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[Assistant] I had a kitten. I had a duck. I had a duckling. I had a hen. I had a chick. I, I, I, I, I, I, how I loved my eight little pets.


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[Assistant] I had a horse and I had a coat, a cow, a cat, a pig, a piglet, a sheep, a lamb, a dog, a puppy, a cat, a kitten, a duck, a duckling. I had a hen and I had a chick. Ay, ay, ay, ay, ay, how I loved my sixteen pets.


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[Assistant] My friend gave me a little guitar.


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[Assistant] And every time I played my guitar my pets all came from near and far the horse danced and the colt danced the cow danced and the calf danced the pig danced and the piglet danced the sheep danced and the lamb danced the dog danced and the puppy danced the cat danced and the kitten danced the duck danced and the duckling


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[Assistant] Quit, don't quit. Noodles, don't noodles.


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[Assistant] You are too concerned with what was and what will be. There's a saying, yesterday is history, tomorrow is a mystery, but today is a gift. That is why it is called the present.


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[Assistant] Okay, yeah, I mean, I just ate, uhm, so I'm still digesting, so my kung fu might not be as good as later on. Just hit it. Alright.


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[Assistant] Why aren't people exchanging my book? Why isn't it in this store?


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[Assistant] Yes, for example, my wife can be very harsh. I began working on my latest book, The Buried Giant, in 2004, but I stopped after I showed my wife a little section. She thought it was rubbish.


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[Assistant] No, I wouldn't ever compromise on the essential, the ideas, or the themes.


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[Assistant] to be part of the educating class as most students in other groups are.


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[Assistant] Exactly, and what's really bad about this is these athletes are supposedly promised at least one thing as reward for all their blood and sweat, and that is a college degree.


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[Assistant] Which can be a transformative tool in our society when you talk about upward mobility. And that's really the troubling part about this.


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[Assistant] Well I think one of the reasons it hasn't changed is because there's really no economic pressure to change this.


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[Assistant] America's holiday shopping season starts on Black Friday, the day after Thanksgiving. It is the busiest shopping day of the year. Retailers make the most money this time of year, about 20-30% of annual revenue.


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[Assistant] About 136 million people will shop during the Thanksgiving holiday weekend. More and more will shop online. In an era of instant information,


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[Assistant] About 183.8 million people will shop on Cyber Monday, the first Monday after Thanksgiving. More than half of all holiday purchases will be made online.


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[Assistant] One in five Americans will use a tablet or smartphone. Online spending on Black Friday


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[Assistant] Shopping online was a more comfortable alternative than crowded malls.


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[Assistant] The shift to online shopping has had a big impact on traditional shopping malls since 2010.


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[Assistant] More than 24 shopping malls have closed, and an additional 60 are struggling. However,


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[Assistant] Economist Gus Foucher said lower unemployment and rising wages could give Americans more money to spend.


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[Assistant] The average American consumer will spend about $805 on gifts.


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[Assistant] That's about $630.5 billion between November and December. An increase of 3.7% from last year.


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[Assistant] Questions 13 to 15 are based on the passage you have just heard. Question 13.


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[Assistant] Recording 1. This is the reason you are here in a university. You are here to be educated. You are here to understand thinking better, and to think better yourself.


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[Assistant] It's not a chance you're going to have throughout your lifetime. For the next few years, you have a chance to focus on thinking.


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[Assistant] And this young man in October of his freshman year said something like the following.


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[Assistant] I explained to my student that I actually thought he was rather more confused than I was. And I argued back.


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[Assistant] But you couldn't debate that young man's hunger to learn. You could not debate


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[Assistant] That that young man was someone who wanted to make a difference in economics. And he is today a professor of economics. And his works are more cited as an economist than any other economist in the world.


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[Assistant] Questions 19 to 22 are based on the recording you have just heard.


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[Assistant] Recording three. Hello. Today I'm going to talk about poverty.


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[Assistant] Or other prerequisites for upward social mobility. Well, I have briefly explained to you


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[Assistant] The storm's over for a bit. That happens this time of year. Spring is on its way! I thought it always rained and looked dark in England.


