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[Assistant] The virus can be spread through direct contact, or the tiny droplets that get into the air when someone who has chickenpox breathes or talks. And this can happen anywhere from one to two days before the infected person gets a rash, all the way until their blisters have formed scabs. That's a fairly large window of transmission.


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[Assistant] Once your body has cleared the infection, the virus lays dormant in your nerve cells. Reactivation of the virus, which would again be called shingles, is most common in older adults, or in immunocompromised individuals.


[User] Please transcribe this text

[Assistant] When that happens, the virus replicates and releases copies of itself all along the neural pathway to infect the skin causing a rash.


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[Assistant] Shingles can be incredibly painful, and in some cases, someone with shingles may develop a complication that causes chronic pain for months or even years.


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[Assistant] When it comes to treatment, children with varicella typically just ride out the duration of the disease. For adults or immunocompromised people, there are several antiviral treatments that are FDA approved to treat infection. However, much higher doses of these antivirals are needed to treat VZV in comparison to HSV.


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[Assistant] Thinking about prevention, there are several highly effective vaccinations out there that create immunity to VZV, both for children and adults.


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[Assistant] And with that, we've covered a couple of the most common human herpesviruses, so let's move on to a few more members of the group.


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[Assistant] Thanks for watching, guys. Subscribe to my channel for more tutorials, support me on patreon so I can keep making content, and as always, feel free to email me at


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[Assistant] Thank you big nut-brown hair. Now I want to slide on that slippery slope again. It was fun.


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[Assistant] This is even more fun than snowboard chase. Little Redwood Fox should have a turn now. Can I? Well, uh.


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[Assistant] Won't break it. Oh! Is that what I did to your other slide?


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[Assistant] Hello, this is elf learning with my school. Phrases 2. Listen and repeat. Lunchbox. Lunchbox.


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[Assistant] This is my lunchbox. This is my lunchbox. Markers. Markers.


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[Assistant] I write with my pencil. I write with my pencil. pencil case pencil case


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[Assistant] My pencil case is green. My pencil case is green. Pencil sharpener Pencil sharpener


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[Assistant] This is my pencil sharpener. This is my pencil sharpener. Ruler. Ruler.


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[Assistant] I go to elementary school. I go to elementary school. School lunch. School lunch. I like school lunch. I like school lunch. scissors scissors


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[Assistant] Tape is sticky. Tape is sticky. Teacher Teacher I like my teacher. I like my teacher. Textbook Textbook


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[Assistant] I have three textbooks. I have three textbooks.


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[Assistant] Thank you very much everyone. This was ELF Learning with My School Phrases 2.


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[Assistant] We'll see you next time. Bye.


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[Assistant] But little nut brown hair was too busy wanting to play with his father big nut brown hair to notice.


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[Assistant] Poor little nut brown hair was very disappointed.


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[Assistant] So, what do you want to play today? Oh, I can't play with you today.


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[Assistant] Do you know what kind of berry this is? Oh yes, a honey berry. They're good to eat. Big Nut Brown Hair told me. What are you two up to anyway? Well I promised to help Big Nut Brown Hair today.


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[Assistant] Tasting honey berries, to make sure they're ready to eat. Me too! And, are they ripe yet? Well that one was. But, I'd better try this one, just to make sure.


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[Assistant] Wait, there's a lot brown hair! We can still keep your promise! Really? Yes!


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[Assistant] Good. But it feels much better to keep one than to break one.


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[Assistant] Worm riding is just not Chris's thing.


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[Assistant] That's what I needed to know! Time to design! Oh, and Martin?


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[Assistant] My high-tech engineering fixed with blades of grass?!


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[Assistant] Oh, look what this builder built. This massive dam. It's built tough with pure beaver power. And these beaver dams transform landscapes, creating new ponds, wetlands, and forests wherever the beaver goes.


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[Assistant] A whole family of beavers are tucked away in here. Mother, father, and two beaver babies, or kits. The mom and dad stay together for life.


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[Assistant] You guys don't stop! Not only do you build a lodge, but this giant dam too! All by yourselves!


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[Assistant] Oh yeaah. Bullfrogs live and breed here too!


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[Assistant] Hey, it's very nice of you guys to build this pond for yourselves and all the other creatures that use it. But I need my favorite paddle back. Here, trade ya.


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[Assistant] Yeah, now we have to figure out how to fix it. But we'll need a lot more sticks than this. Hey, where's Timber going?


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[Assistant] That's why beaver teeth never stop growing. Imagine if they didn't get worn down by all that chewing. In one year, they'd grow four feet long!


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[Assistant] Okay, so this is the first step in Beaver Dam building. Collecting the wood! Got it.


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[Assistant] Oh, you're eating that soft inner layer of bark, the cambium.


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[Assistant] Wow, the habitat the beaver makes even helps creatures like a moose.


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[Assistant] We're ready for more logs on the dam. One more load and we'll be able to bring all the animals home.


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[Assistant] The Beaver Dam is repaired for good! Let's get those creatures home!


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[Assistant] Everything's back to normal at the Beaver Pond. Hey Timber, Sticker, sorry again for breaking your dam. And then breaking it again, and again, and again, and again.


[User] Please transcribe this text

[Assistant] You guys really are nature's master builders. Thanks for showing us your secrets.


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[Assistant] Inside the lodge through the secret underwater tunnel.


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[Assistant] And it's not just houses. You can plant flowers and berry bushes for animals to feed on. Hey, where'd they go?


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[Assistant] One of the best mammal pollinators around, the kinkajou.


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[Assistant] Alright, time for another Wild Crafts Creature Quiz. Are you ready, Chris? I'm ready. I guess this, this animal lives in the water, right? You got it. It's a famous water creature. Is it a type of fish? Yes, a very famous type of fish.


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[Assistant] Oh, doesn't have lots of teeth. Oh yea, lots of teeth.


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[Assistant] We'll get there, little field mouse, one step at a time.


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[Assistant] Don't worry. The mist will lift soon. We'll be fine.


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[Assistant] Oh, that's a good one. My turn now. Hmm.


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[Assistant] I spy with my little eye something brown.


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[Assistant] I'm going to dream about a beautiful circle rainbow.


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[Assistant] Hmm, as much as a meadow on high?


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[Assistant] Oh. I could have guessed that after all.


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[Assistant] Because that's just how much I love you too.


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[Assistant] Yo, Konnichiwa, Jester here with episode 12, Made in Abyss. This shit is getting good, guys, like, dude, okay, so last episode,


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[Assistant] Wonder what that's all about. Let's get into this! Oh, man. The show.


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[Assistant] Alright, let's do it. And in three, two, one.


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[Assistant] Like I said, that little dialogue right before the intro.


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[Assistant] What's this person thing?


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[Assistant] Mmm. God, look at her. She is so fucking adorable.


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[Assistant] Whoa, is that- what are we looking at? Is this the- she- what's she doing? She actually like making the curse visible?


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[Assistant] What's happening? What is this? We're inside the head of...


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[Assistant] I feel like that was special right there, some kind of connection.


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[Assistant] Maybe you can get inside your head or something and she's not just immune to poisons.


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[Assistant] What the fuck is that? Running right at it too! Whatcha doin' man? Learned your lesson yet? Oh shit. Well there you go. Found the orb piercing.


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[Assistant] Damn, look at her face. Whaaat?


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[Assistant] This is turning into something very, very dark. I mean, it's been dark here and there, but that just stepped into another level.


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[Assistant] That's quite a way to end- that left me with all sorts of feelings. I don't know how to really think about that. I'm really-


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[Assistant] Thanks for watching everybody. If you enjoyed the video, go ahead and SMASH that fuckin' like button. Subscribe if you wanna see any more, and of course, comment anything on your fuckin' mind. Especially on this. What did you think when you heard that? Like, huh? What?


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[Assistant] Or did you, like, instantly agree, like, eh, yeaah? Or did you, like, scream no? What would you think? I don't know what to think. So. Ah. It's Mr. Jester. Jester Saba. Just whatever you wanna call me. I'm out. See you next time.


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[Assistant] It is better to create than to learn. Creating is the essence of life.


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[Assistant] I came to Rome when it was a city of stone and left it a city of marble.


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[Assistant] Human nature is universally imbued with a desire for liberty and a hatred for servitude.


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[Assistant] The greatest enemy lurks where you least search for it.


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[Assistant] War gives the conquerors the right to dictate any conditions to the conquered.


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[Assistant] I wish I could touch a star. But how?


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[Assistant] The stars are very far away.


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[Assistant] What are you two up to? Trying to touch a star. We thought we might be able to reach one up in your tree. Let's try!


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[Assistant] We're touching stars! Well, we're trying to anyway.


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[Assistant] I asked on this photo here. And by far the most popular comment was tell us about your trip to Barcelona. Unfortunately I didn't film much or take so many photos so I can't do that. The second most popular was phrasal verbs and the third most popular was travel vocabulary. I thought I would take travel and phrasal verbs, fuse them together


[User] Please transcribe this text

[Assistant] So let's get started. Now obviously you know the ones like take off and get away and things like that. Today I want to talk to you about some more advanced travel related phrasal verbs. So the first one is to set off. To set off.


