In short, it's space plus AI.


[User] Please transcribe this text

[Assistant] What we're doing with artificial intelligence is finding the objects in all the satellite images. The same AI tools that are used to find cats in videos online can also be used to find information on our pictures. So imagine if you could say, this is a ship, this is a tree, this is a car, this is a road, this is a building, this is a truck.


[User] Please transcribe this text

[Assistant] And if you could do that for all of the millions of images coming down per day, then you basically create a database of all the sizable objects on the planet every day. And that database is searchable. So that's exactly what we're doing.


[User] Please transcribe this text

[Assistant] Here's a prototype working on our API. This is Beijing. So imagine if we wanted to count the planes in the airport. We select the airport.


[User] Please transcribe this text

[Assistant] And it finds the planes in today's image and finds the planes in the whole stack of images before it.


[User] Please transcribe this text

[Assistant] And then outputs this graph of all the planes in a Beijing airport over time. Of course, you could do this for all the airports around the world.


[User] Please transcribe this text

[Assistant] And let's look here in the port of Vancouver. So they would do the same, but this time we'll look for vessels. So we zoom in on Vancouver, we select the area, and we search for ships, and it outputs where all the ships are. Now imagine how useful this would be to people in coast guards who are trying to track and stop illegal fishing.


[User] Please transcribe this text

[Assistant] See, legal fishing vessels transmit their locations using AIS beacons, but we frequently find ships that are not doing that. The pictures don't lie.


[User] Please transcribe this text

[Assistant] And so coast guards could use that, could go and find those illegal fishing vessels. And soon we'll add not just ships and planes, but all the other objects, and we can output data feeds of those locations of all these objects over time that could be integrated into different people's workflows.


[User] Please transcribe this text

[Assistant] In time, we could get more sophisticated browsers that people pull in from different sources. But ultimately, I can imagine us abstracting out the imagery entirely


[User] Please transcribe this text

[Assistant] And just having a queryable interface to the earth. Imagine if we could just ask, hey, how many houses are there in Pakistan? Give me a plot of that versus time. How many trees are there in the Amazon, and can you tell me the locations of the trees that have been felled between this week and last week?


[User] Please transcribe this text

[Assistant] Wouldn't that be great? Well, that's what we're trying to go towards, and we call it queryable Earth. So planet's mission one was to image the whole planet every day and make it accessible. Planet's mission two is to index all the objects on the planet over time and make it queryable. Let me leave you with an analogy.


[User] Please transcribe this text

[Assistant] Google indexed what's on the internet and made it searchable.


[User] Please transcribe this text

[Assistant] Well, we're indexing what's on the earth and making it searchable. Thank you very much.


[User] Please transcribe this text

[Assistant] Yum. A book about chickies. A chocolate bunny.


[User] Please transcribe this text

[Assistant] Hooray! I got bunny slippers!


[User] Please transcribe this text

[Assistant] Hi Matthew. Hey Sabrina the scroll.


[User] Please transcribe this text

[Assistant] I wasn't really stressing it. You kind of need to maintain your composure. Everyone else was kind of scurrying around and you know, kind of going crazy.


[User] Please transcribe this text

[Assistant] It's no problem at all. I like to start the meal or end the meal. Ending the meal is just fine with me.


[User] Please transcribe this text

[Assistant] It was a shame to see, to be honest with you. Because, you know, I don't think that, uh, Miguel is at the bottom of the ladder. I think there are people that are weaker than him. Who's weaker? Uh, Andrea, Dave.