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[Assistant] Not at all really, but I never thought of that before.


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[Assistant] Mother asked me that once when I was in a bad temper and speaking ill of everyone.


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[Assistant] How do you like yourself? It made me laugh and brought me to my senses.


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[Assistant] Professor Henderson, could you give us a brief overview of what you do, where you work, and your main area of research?


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[Assistant] So what are we doing? What can we do about it?


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[Assistant] Questions 1 to 4 are based on the conversation you have just heard. Question 1.


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[Assistant] What does Professor Henderson say about his main area of research?


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[Assistant] What does Professor Henderson say is a top priority in combating climate change?


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[Assistant] What does Professor Henderson advise us to do to better deal with climate change?


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[Assistant] And it's interesting that many of them mention the element of luck.


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[Assistant] Luck is important to success, but since you've seen that fantastic video on the TED Talks website by Richard St. John, he doesn't mention luck at all.


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[Assistant] I think a lot of what people consider luck is attributed to how you respond to the opportunities that come your way.


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[Assistant] But was there any point in the video that you thought was particularly interesting?


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[Assistant] Definitely, yeaah. Natural talent helps in some way.


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[Assistant] But at the end of the day, you really do need to work hard and get really, really good at what you do.


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[Assistant] I thought one interesting thing in the video was the idea of passion being so important and that people who really love what they do


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[Assistant] Of course you're going to want to work harder and put the time and effort into it. And the funny thing is that if you love what you do,


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[Assistant] And are really passionate about it and work really hard, the money kind of comes automatically.


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[Assistant] In this section you will hear two passages. At the end of each passage you will hear three or four questions. Both the passage and the questions will be spoken only once.


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[Assistant] Its sheer rock sides sweep up from a broad base until they cut off abruptly at the flat summit.


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[Assistant] Rising more than one thousand feet in the middle of the gently rolling plains of Wyoming, the massive column of rocks


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[Assistant] Looks as though it was dropped down into this location from a different time and place.


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[Assistant] Forced its way to the surface to form the throat of a volcano.


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[Assistant] As the centuries passed, the rock cooled and hardened, shrinking and cracking into long columns, born in fire and fury.


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[Assistant] Devil's Tower was then shaped by the slow, gentle work of wind and water.


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[Assistant] The outer layers of the volcano were worn away until the hard core stood completely exposed.


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[Assistant] Small wonder that an Indian legend described Devil's Tower as being formed by supernatural powers.


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[Assistant] The legend says that when seven girls were attacked by bears, they took refuge on top of a small rock and appealed to the rock god for help.


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[Assistant] The god caused the rock to grow and to lift the girls far above the ground.


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[Assistant] While its sides were scored by the claws of the angry bears. Even today,


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[Assistant] Says the legend, the girls can be seen above the towering rock.


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[Assistant] What does the speaker say about drivers who stop at gas stations?


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[Assistant] What does a speaker want to show by the example of the Chicago woman?


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[Assistant] You will hear three recordings of lectures or talks, followed by three or four questions. The recordings will be played only once.


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[Assistant] After you hear a question, you must choose the best answer from the four choices marked A, B, C, and D. Then mark the corresponding letter on answer sheet 1 with a single line through the center.


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[Assistant] In the past few months, I've been traveling for weeks at a time with only one suitcase of clothes.


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[Assistant] One day, I was invited to an important event, and I wanted to wear something special for it.


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[Assistant] I looked through my suitcase, but couldn't find anything to wear. I was lucky to be at the technology conference then, and I had access to 3D printers. So I quickly designed a skirt on my computer, and I loaded the file on the printer. It just printed the pieces overnight.


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[Assistant] The next morning, I just took all the pieces, assembled them together in my hotel room.


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[Assistant] And this is actually the skirt that I'm wearing right now. So it wasn't the first time that I printed clothes.


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[Assistant] For my senior collection at fashion design school, I decided to try and 3D print an entire fashion collection from my home.


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[Assistant] The problem was that I barely knew anything about 3D printing.


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[Assistant] And I had only nine months to figure out how to print five fashionable looks.