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[Assistant] To set off means to start or begin a trip or a journey.


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[Assistant] So I began the whole journey at 6 o'clock in the morning. Now the next one is to hold up.


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[Assistant] The next one is to see somebody off or just to see off and this means to go to a station or airport or specific place to say goodbye to somebody that is travelling somewhere. So I could say


[User] Please transcribe this text

[Assistant] My dad came into departures to see me off.


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[Assistant] My dad came into departures to say goodbye to me before I travelled. The next one is to check in.


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[Assistant] Remember, at the end of the trip, I would also check out. The final one is to stop over. And this means to stop somewhere on the way to your final destination.


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[Assistant] On the way and then make a connecting flight to break up the journey.


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[Assistant] So my final destination is Indonesia, but I might stop over in... Italy.


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[Assistant] I hope you enjoyed the video. I hope you learnt something. Don't forget that if you want to improve your English listening skills, you can get a free audiobook on Audible. The link is in the description box. Connect with me on all of my social media, my Instagram and my Facebook where I hold a weekly live pronunciation lesson.


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[Assistant] Every Sunday at 4.30. Goodbye for now, I will see you soon for another lesson.


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[Assistant] Everything seems the same, but I can smell a new, very special smell.


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[Assistant] If I stretch up really high, I might be able to smell it!


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[Assistant] No, maybe it's down really low. That's... kind of like it. Hmmmm.


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[Assistant] Yes, please! What are we looking for? Well, we're not exactly looking for it. Oh? We're smelling for it.


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[Assistant] Hmm, sweet and orangey, and a little bit like the smell we're searching for, but... But not the exact one. Right. Forbidden that brown hair. Aha! Aha, what?


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[Assistant] I really wish we'd found the special smell big nut brown hair. We searched all day.


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[Assistant] As much as the pretty flowers?


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[Assistant] As much as the fresh green leaves?


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[Assistant] Ugh! Where are my Zakbots? I'm hot and I wanna swim in my pool!


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[Assistant] Let me get this straight. You brought me another creature that lives in a hole, right?


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[Assistant] Okay, now all of you creatures live in holes around here. So I know that one of you must be able to dig. Who is it? Fess up!


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[Assistant] Huh! You're the digger! Put a robotic vest on that piggy thingy!


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[Assistant] I'll be floating in my pool in no time. Now dig.


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[Assistant] Ow! Homesmoam! She works for me now!


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[Assistant] At point zero zero zero three pounds, he's just a little guy so he gets extra toughness points for taking on a giant like Chris. That gets him an A on the Wild Kratts Tough-O-Meter.


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[Assistant] Airplane. Airplane. Ambulance. Ambulance.


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[Assistant] Cable Car Cable Car


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[Assistant] Helicopter Motorcycle


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[Assistant] Watch again. The Sky. Phonics Basics and hmmm.


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[Assistant] It is a pleasure to be back in Monaco, surrounded by this most impressive array of talents.


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[Assistant] Earlier, when Hootie and the Blowfish received their awards, regrettably, there were three trophies, but four Hooties.


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[Assistant] We now remedy the situation and I'd like to present this much deserved fourth award for sales of over thirteen million of their debut album to the world's best-selling group, Hootie and the Bowfish.


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[Assistant] I've asked Hootie and the Blowfish to remain on stage while I present the next award so we will have two of the year's most successful artists on stage together.


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[Assistant] As chairman of the IFPI, the International Pirate Busters, I make no apology for speaking out against piracy this evening. And I am sure that you, Michael,


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[Assistant] We all care about the music industry. Let's work together to defeat the criminals who jeopardize its future. Thank you.


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[Assistant] Spots? I've never seen one of those.


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[Assistant] Good morning, nut-brown-hairs! Woooah!


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[Assistant] A new friend? Yes, little spotty deer. Want to come? Yes, I love making friends. What's a little spotty deer?


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[Assistant] Let's sit here so little Spotty Deer can see us. Then she might come and say hello.


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[Assistant] Even if I was shy, I'd come and have a closer look.


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[Assistant] Good idea. How about funny hopping? Boing boing.


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[Assistant] I'm Little Nutbrown Hair, and this is Little Field Mouse.


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[Assistant] Can you do anything funny? Uhm, no, not funny. But I can stand still like I'm frozen. It's a good way to hide. Watch! Oh, oh, oh! Wow! You are very still! Really still!


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[Assistant] Wow, sparkly stones. No, it's gold. That's what I call treasure.


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[Assistant] We might find a very special one. Okay, just one more. Then it's back to baking up brown hair for me.


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[Assistant] Yes, with little field mouse. Collecting treasures.


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[Assistant] At least it didn't take a thousand years.


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[Assistant] Well good morning, I had to check my watch there to make sure it was the morning.


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[Assistant] It's so en- aw, this is, this is absolutely so amazing and it's, it's such a privilege to be part of this and feel all the energy coming from you graduates and, you know, congratulations to all of you and to the families as well, you know, it's just, uh,


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[Assistant] It really is something being up here and feeling all this, I can tell you. Uhm, the con- I've gotta say the concert.


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[Assistant] Last night, uhm, you can see I've got something here which could loosely be called a speech, but I must say after having come to Berkeley and been part of the experience of this and listening to the concert last night,


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[Assistant] Yes, what a spirit there is here. It's absolutely amazing. The, the, uh, the quality of musicianship that was shown last night was really moving, right? Right across the whole of the different genres that were being played.


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[Assistant] Uhm, and thank you so much for the interpretation of my music. That was really touching.


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[Assistant] Being here in a college, I have to sort of be perfectly honest with you all that I was sort of self-taught. Uhm, not such a bad thing, because I learned from records and trying to sort of interpret


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[Assistant] Playing of the, what would be my guitar heroes from there. And uhm, along the way I became a, uh,


[User] Please transcribe this text

[Assistant] Uh, I think you call it a sideman here, a session musician.


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[Assistant] And, uh, I was going in there and I had the charts, uhm, I was headhunted for this actually, curiously enough.


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[Assistant] It wouldn't be like if you were a guitarist, you wouldn't just be the stylist in your own sort of field.


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[Assistant] And I'm sure it probably still may be. But, uh, now obviously as a specialist musician you would, you, you, you, you will be contracted in. But in those days when I, when I had to sort of, sort of go in the door and have that discipline,


[User] Please transcribe this text

[Assistant] A colorful sort of role that I was playing until one day that the music charts were passed out and there were the notes. And it was, it was a gentle hint, I think, you know, that I had to learn to read music in a very, very serious way. Because, I mean, there were serious competitors there in the, uh, everybody was fluent with their music reading.


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[Assistant] The reading music being a major part of everything because of course once you can read then you can write it down and for me that was really quite an asset, you know.


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[Assistant] Thank you so much for inviting me here. Uhm, it really is an honor and a privilege and I thank you all very much and good luck in the future. Thank you.


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[Assistant] Oh, that would be telling. And where's the fun in that? You'll just have to wait till we get there. Here we are.


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[Assistant] That's alright. We all get scared sometimes. Especially when there are things we don't understand.


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[Assistant] Well, good morning. It's great to be here. Uh, I haven't been here for over five years, so it's great to see the way this event has grown.


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[Assistant] And I think it's fair to say that, uh, we're in a golden age of computer science. Uh, the original vision of Microsoft, uh, that we ought to dream about what software could do if we had infinite computing and infinite storage. Uh, that almost is our reality today.


[User] Please transcribe this text

[Assistant] And so it's amazing for me to see how that's being applied, whether it's user interface, uh, with vision, speech, pen.


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[Assistant] Uh, you know, it really seems like that idea of the powerful assistant that can help us get things done, help us drive deep insights, uh, that, uh, the progress will make in the next five years and ten years will be


[User] Please transcribe this text

[Assistant] Really unbelievable. Even our friends in the hardware industry are giving us better screens, better sensors, things that let us exercise the magic of software.


[User] Please transcribe this text

[Assistant] You know, for Microsoft, that means taking something like Office and going from Documents to, uh, Deep Insights, taking something like Search and going from Links to Answers to Task Solutions. Uh, so, software, you know, has only achieved a very small portion of, of what we want it to do and even you could say what we need it to do.


[User] Please transcribe this text

[Assistant] If you look at things like climate modeling, energy innovation, so much that this field has to contribute


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[Assistant] Uh, before we go into the Q&A and really highlight how in each of those areas, uh, it's software, uh, and digital approaches, uh, that are letting us be very ambitious, uh,


[User] Please transcribe this text

[Assistant] The Gates Foundation, uh, really focuses in two areas. One is education, uh, that's primarily focused in the United States.


[User] Please transcribe this text

[Assistant] And then the other is a series of global issues focused on the, the poorest in the world, including, uh, disease, uh, that's by far our biggest thing, uh, over two billion a year that we spend there, uh, agriculture, finance, sanitation, a variety of things that, uh, relate to the poorest. So let's just start with education.


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[Assistant] Uh, last week I was down with, uh, Saul Kahn talking about, uh, the work he's doing with his Kahn Academy website.


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[Assistant] Uh, the foundation's been the biggest funder of various MOOCs, uh, to see what can be done. Not just for the type of people, the more elite students, who are probably the first time users of those systems, but also,


[User] Please transcribe this text

[Assistant] Uh, looking down at the students who may not make it through college where, uh, remedial math, uh, remedial writing classes really discourage them. And they have a hard time thinking through what are their skill sets and how do they match up.


[User] Please transcribe this text

[Assistant] Uh, to a profession that might be high paying. They have a hard time organizing their time and their finances to make sure that they're getting through for those things to work.


[User] Please transcribe this text

[Assistant] And what we're seeing is that, uh, not only at the course level itself, uh, to help model what the student knows and interact with them in a way that, uh, is encouraging, but even in that idea of the career decision, what are the credentials they need, or even monitoring to see


[User] Please transcribe this text

[Assistant] Uh, if they don't show up for a class, immediately engaging with them, uh, ideally in an, uh, inexpensive digital way, but perhaps


[User] Please transcribe this text

[Assistant] The United States has the highest dropout rate in higher education of any rich country. We actually are fairly middle of the road in terms of the percentage that go to higher ed, but we drop to below average in the percentage that graduate because of our


[User] Please transcribe this text

[Assistant] Uh, taking, uh, the courses, things like math, uh, letting you know where you are, making it more personalized, uh, drawing in your teacher to see what you've been doing, a lot of excitement there and so, you know, we're, we're funding that.


[User] Please transcribe this text

[Assistant] Over in the health area, we work on diseases like HIV, malaria, all the childhood killers, pneumonia, diarrhea.


[User] Please transcribe this text

[Assistant] And for us, disease modeling is a big area. We have a gigantic Windows cluster machine where we do stochastic modeling. We built a group of about 25 people that work with other universities on disease modeling. So things like weather, transport,


[User] Please transcribe this text

[Assistant] Uh, mosquito populations, uh, immune system state, a very rich model because, uh, our goal with a couple diseases, uh, first with polio,


[User] Please transcribe this text

[Assistant] Uh, and then with malaria is to actually go for total eradication. So understanding what tools do we need, drugs, bed nets, killing mosquitoes in the case of malaria.


[User] Please transcribe this text

[Assistant] In the case of polio, it's looking at the genetics of the virus, seeing where it's spreading, uh, understand how the kids move around, uh, what, what we need to do to boost their immune systems. Those tools will make all the difference in terms of developing the confidence in what we do and coming up with the right tactics, uh, out in the field.


[User] Please transcribe this text

[Assistant] Uh, with some very important improvements. We're putting, uh, things like vitamin A and R into the crops. Uh, bananas in Uganda within about three years. Uh, we'll have, uh, those micronutrients. Uh, that's very important. We're putting in disease resistance. A big crop in Africa is cassava.


[User] Please transcribe this text

[Assistant] There are two diseases that are now wiping out about 30% of the production. And it's not just a numeric thing that, you know, it's 30% across the continent. It's some farmers who, this crop, which is sort of their backup crop,


[User] Please transcribe this text

[Assistant] They have a complete wipeout, and that means that they really are destitute, not able to, to feed their family.


[User] Please transcribe this text

[Assistant] Uh, by putting in some additional genes, uh, in this case an RNAi interference technique, we're able to block these diseases. And so, how do you get that out? Uh, how do you make sure people feel, uh, from a regulatory point of view, that's gonna be,


[User] Please transcribe this text

[Assistant] Uh, 18 million farmers in Asia who plant a variety of rice that if it gets submerged, uh, will just stop, uh, not die off and then when the water goes down it, it resumes growing. All the rice varieties before that, uh, when there was submergence they would just die off. Uh, that's a good one because people can see


[User] Please transcribe this text

[Assistant] How magical it is and so it's had a higher rate of adoption than any of the new crop work that we've done.


[User] Please transcribe this text

[Assistant] A final area to mention is, uh, in finance, uh, of course consumers in the rich world have account balances and credit cards and things that let them, uh, plan ahead, uh, borrow money when they need to.


[User] Please transcribe this text

[Assistant] Uh, for the very poorest, uh, those institutions don't exist. Uh, and, uh, now there's been an attempt through microfinance to create some of that, at least on the loan side. It hasn't been good on the savings side. It hasn't been able to embody params that are unique for things like agriculture and retail.


[User] Please transcribe this text

[Assistant] After the harvest, it advises me to set aside the money for the seed and the fertilizer and even makes that deposit. So it gives me some way to look forward to what I need to do to make sure I'm managing my money in the right way.


[User] Please transcribe this text

[Assistant] Uh, it's like, you know, credit cards or debit cards, but it's, you can transfer person to person, a small shopkeeper can set up, and we can instrument what's going on with that economy in a way, uh, that wasn't possible in a currency-based approach, and lots of innovative product, products are coming out.


[User] Please transcribe this text

[Assistant] Uh, that served the very poorest. Uh, so even progress, uh, for, uh, the two billion most in need in health, agriculture, and all these different areas really are going to be dependent on the kind of rich computer science, uh, software driven advances that you work on.


[User] Please transcribe this text

[Assistant] Uh, so that I think the opportunities are, are quite phenomenal. Uh, particularly as we can get, uh, commercial companies like Microsoft working with you and, uh, take your great work and get it out into products that can help, uh, millions of people.


[User] Please transcribe this text

[Assistant] Well I have to say, I mostly see positive things. I think historically, we didn't do a very good job of taking the needs, the problems, and getting that description in front of the scientist who could help solve the problem.


[User] Please transcribe this text

[Assistant] Uh, take the vaccines without using any energy, electricity, propane, any of that. Keep those vaccines cold. And so I think we're doing a better job, uh,


[User] Please transcribe this text

[Assistant] Uh, you know, whether it's things like Kickstarter and the rich world or the equivalents in the, uh, for developing things, getting people excited.


[User] Please transcribe this text

[Assistant] I do think it's amazing to me that certain problems don't get attention for long periods of time. So for example, take


[User] Please transcribe this text

[Assistant] Uh, online education. You know, why is it that in the last three years this, you know, MOOC phenomena, was there some big breakthrough that took place? Not really. Uh, you know, there was a little bit of work on adding some interactivities to the video.


[User] Please transcribe this text

[Assistant] Uh, and once that got to a critical mass, then there was enough activity for people to look at the tools of collaboration, the answer analysis, and so I think removing


[User] Please transcribe this text

[Assistant] Maybe ten times faster now to solve those problems than we were just three or four years ago. So it says if you can get something going.


[User] Please transcribe this text

[Assistant] You know, all the malaria people in the world is like a hundred total people. And that's nice in a way, because everybody knows everybody. They don't all like each other, but they do know each other, and the kind of different approaches are kind of finite in nature.


[User] Please transcribe this text

[Assistant] Uh, but, you know, more and more people are getting educated. We're able to share information globally in a better way. Uh, we have a deal with China where


[User] Please transcribe this text

[Assistant] Anything, any science we see in their country that may help poor people, if we put a dollar in, they'll put two dollars in. We have a similar arrangement with Brazil. So, although the best research is still in Europe and the United States, it's becoming more of a global activity, uh, and, and,


[User] Please transcribe this text

[Assistant] You know, the software embodiment of a lot of these problems is bringing in people who wouldn't have been able to contribute before.


[User] Please transcribe this text

[Assistant] Well yeaah, the question is will, eh, there's, teaching has many different aspects. Uhm, you know, one aspect is the big lecture. And there's definitely a view that that will become more


[User] Please transcribe this text

[Assistant] Uh, less like individual performances of live music and more like recorded music where there's a set of people who do it extremely well, get very big budgets to, uh, you know, edit it, do the great experiments and those things. Uh, you know, so like going back to Walter Lewin's physics course, you know, which was the, uh,


[User] Please transcribe this text

[Assistant] MIT, uh, OpenCourseWare initiative, you know, about 100 times more people watched him than watched, uh, place-based activity. And so taking that and raising the quality of it and making it available for free, that's clearly going to happen.


[User] Please transcribe this text

[Assistant] But of course, if we think of that as the only part that goes on in learning, uh, you know, we'd be missing, you know, where kids are doing problems, when they're in labs, where they're in study groups, where they're discussing topics, you know, many things don't fit that


[User] Please transcribe this text

[Assistant] So how we take the digital technology and take those other aspects, uh, is fascinating to me. One thing that our foundation tracks a lot is this dropout phenomena.


[User] Please transcribe this text

[Assistant] And what's incredible is that the so-called for-profit sector, although they've been properly, uh, uh, admonished for their over-marketing, over-promising, you know, in some cases suggesting people would get


[User] Please transcribe this text

[Assistant] There, because they are sort of profit driven, the way they track students and see exactly what's going on, you know, they call you within a few minutes if you don't show up for something. There, that kind of hand holding, some of which is embodied digitally,


[User] Please transcribe this text

[Assistant] Is a, a best practice. And so public universities haven't had that idea of okay.


[User] Please transcribe this text

[Assistant] Uh, in, in many areas. For elite students, you know, people who would have bought, you know, learning company great courses type lectures, uh, you know, this is a golden era. The ability to learn a lot of topics, you know, I, I find it just absolutely phenomenal.


[User] Please transcribe this text

[Assistant] And we're seeing as we take knowledge like public health knowledge, uh, get that up online, we're able to raise, say in sub-Saharan Africa where the access to this material has been very poor.


[User] Please transcribe this text

[Assistant] And we're, we're on the beginning of something really quite profound even though, uh, the temptation to oversimplify it is quite great.


[User] Please transcribe this text

[Assistant] Well, at the end of the day, uh, a lot of education is about getting a credential that helps with your employability. And, you know, the gold standard for that today is you go to a university where you spend time physically and the idea of how you learned it and what you learned and, you know, the proof that you have this ability, those are tied together.


[User] Please transcribe this text

[Assistant] I see those things decoupling that the way you prove that you have certain skills, you know, can be very straightforward and there can be a lot of people who are competing to help you gain that knowledge. Certainly this is going to be a global phenomena.


[User] Please transcribe this text

[Assistant] When you do these things, uh, to make these incredibly, uh, uh, global in nature. Now making them appealing, making them rich, making them deep, that's what's hard. The IIT lectures are available. They've been videotaped.


[User] Please transcribe this text

[Assistant] You know, doesn't measure up to what's really going to be necessary in terms of being one of these lectures that contributes on a very, uh, very broad basis. So,


[User] Please transcribe this text

[Assistant] Uh, you know, given the cultural focus on education, uh, in the Asian countries, the adoption rates and some of their own innovations are going to be really huge. And as you say, it's not just for four-year college, it's also for vocational type activity, it's for the high school level. The high school and the university stuff have been a bit decoupled. The K through 12 has been mostly


[User] Please transcribe this text

[Assistant] Uh, stuff like Khan, and really kind of trying to engage the student, uh, with game type technology, whereas the, the university stuff is more of the MOOC thing. But that boundary's a pretty soft, soft boundary as well.


[User] Please transcribe this text

[Assistant] Uh, in a way that's satisfactory for them, both the work and the economics of it. Those are almost two separate questions. That people are going to do the deep innovations. Yes, a lot of them will be polymathic. They will be, you know, unusually strange people who learn


[User] Please transcribe this text

[Assistant] Uh, a lot of things and therefore able to reason across the boundaries of two subject areas. I mean, just look, you know, in biology, how much physicists came in there.


[User] Please transcribe this text

[Assistant] In the global health work I do, uh, you know, a lot of the top people have both an MPH and an MD, and just think about the number of years they have to go to school, you know, and they have to have been out in the field for three or four years to see things that do and don't work, uh, you know,


[User] Please transcribe this text

[Assistant] I do think this is a wonderful period of time for those things. I mean if you want to learn, you know, I want to learn about the ocean or meteorology or, uh, game theory or, you know, just not theory. Uh, you know, there are great courses, you know, so boom, 24 hours later I know a little bit


[User] Please transcribe this text

[Assistant] Uh, about those topics I can, I can test my knowledge. You know, so what society, if people have that type of interest and inclination, sure we should nurture it. Uh, but we don't want to push everybody down that path, but that's where a lot of the, the deep innovation is going to come.


[User] Please transcribe this text

[Assistant] Uh, and, you know, thank God for free software. Free software, you know, lets people get things out there, you can play around, build on. And so, you know, the two work very well in a nice common ecosystem. And no, I don't see a big difference, uh, country to country.


[User] Please transcribe this text

[Assistant] You know, it's very similar to what we do, uh, in, uhm, you know, the foundation at this point, uh, we've saved about 10 million lives that otherwise wouldn't have been saved. Uh, and our goal for the next decade is 50 million.


[User] Please transcribe this text

[Assistant] Uh, you know, so thank God for patent laws that allow them to invent drugs that they get to sell, that then they get to hire researchers. They are phenomenal at understanding


[User] Please transcribe this text

[Assistant] You know, contrary to what you might think in the press, we never run into IP problems. Not a single time on a single thing. Because in the poor countries we work in, the poorest 90 countries, nobody's got, nobody files patents, nobody enforces patents. Uh, you know, it's great, it's essentially a transfer of, uh, people buying drugs in rich world.


[User] Please transcribe this text

[Assistant] Who are now enabling these things to be done at marginal cost. So all the vaccines we do, we understand.


[User] Please transcribe this text

[Assistant] Uh, that actually, when you're in an intellectual property where you want to fund the R&D, that works pretty well. So, you know, I think intellectual property


[User] Please transcribe this text

[Assistant] Complex topic, but, you know, the value of the patent system of allowing those pharmaceutical companies to exist, allowing the agricultural innovators, the people who really get drought, really get


[User] Please transcribe this text

[Assistant] Salt tolerance, uh, you know, those guys doing those proprietary seeds have given us access to that knowledge to use for the poorest. And that's why, uh, we're so optimistic about dealing with new climate conditions and helping these poor farmers.


[User] Please transcribe this text

[Assistant] Anybody who thinks getting rid of it would make the world better off, I can certainly tell you that's...


[User] Please transcribe this text

[Assistant] That's crazy. Anybody thinks we run into problems helping the poorest because of these things, you know, I'd like to know what they're, uh, that they're talking about. The, the, the mix of commercial with free without any coercion, you know, a country forcing it to be one model or the other, you know, my view is it's working very, very well.


[User] Please transcribe this text

[Assistant] You know, education, uh, in a broad sense, you know, there's two key factors. One is the personnel system.


[User] Please transcribe this text

[Assistant] Uh, that is, uh, are the people who go into the education system well trained? Are they measured in terms of how good they are? Are they given an understanding of who, what the best practices are? And so the average quality rises up to that of the exemplars.


[User] Please transcribe this text

[Assistant] And in fact, there's a lot of technology enablement that can be done, uh, to help that personnel system work well.


[User] Please transcribe this text

[Assistant] Most educational personnel systems are run very, very poorly. Uh, you know, in, in South African, in India, uh, teachers don't show up about 25% of the time. In Mexico, the teachers union wouldn't tell the government who is employed. Uh, now just six months ago, they were taken out of that position. So the political willingness,


[User] Please transcribe this text

[Assistant] Uh, particularly for K through 12 in developing countries to run a good personnel system, just getting the basics right can make a huge difference. And, uh, some Asian countries have done that very well, better than the U.S., and most poor countries have done it even worse. Uh, and, and we're just talking about very basic things there.


[User] Please transcribe this text

[Assistant] Uh, bringing in technology will make a difference. Uh, there's a very exciting company called Bridge International, which is a, uh, private school in Kenya that uses a tablet-driven approach so that their teachers are all going through a very, uh, specific set of activities and it's very well-monitored.


[User] Please transcribe this text

[Assistant] And it's amazing to see how quickly they were able to branch and the comparison of them to the public system and how that can be done.


[User] Please transcribe this text

[Assistant] Fixing, you know, when you go into a poor country, you want to fix health, you want to fix agriculture, you want to fix education, you want to fix governance. And, you know, it's the magic blend of those things, all of which reinforce each other. If you have ill health, you tend to have all those other things worse. It's those things that get you on the path to


[User] Please transcribe this text

[Assistant] You know, the good news is, most of the world now lives in middle income countries. Countries that to some degree, like Brazil, Mexico, China, have gotten these things right. Uh, there's about a third of the world lives in countries where these things haven't come together.


[User] Please transcribe this text

[Assistant] It's clear that innovation, particularly technical innovation, new vaccines, new seeds, uh, monitoring things to make sure government workers do what they're supposed to, including education, that we can make much faster progress to get these people out of these poverty traps now than ever before.


[User] Please transcribe this text

[Assistant] You know, I, the word wearable, I mean, you know, glasses that project onto your eyes, uhm,


[User] Please transcribe this text

[Assistant] Things that can monitor whether you're getting nervous during the test, uh, uhm,


[User] Please transcribe this text

[Assistant] You know, I think of wearable technology as a very cool thing, but I don't really couple it that much to education. Uh, you know, I think the way that you'll be able to


[User] Please transcribe this text

[Assistant] Review what you've learned, uh, have the system understand the state of your knowledge, you know, that's a very good, good thing, but I, I'm not sure how I connect that to wearable.


[User] Please transcribe this text

[Assistant] Very broadly, uhm, you know, anything that we can use, uh, that we can automate, I mean, you know, the history of farming is the history of automation, you know, so you can think of all those great farm things as, as, you know, very specialized robots.


[User] Please transcribe this text

[Assistant] I saw one recently where they actually use a set of cameras and so as they go through the field they actually see what's a weed, what's a plant and they imply


[User] Please transcribe this text

[Assistant] Uh, herbicide to get rid of those weeds. Now the cost of that today, of actually having the thing that you drag around the field that does visual recognition and is smart about doing that targeting, that's ritual farming today.


[User] Please transcribe this text

[Assistant] Uh, broad areas, soil health, when you should plant, plant disease, things of that, that nature.


[User] Please transcribe this text

[Assistant] Uh, and, uh, and we've always wanted to have a robot that can go out into rural areas and help out in certain healthcare type things. That's a very high bar in terms of what type of robotic capability you have to have. Say to help through a C-section.


[User] Please transcribe this text

[Assistant] In a rural area where, you know, that absolutely needs to be done. And so I don't think that's in the next 10 years, but maybe in the next 20 or 30.


[User] Please transcribe this text

[Assistant] Uh, that kind of physical expertise can be made available very very broadly.


[User] Please transcribe this text

[Assistant] Uh, robotics continues to, you know, in terms of the, the numbers and deployment look pretty small, but you know, we're always on the verge of when is the breakthrough going to happen. And certainly the, the work you're all doing on vision, planning, modeling, those things, you know, it feels like, boy, are we,


[User] Please transcribe this text

[Assistant] We awfully close on that. Uh, I think it's gonna be in developed countries and changing the job market in developed countries where we're first gonna have to face the...


[User] Please transcribe this text

[Assistant] Yeah, I think it's a small degree you are, uh, and it's a work in progress. Uhm, you know, I was certainly inspired by


[User] Please transcribe this text

[Assistant] The first generation of big philanthropists, Rockefeller, Ford, Carnegie, uh, they did an amazing job. And, you know, they funded research, they funded schools for blacks, they went around the world and did some good things. It was, you know, really surprising how smart they were about the topics they picked.


[User] Please transcribe this text

[Assistant] If somebody has a lot of success in the world, there's two ways you can give back. One is to give your money. Uh, and so for example, my friend Warren Buffett, who is brilliant, high integrity, you know, the person I've learned the most from, a very close friend, he's chosen to stay doing his job.


[User] Please transcribe this text

[Assistant] But half of the four billion a year that our foundation gives away actually comes from him. So he's delegated to us, uh, you know, that giving piece.


[User] Please transcribe this text

[Assistant] Good at building institutions. And the Gates Foundation in an area like


[User] Please transcribe this text

[Assistant] Global disease is an institution. It's hiring scientists, researchers, deciding how to give the grants, and it's taken us 10 years to get that institution to a level


[User] Please transcribe this text

[Assistant] You know, sort of the level of excellence that, say, Microsoft had in 1995 where you really feel people are very analytical on top of things. You know, that's hard work. It's fun work. It's something that my Microsoft experience, uh, taught me how to do, although I had to learn, uh, some biology and, uh, different things along, along the way.


[User] Please transcribe this text

[Assistant] We've created a thing, uh, myself and, and Warren and my wife, Linda, a thing called the Giving Pledge, where now a hundred, uh, billionaires in the United States have all committed


[User] Please transcribe this text

[Assistant] During their life, but through their will, to give away the majority of their wealth. And we get together. It's been, uh, going for three years now. Uh, we get together on a regular basis. We get more people joining.


[User] Please transcribe this text

[Assistant] Whenever I'm in China, I go and sit down with people who are wealthy. And the nice thing about China, to some degree, India, is it's mostly first generation wealth. And first generation wealth...


[User] Please transcribe this text

[Assistant] Is where you get the greatest generosity. Because you don't think of yourself as a dynasty or a bunch of aristocrats. You actually think, hey, this is strange. Why does somebody have this much of society's resources? And, you know, it's probably distortionary to give it to my children. Therefore, what can I do? How can I give it back?


[User] Please transcribe this text

[Assistant] To help, to help those most in need. So I do think we're in a second golden age of philanthropy. Uh, a lot of that philanthropy expressed itself in very diverse ways, not necessarily for global health.


[User] Please transcribe this text

[Assistant] The government, uh, foreign aid budgets, which are, if you take the Europeans that are 60%, the U.S. that's about 20%, foreign aid budgets are about 130 billion a year. And so in terms of the bulk of money that helps the poorest, now some of that's not well spent, but even, you know, factor, town by factor of two,


[User] Please transcribe this text

[Assistant] Our foundation gave 1.8 billion other philanthropists, including Michael Bloomberg.


[User] Please transcribe this text

[Assistant] Uh, Carlos Lin, uh, those two gave 100 million each, but it was 600 million from philanthropists. And the balance of about 3.1 billion came from governments. So the governments are very important, and we're trying to make sure they don't back off. Particularly the Europeans are by far the most generous in these areas.


[User] Please transcribe this text

[Assistant] But, you know, Imperial College, Harvard, Swiss Tropical, uh, it's about


[User] Please transcribe this text

[Assistant] Uh, to have the genetics so you can look at the course of the infection. Disease modeling has gotten very, very good. There are a lot of deep mysteries like


[User] Please transcribe this text

[Assistant] You know, who spreads HIV? Why is the infrastructure like it is? Why does TB? How does that spread? How does it go from latent to active? You'd be amazed. These models are very necessary to help us.


[User] Please transcribe this text

[Assistant] In terms of climate, uh, they're, and they have the 20 different climate models, uh, they are,


[User] Please transcribe this text

[Assistant] You know, fairly rough, to some degree they are curve fitting type things where they, you know, tried to match the past to some degree. Uh, and, you know, they disagree on a lot of things, so that's a helpful thing. And, you know, when you want to look at certain interventions, they run them against those models, things like,


[User] Please transcribe this text

[Assistant] Uh, changes that take place. It's still not nearly sophisticated enough compared to the phenomena they're trying to model. If you look and say how the ocean is modeled in these things, it's, uh, not very strong. If you look at how agricultural sector or just even forests are modeled, it's not very rich. It's a very tough problem. And they're getting better all the time.


[User] Please transcribe this text

[Assistant] Even, you know, the basic parameter, uh, if you raise CO2 by X to, you know, what's the multiplier in terms of the temperature effect, you have huge variations. So they haven't been able to resolve the, some of the basic uncertainties.


[User] Please transcribe this text

[Assistant] Uh, and I think we actually got rid of that, uh, as the mantra like, you know, 10 or 12 years ago, because, uh, you know, at least in the rich world, we were on a path to have that take place. And the idea of, you know, tools of empowerment, tools of understanding, tools of creativity and communication, I think we took something on that was a bit more broader.


[User] Please transcribe this text

[Assistant] You know, after all now it's not just one computer, it's the computer in your pocket, it's the deep sensors, it's the way these systems are going to work together with profoundly different UI.


[User] Please transcribe this text

[Assistant] You know, it's certainly true that the way people use the web, the way people use Office, you know, they're way short. There's all sorts of capability in there that if you had time to explain it to them, uh, they could get more out of it. And it's surprising how little we've had a breakthrough in terms of


[User] Please transcribe this text

[Assistant] Uh, how you fully take advantage of software. Even if you look at what people type into search engines, uh, you know, where that's one of the most studied thing in terms of, you know, that's a real time digital stream that we're pattern matching all again and again. Helping them do that in a, uh, way that would be most effective, uh, you know, we're not,


[User] Please transcribe this text

[Assistant] You know, we're not all that great in it. So we'll always have this, you know, frontier of what you can do with software and what we've made easy for lots and lots of people to do. You know, software's gonna be more ambitious as we're actually representing things in deep ways.


[User] Please transcribe this text

[Assistant] You know, as everyone gets essentially what we'll call the personal agent, uhm, you know, it's been talked about for decades and now really is possible where we see where you're going, we see your calendar, we see your various communications. Some of those communications we can actually, you know, look at the text, look at the speech, try to be helpful to you.


[User] Please transcribe this text

[Assistant] Uh, you know, find a gift of a certain type, organize a trip of a certain way, that there will be a closer match, that is the gap between what the software could do for them and what most people end up doing, that could be, uh, reduced. But, you know,


[User] Please transcribe this text

[Assistant] You know, you always make mistakes on these things. When the machine, you know, tries to do the table with numbers, or the dog, you know, comes up and says, oh, you didn't do this thing right, uh,


[User] Please transcribe this text

[Assistant] Uh, Microsoft Bob style, which is a long time ago we tried a little personality that was, was definitely premature. I think it will, uh, re-emerge, uh, but perhaps with a deep bit more sophistication, uh, you know, I, we were just ahead of our time like most of our mistakes, uh, so,


[User] Please transcribe this text

[Assistant] You know, it's a research issue, uh, to make software better. And, you know, the prize, eh, the prize when you do these things is very, very large in a commercial sense.


[User] Please transcribe this text

[Assistant] You know, is it, you know, we used to have all these individual performers who would sing before we had pre-recruited music, and it's very sad now, uh, that you just listen to this performance that's a hundred times better. I think mooks are going to be like that, and, you know, I feel sad, uh,


[User] Please transcribe this text

[Assistant] Yes, uh, digital currencies are attributable, uh, and, you know, there's a ton of laws about cash transfers and know your customer, things like that, that actually are


[User] Please transcribe this text

[Assistant] Uh, the general issue of online, should you be able to tell when, in which context should you be able to reliably tell who something is, what sort of trust, uh, uh, do you want to have in those situations? That's going to be debated endlessly.


[User] Please transcribe this text

[Assistant] Uh, and, you know, some people have a model that maybe the government should be able to see people planning bioterrorism attacks, and that they won't use it in malign ways, and some people have the view of, hey, you know,


[User] Please transcribe this text

[Assistant] We have a few places left that because we have terrible health, we have terrible population growth. Yemen, Pakistan, and, you know, we really understand how innovations can come in and help there. So, you know, because I see that, I mostly see the positive side. But we should be, uh, you know, aware of these negatives and see how we can mitigate them.


[User] Please transcribe this text

[Assistant] Set of friends, you know, eventually the understanding of what kind of relationship you have with people, which things you want to share with them, like if they're trying to get in touch with you and you're busy, do they get to see your calendar, what you're up to, do they get to see when you have free time in the future and automatically set things up based on that, uh,


[User] Please transcribe this text

[Assistant] You know, do they get to, if you really love an article, is it very easy for you then to benefit, uh, and see that as well? Social media is, you know, people can make fun of it that because a lot of it's used for, you know, what my cat had for breakfast type, uh, things.


[User] Please transcribe this text

[Assistant] That they generalized, it's not just a student-teacher relationship, it's a coach, uh, student relationship. So parents can come in and be your coach. If you're willing to let them, they can see what you've done well, what you've not done well. If you have a relative who's good at this subject, they can come on and see and give you hints and things like that.


[User] Please transcribe this text

[Assistant] And so the social nature of education, where you're kind of competing with each other, where you're learning from peers, this is one of these great breakthroughs where it doesn't cost, you know, great sums of money to set up systems where, uh, peers are competing and learning from each other. And so I think social media will be profound.


[User] Please transcribe this text

[Assistant] Isn't as much about what you learn in that experience as it is, it's a badge that you're a certain type of person who's organized. Uh, and you know, you like to achieve things and you like to be measured in terms of what you're doing. And so employers look at that and say, okay, that person's very employable.


[User] Please transcribe this text

[Assistant] So the question is, well, why do some people have those skills and some people not? You know, yes, there seems to be some income correlation. Uh, the quality of your education on measurable things, like your math skill, it tends to correlate to those things. But the question is always, how can we can't get


[User] Please transcribe this text

[Assistant] To these capabilities more directly, you know, maybe they're more primary in a certain sense, so we should invest in that and then teach you math.


[User] Please transcribe this text

[Assistant] Uh, and, you know, there's, there are people like Carol Dweck who has the learning mindset, which is I think a super important, uh,


[User] Please transcribe this text

[Assistant] Uh, you know, I better not try too much because I'm gonna, you know, start to look bad and if they got lucky at first in an area then, you know, they won't go back and really, uh, cement in those concepts in exactly the right way.


[User] Please transcribe this text

[Assistant] But actually putting in, embodying this in software or finding the teacher who does this particularly well, other than just the general sort of mentoring.


[User] Please transcribe this text

[Assistant] Measurable skill based things, general approach, really are very predictive of how people, they're not totally overwhelming that doesn't, you know, take away from the rest of the stuff we're doing.


[User] Please transcribe this text

[Assistant] Uh, in a cognitive science, learning science, it's surprising how much real, how little really good researches there is on it. Just like the research on why some teachers were getting such unbelievable results.


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[Assistant] Now the foundation put a lot into that, videotaped the great teachers, looked and saw how they interacted, how they made the subject relevant. So we know a little bit more about that, but this thing of teaching approach mindset


[User] Please transcribe this text

[Assistant] Uh, it's pretty vague, uh, and therefore soft, but it is, it is important if we can, you know, make, have some deeper understandings there.


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[Assistant] War as much as possible, bioterrorism, uh, use of nuclear weapons. So you know, some people should focus on that. In terms of an ongoing disaster, the thing that people just don't have this awareness of, they look at, oh my god, you know, some people are dying in Syria, and that's very, very tragic. But seven million children die every year.


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[Assistant] And so now it's down to 7 million. The majority of that reduction is new vaccines. Uh, higher distribution rate of new vaccines for diarrheal, uh, uh, respiratory type diseases. Getting those out to people. Certain interventions that have helped with malaria brought that down from 1.2 million to


[User] Please transcribe this text

[Assistant] Uh, and so, you know, that's serious progress. 20 million here to 3 million. Actually, the birth court's twice as big. So, in terms of a percentage reduction, now, it will be the birth court peaked


[User] Please transcribe this text

[Assistant] Uh, about 8 years ago at 136 million kids born in a year and that's coming down now. So all population growth is just filling in the different age ranges. Uh, I tend to think of


[User] Please transcribe this text

[Assistant] Either the seven million kids here die or the fact that in poor countries about forty percent of the kids because of bad nutrition


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[Assistant] Uh, disease insults. Their brain never develops. And so they're not able to become literate and contribute and give back. Average IQ, sub-Saharan Africa, about 82.


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[Assistant] If you have kids with ill health, their brains don't develop, also parents because they want to have


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[Assistant] Uhm, you know, how do we educate kids so they can have meaningful jobs and not just, uh, feel like, you know, that things aren't very worthwhile?


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[Assistant] Uh, some people would focus on old people, some people would focus on healthcare costs, you know, everybody gets to pick their, their, you know, political dysfunction, uh, uh, a lot of things to choose from, but I, you know, child to death gets pretty high up for me.


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[Assistant] The data representations we have are pretty, uh, pretty good at doing those things and yet,


[User] Please transcribe this text

[Assistant] Uh, provide some promise. Some of those things you mentioned like the grid, that's more of a physical, uh, you know, right of way, uh, type problem. I mean we are just, we don't even have 1% of what you would need as a grid if you're going to move power on a national basis.


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[Assistant] But, you know, it, it's, it is very funny what's gone really well in writing large complex software systems which, which things have not gone that well. And, you know, it's not like we prove these things correct or we specify them at some very high level.


[User] Please transcribe this text

[Assistant] Uh, so I hope, you know, some of you can surprise us, uh, with, uh, faster advance in those areas.


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[Assistant] And a lot of students in colleges are quite disillusioned about what they would like to do.


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[Assistant] Uhm, and, and there's also kind of narrowing, narrowing down of the, uhm, the funnel as you go to the cities, so students are left with very less opportunities.


[User] Please transcribe this text

[Assistant] So uhm, so my question is, uh, what about online courses in countries like India? And also importantly, beyond colleges, there are also data centers.


[User] Please transcribe this text

[Assistant] In villages spread across countries like India where a lot of data gathering happens. So uhm, there's also a case for capacity building at these data centers so that data analysis, I mean using machine learning, data mining can be performed in a decentralized manner. So what are your thoughts on this?


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[Assistant] Let's see, how do I start this? I, and I think most of us around here, as well as most people in the country and the world were, are so impressed at how much you have done, personally with the foundation, that you as a person who was a revolutionary leader in high tech,


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[Assistant] But maybe it's because I haven't been following closely enough, but I don't see it. I don't see Washington getting on the bandwagon of helping the poorest two billion people.


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[Assistant] I don't see other billionaires changing their lives to help the poorest 2 billion people. Am I missing it? It's not in the news or? When you go to these places, when you go to Washington, when you see other billionaires,


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[Assistant] Let's look at what we play with at the playground. Here we go. Bars. Bars. Jungle Gym. Jungle Gym.


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[Assistant] Let's listen and repeat each sentence. Here we go.


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[Assistant] Play on the bars. Play on the bars. Play on the jungle gym. Play on the jungle gym.


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[Assistant] Play on the monkey bars. Play on the monkey bars. Play at the playground. Play at the playground. Play in the sandbox. Play in the sandbox.


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[Assistant] Play on the seesaw. Play on the seesaw. Slide down the slide. Slide down the slide. Swing on the swings. Swing on the swings. Good job everyone.


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[Assistant] I present for the honorary degree of Doctor of Humane Letters, Mr. Mark Benioff.


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[Assistant] Even as an undergraduate at USC, Mark Benioff possessed an impulse to create, invent, and envision new possibilities.


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[Assistant] He consistently applied his irrepressible imagination and initiative to all his pursuits.


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[Assistant] Since graduating from the university nearly three decades ago, he has emerged as one of the world's key technological innovators who has ushered in a new era of computing.


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[Assistant] His philanthropic support for the healthcare of the children of California is without parallel.


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[Assistant] As USC trustee, he has significantly benefited our community through his insight and expertise.


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[Assistant] For his superbly creative work as a business leader and philanthropist, including his groundbreaking contributions to cloud computing, the University of Southern California is proud to recognize him with an honorary degree.


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[Assistant] I think people are gonna lose their damn minds when they see this.


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[Assistant] The members of the class of 2013 and your families and friends, you should be very proud. It's a day for memories, a day to savor


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[Assistant] A day also to join in honoring those who two weeks ago responded so courageously in the face of tragedy, including Northeastern students.


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[Assistant] A recent study by a group of psychologists in the journal Science found that people are extremely poor at predicting their futures.


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[Assistant] And she never saw her again. She was probably either taken or killed by North Korean soldiers.


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[Assistant] My mother became a refugee and literally walked with her younger brother on her back 200 miles to escape the fighting.


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[Assistant] Luckily, she was able to resume her schooling in a tent in the southern city of Masan. She was an excellent student and with great good luck,


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[Assistant] My family moved back to the United States, and we eventually settled in Muscatine, Iowa.


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[Assistant] My father opened his dental practice and my mother set to work on her PhD in philosophy at the University of Iowa.


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[Assistant] In the late 60s, influenced by my mother's passion for social justice, we watched the civil rights and anti-war movements unfold from our living room in Muscatine. We lived, as you can tell,


[User] Please transcribe this text

[Assistant] So while we were outsiders in a profound sense in Iowa,


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[Assistant] Even my sister, and she was three when we moved to Iowa. I played quarterback on the football team in high school.


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[Assistant] After high school, I ended up at Brown University. And I remember vividly one particular day when I returned from college. My father picked me up at the airport.


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[Assistant] My father put the blinker on, slowly pulled over to the side of the road, turned off the car, looked back at me and said, hey, when you finish your medical residency, you can do whatever you want.


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[Assistant] He knew that it's impossible to be sure about where you might end up in life. And he worried that his own success


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[Assistant] But also the hard reality of finishing medical school, finishing residency, and caring for patients in life or death situations. I'm so grateful to my father.


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[Assistant] So far I've told you that life is uncertain, but you already knew that. What I really want you to know


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[Assistant] Baumeister and his colleagues have shown that taking certain actions to improve willpower is the surest way to a more successful life. Moreover, they've shown that willpower is like a muscle.


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[Assistant] Your capacity to do so will atrophy just like your stomach muscles if you start doing, stop doing sit-ups.


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[Assistant] Because you've studied here at Northeastern, you've got a head start.


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[Assistant] My mother used to read to me the writings of Martin Luther King. In Dr. King's letter from a Birmingham jail,


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[Assistant] I had no idea that I would help found an organization, Partners in Health, with my colleague Paul Farmer and others, and work in 10 countries. I had no idea that my experience at Partners in Health would lead me to take charge of the World Health Organization HIV AIDS Initiative, where we try to get 3 million people on treatment by 2005. And with only minimal academic experience,


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[Assistant] Over 66 years of existence, it's evolved into the premier development institution in the world. Just two weeks ago,


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[Assistant] We'll now use time to drive forward what we hope will be a signal achievement in human history. In closing, my challenge to you is this.


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[Assistant] With co-op options now in more than 90 countries and all types of organizations, this university has given you unexcelled preparation for global citizenship. As countries around the world, including the United States,


[User] Please transcribe this text

[Assistant] Search for ways to overhaul higher education. They're looking to Northeastern's example.


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[Assistant] Through your hard work in these past four years, you've required, acquired something exceptional. The foundations for critical and self-critical thinking.


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[Assistant] Join to the practical skills to solve tough problems in the real world.


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[Assistant] These are extraordinary qualifications that give you power and responsibility. Like my father on the streets of Seoul, though in a different way, you face a world of uncertainty. Don't fear that uncertainty. Embrace it. Use it. Uncertainty means that nothing is predetermined.


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[Assistant] Is this enough? Speak my brown hair. Everyone from the meadow's coming.


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[Assistant] Oh, look at that big red berry. Uhm.


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[Assistant] Only if someone was- Would you like it, little field mouse? Oh, you mean for our tree? Oh, that's a good idea, little nut-brown hair.


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[Assistant] Look, the trail ends here. Someone's eaten all the food. They must be really big to eat that much food. I think we should go back now.


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[Assistant] I think bear must be another name for a big squisher monster. Little brown bear? Is there a big brown bear?


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[Assistant] So you found our food here, but which way did you come to get here?


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[Assistant] So, you didn't come from this way after all. You came from that way? It's that way. Yes, that way. We came from that way. Are you sure?


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[Assistant] Noooo. Nevermind, let's try that twang.


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[Assistant] Oh, don't cry. You'd like little white owl stories. They always cheer me up. I think a story's a great idea.


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[Assistant] Oh no, not this tree either.


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[Assistant] Yes, little frilled mouse? You know how you said that we wouldn't get lost because we could follow our footprints back to the river? Yes? Well, the snow has covered up our footprints. Look!


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[Assistant] Look, the moon's coming out again.


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[Assistant] We had a lovely celebration, didn't we? And the tree was so pretty.


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[Assistant] But it helped me be brave to know you would come, and that the moon was watching over both of us.


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[Assistant] Hey guys, in the previous lesson you've learned a lot about different types of HTML elements and you already got started using them to create websites. Now in this section we're going to take it a little bit further and explore some more intermediate and advanced concepts in HTML.


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[Assistant] We're going to get started in this lesson by learning about list elements, the ordered and unordered lists.


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[Assistant] Now, if you spend any time around on the internet recently, you'll notice that it's completely full of lists. If you go onto BuzzFeed or any of these,


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[Assistant] So to click baity articles, uhm, usually they'll create a list of something such as great items that must have been invented by geniuses.


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[Assistant] But also if you look at something like the FBI's 10 most wanted fugitives, this is also created in this website using a list. So how do we create these lists ourselves? Well, let's start off with one of the most common types, the unordered list.


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[Assistant] And it's super simple to create. Simply you have a starting tag with UL and then have a closing tag. Now, normally we've had one line elements such as this, where we get to add some content in between the open and closing tags.


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[Assistant] Now in this case, however, it's a little bit different. They actually go on separate lines because in between these two open and closing tags, we need an extra type of tag in order to complete this unordered list.


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[Assistant] And these are called list items. So here you can see we've got three list items and each of them contain some piece of content.


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[Assistant] So what does this look like if we actually run the code? Well, this is what you would see. Essentially, unordered list items will create these bullet points because such as in the case of a shopping list here,


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[Assistant] The order of the items doesn't matter. So that's why an unordered list would be perfect for the situation.


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[Assistant] However, on the other hand, if you needed your list items to be arranged in a particular order, then you would create an ordered list.


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[Assistant] And once you've added the list items inside there, what this will do is it will give you numbers. So it would start from one and the number next to each list item will depend on the order that you put into this ordered list.


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[Assistant] That's all pretty simple. So if we compare the ordered list, the OL element, that gives us numbers.


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[Assistant] And versus the UL, the unordered list item, which just gives us bullet points. Simple as that.


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[Assistant] And coming back to our FBI 10 most wanted fugitives website, you can see they actually created this website using lists. So when you right click on any of these images and select inspect, you can see that each of these photos are actually a list item placed inside an unordered list.


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[Assistant] Now there's a whole bunch more to this website, which we're going to learn in future lessons, but the really important thing is for you to see that


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[Assistant] This is a really important part that you see in websites all over on the internet. So it's really important that we understand how to use them.


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[Assistant] So now that we've learned a little bit about ordered and unordered lists, let's try an exercise to make sure that you've understood everything.


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[Assistant] Go ahead and download the list element zip file from this current lesson. And as always, if you forget how to do that, or if you just started on this lesson,


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[Assistant] Then I recommend going to one of the earlier lessons where I show you how to download course resources.


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[Assistant] Now once you've downloaded and extracted the folder 3.0 list elements and dragged it into VS code or your web development projects folder, then you should be able to see it here on the file explorer on the left.


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[Assistant] If we explore some of the files for this current coding exercise, you can see we've got an index.html that contains some plain text, which you're going to be formatting into lists.


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[Assistant] And if we take a look at the goal, feel free to choose whichever heading sizes you want. But for me, I think it made the most sense to have one H1.


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[Assistant] And then the ingredients and the instructions as H2s and then any other headings like this part and this part as H3s. But the most important thing I care about in this exercise is you manage to create these lists.


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[Assistant] So we've got an unordered list for the section one of the ingredients to create the dough. And then we've got another unordered list for the filling ingredients. And finally, we've got all the rest of the instructions as a ordered list.


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[Assistant] Think about how you're going to create this and don't worry about typing all the text out because if you look inside the index.html, you'll see all the text typed out for you already. All you need to do is to add the HTML tags and to format the document into an HTML website.


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[Assistant] And in the end, we should end up with this recipe website for creating delicious cinnamon rolls.


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[Assistant] Now, if you watched my recent Instagram takeover of the Udemy account, you'll see me making the same cinnamon rolls. And if you want to do the same, then this is the recipe for you.


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[Assistant] This is what you're aiming for and using what you've learned about list elements, I want you to go ahead and pause the video and complete this challenge.


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[Assistant] All right. So did you manage to do that? Let's go ahead and walk through the solution together. So I'm going to show the preview on the right side so you can see the website update as I type. First, we're going to start off with our heading tags. So I'm just going to add a bunch of headings in quite quickly.


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[Assistant] So now we're onto the proper work, which is creating our list. As I said, the ingredients don't really need an order, so we're going to create an unordered list. So in between our start and end UL tags, we're going to have each of these as a list item.


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[Assistant] So I'm going to create the list item tag and


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[Assistant] Once I've created that, then all I need to do is to drag my first list item in between the list item. Now, if clicking and dragging doesn't work for you, if this doesn't show up, then you can also just right click, copy and paste. That also works.


[User] Please transcribe this text

[Assistant] Now I need to do this many times. So for efficiency sake, I'm just going to paste in another four or five of these and drag in all of the other ingredients into each of these list items.


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[Assistant] Now when you're actually coding this from scratch, you won't need to do all of this dragging because you'll be typing your list item and then you'll be


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[Assistant] Writing your item name in here like so.


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[Assistant] Time so that you're actually doing more coding and less sort of busy work, then this is how we do it.


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[Assistant] Again, for the filling, we've got another unordered list and then inside there are three list items.


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[Assistant] So let me go ahead and paste those three list items in.


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[Assistant] And drag each of them in between the tags like so.


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[Assistant] So now we've got our ingredients and we've got our two unordered lists showing up perfectly.


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[Assistant] Now all we have to do is to create the final list, which is going to be an ordered list because if you think about it, instructions have an order, right? You can't first bake the thing if you haven't created it yet. Inside this order list, we again need these list item elements and we need to create as many of them


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[Assistant] And there we have it. We've got all of our list items and all of our instructions showing up perfectly inside an ordered list. And if we check against the goal, then you can see we've pretty much completed everything perfectly.


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[Assistant] Now one thing to talk about at this point is notice how some HTML elements are one line and other HTML elements are on multiple lines.


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[Assistant] When you paste long lines of text in between the start and end tags of an element, sometimes VS code will automatically put the closing tag onto the next line.


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[Assistant] Now you can edit this so that it all goes onto the same line or you can purposely make sure they're on different lines and you see it being sandwiched between the open and closing tags.


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[Assistant] Now, this is a personal preference, so it really doesn't matter how you want to do this. So you can do this however you like. But for me, I like to have list items all on the same line.


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[Assistant] This just kind of helps me see visually how many list items I have, and it doesn't clutter up the list with all of these list items. So have a think about whether if you like to see your elements like this,


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[Assistant] In the next lesson, we're going to talk a little bit more about this type of indentation. So don't worry if that doesn't make sense just yet. We're going to talk about nesting and we're going to talk about indentation of HTML elements. So once you're ready, head over to the next lesson and we'll continue from there.


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[Assistant] And most especially to the graduates of the class of 2012, congratulations to you. It's great to be here in Mustang country.


[User] Please transcribe this text

[Assistant] It's wonderful to be back in Dallas and to join you for this splendid ceremony. Uhm, I do know that, uh, the golden mustangs are here, but there are a few other mustangs here as well, or as we affectionately call you, the ponies.


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[Assistant] It's been a lot of years since that day at Denver University, and I remember almost everything about it. I remember how proud my parents were.


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[Assistant] But of all of your experiences here at SMU, none is more meaningful, of course, than the education that you've received.


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[Assistant] My grandfather and other ancestors who endured poverty and segregation and saw that education lifted them up understood


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[Assistant] Or playing at Nordstrom. But I am not going to play Carnegie Hall.


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[Assistant] But I was not confused. I was not playing with Yo-Yo Ma because I was the world's greatest pianist. I was playing with Yo-Yo Ma because I was the national security advisor who could also play the piano. Advocations sometimes pan out as well. So your first responsibility is to find your passion.


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[Assistant] But at those times when you're absolutely sure that you're right, talk with someone who disagrees.


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[Assistant] It is natural, especially among the educated and on a day like today, to credit your success to your own intelligence and hard work and good judgment. And it is of course true that all of you sitting here


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[Assistant] Remember that no one really does it on his or her own. Reflect for a moment on those who have stood with you, parents and family and friends. And remember too,


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[Assistant] SMU has summoned you to the ideals of compassion and charity for those less fortunate. Now commencement marks your opportunity, indeed your obligation, to graduate with both wisdom and humility.


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[Assistant] There was a day in my own lifetime when the hope of liberty and justice for all seemed impossible.


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[Assistant] At SMU, you have been taught the importance of service.


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[Assistant] A little girl whose parents can't take her to a movie theater or to a restaurant.


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[Assistant] Bear in mind your responsibility to find your passion and to act on it. To use your reason. To cultivate humility.


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[Assistant] And most of all, to remain optimistic as you serve others. And so today, take what you have learned, forward with you.


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[Assistant] You celebrate here, in this moment, what you have achieved.


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[Assistant] Show me the true power of SOLDIER! Find your own business!


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[Assistant] And uhm, uh, in the summer, something like that. Anyways, I'm, I'm kind of interested, uhm,


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[Assistant] I thought you said something really astute when you were saying that it's written by the winners.


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[Assistant] Orthodoxy. And then we call these others the heresy.


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[Assistant] That is, that they don't have the right belief.


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[Assistant] I think that seems very, uhm, forward thinking and progressive.


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[Assistant] And that the heresy is indeed heresy, even as you were talking to the last person and saying, well this is kind of a heretical point of view.


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[Assistant] And so I'm just, that was my first part to the question. Do you think that people that like you and other historians really do?


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[Assistant] Is written by the winners? Is written by males?


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[Assistant] Well that's great. I, I, uhm, I was not...


[User] Please transcribe this text

[Assistant] Uhm, the second part of my question, uhm, is


[User] Please transcribe this text

[Assistant] That you're writing, I have not read the forgery ones, where you are, I assume, documenting that history has been changed and plagiarized, etc. Uhm, and we certainly see it today, uh, that goes on.


[User] Please transcribe this text

[Assistant] Do you think that when you start to say, uhm, as you said to the last speaker, well, these are legends, so they're not


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[Assistant] Would you know that a legend is not based in the root of history?


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[Assistant] No, but security was spread thin after the attack, and he used that opportunity to escape. He escaped? On his own?


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[Assistant] Yes. It's as if he knew an attack was about to occur. It's possible that he received some outside help. Where is he? Are there any leads?


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[Assistant] Cameras in the sixth level of upper Junon have a positive ID on Hollander.


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[Assistant] We're on the sixth level of lower Junon, so he should be somewhere up ahead. To go to upper Junon, go through the central passageway gate and go straight. Press the switch to operate the gate.


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[Assistant] We are... Monsters.


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[Assistant] Infinite in mystery is the gift of the goddess. We seek it thus and take to the sky.


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[Assistant] Ripples form on the water's surface. The wandering soul knows no rest.


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[Assistant] Angeal, stay back. I'll take Sephiroth alone. Genesis? The world needs a new hero. Hm. Come and try. So smug. But for how long?


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[Assistant] Even if the morrow is barren of promises, nothing shall forestall my return.


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[Assistant] Oh, how generous. Well, Sung, Zack, I gotta go.


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[Assistant] Impressive, Soldier First Class. You've got skill.


[User] Please transcribe this text

[Assistant] Alright then, I'm off to the next job. You've got something too, right?


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[Assistant] Never allow your zip code to define who you are or where you would go. Please join me.


[User] Please transcribe this text

[Assistant] Today I've got a little video for you that is not about grammar, it's not about vocabulary, it's actually a question for you. And hopefully this little question is going to really motivate you and help you progress with your English learning process. Quickly before we get started, this video is very kindly sponsored by italki.


[User] Please transcribe this text

[Assistant] If you haven't heard of italki before, it's a huge online database of both native and non-native teachers that give video lessons 24 hours a day.


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[Assistant] Anywhere in the world, as long as you have a device and an internet connection. Hundreds of languages, not just English. It's incredibly affordable. You can practice with real qualified teachers.


[User] Please transcribe this text

[Assistant] Sign up for the offer. Alright, let's get started. So today's lesson, I'm not gonna teach you any grammar, I'm not gonna teach you any vocabulary, and I'm not going to teach you any pronunciation.


[User] Please transcribe this text

[Assistant] What I'm going to talk to you about is a really, really important question if you're learning another language.


[User] Please transcribe this text

[Assistant] I have asked myself this question with my learning experience in Spanish and my learning experience in Italian. Many of you know I'm fluent in Spanish. I have a video about how I became fluent and you can click on it right here. And I'm actively learning Italian.


[User] Please transcribe this text

[Assistant] The question I'm going to ask you is, which is more important to you? Fluency or accuracy?


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[Assistant] That's the most important question Lucy. No seriously, think about it. It's a seriously important question. Do you want to be fluent first or do you want to be completely accurate first? What's more important to you? Sounding perfect or being able to communicate freely?


[User] Please transcribe this text

[Assistant] I know what my answer is when I'm learning another language. I want to be able to be fluent. I want to be able to communicate. I make mistakes, but I then learn from them.


[User] Please transcribe this text

[Assistant] I'm not somebody who wants to read all of the irregular verbs and all of the grammar tenses and wait until I know them all before I can then go on to speak with a native speaker. Not everyone is like me. Some people want to be perfect first.


[User] Please transcribe this text

[Assistant] Now, as an English language teacher, I never ever recommend striving for perfection. It is largely unachievable. I want you to think about this question and weigh up the pros and cons of each side. Let's talk about fluency first.


[User] Please transcribe this text

[Assistant] The big pro about going for fluency and, you know, making little mistakes here and there is that you get to talk to people. You swallow your pride. You admit that you're going to make mistakes. You know that. You're okay with it. What you want to do is to be able to converse and communicate. But perhaps if nobody is correcting you,