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[Assistant] I always felt most creative when I worked from home.


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[Assistant] I loved experimenting with new materials, and I always tried to develop new techniques to make the most unique textiles for my fashion projects.


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[Assistant] One summer break, I came here to New York for an internship at a fashion house in Chinatown.


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[Assistant] We worked on two incredible dresses that were 3D printed.


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[Assistant] They were amazing, like you can see here, but I had a few problems with them.


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[Assistant] They were made from hard plastics, and that's why they were very breakable.


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[Assistant] The models couldn't sit in them, and they even got scratched from the plastics under their arms.


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[Assistant] So now, the main challenge was to find the right material for printing clothes with. I mean the material you feed the printer with.


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[Assistant] The breakthrough came when I was introduced to Filaflex, which is a new kind of printing material. It's strong, yet very flexible.


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[Assistant] And with it, I was able to print the first garment, a red jacket that had the word freedom embedded into it.


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[Assistant] And actually, you can easily download this jacket and change the word to something else. For example, your name or your sweetheart's name.


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[Assistant] So I think in the future, materials will evolve, and they will look and feel like fabrics we know today, like cotton or silk.


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[Assistant] What does a speaker say about the problems facing small and medium sized enterprises?


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[Assistant] What does the speaker say about the technology industry?


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[Assistant] What is a practical solution to the problems of small and medium sized businesses?


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[Assistant] I'd like to go to the States, but if I took the job there, I wouldn't get a very good salary.


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[Assistant] Oh yes, it'd be stimulating, and it has some advantages.


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[Assistant] It'd offer greater security because it'd be on a home-based contract.


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[Assistant] I'd get an overseas allowance plus free accommodation from the firm.


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[Assistant] Yes, but just to complicate matters, there's a possibility of a post in Sao Paulo.


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[Assistant] Yes, and I'd get a promotion if I took a post there.


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[Assistant] But there are some disadvantages. I'd have to do a five-year term there.


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[Assistant] Well, not at the moment, but if there were a change in family circumstances, I'd be a long way from home.


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[Assistant] Yes, but in the States I'd be on an annual contract, so I could leave fairly quickly if I needed to.


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[Assistant] I could visit home every few months if necessary.


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[Assistant] Well, fortunately I don't have to make up my mind about any of them yet. In fact, I haven't even been called for an interview.


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[Assistant] These people eat a lot of these fish, uhm, and there are probably two dozen that they eat on a routine basis.


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[Assistant] You've skipped the roses into your cheeks. I wouldn't have believed that you could do it.


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[Assistant] Just see how the Robin's watching you. He followed after you yesterday. He'll be at it again today.


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[Assistant] It's Monday morning at the zoo. The sun is out, the sky is blue, and there's something wonderful in the air.


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[Assistant] That smells like pepperoni. No, no, that's not what I meant. Oh. It's love. Love is in the air.


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[Assistant] All the animals live happily alongside one another, in perfect peace and harmony.


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[Assistant] This is Yo-Yo, the macaroni penguin. I can't create a nice colour. And he lives alongside 90 other penguins.


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[Assistant] Which the humans find a bit, well, annoying.


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[Assistant] And unfortunately for Yo-Yo, so do the penguins.


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[Assistant] While Jurgen gets all humany-human, Yo-Yo's humany-humanness is becoming even more annoying for the actually human vets.


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[Assistant] Yo-Yo, look I know it's not really my place, but I don't really see what the confusion is here. You are quite clearly a penguin. Really? What makes you say that?


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[Assistant] Tell you what, why don't I ask her what she thinks? Krista, what do you honestly think about Yo-Yo?


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[Assistant] Anyway, over on Gorilla Island. And unfortunately Yo-Yo isn't the only one with an identity crisis.


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[Assistant] This is catastrophic. I'm sure it's fine. Let's ask Jane the Penguin Lady. I'm certain it's not at all catastrophic.


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[Assistant] Hold on. Who's this slinky looking fellow? Is that Yo-Yo?


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[Assistant] Ah, I hate to break this to you, Krista, but it looks like Yo-Yo has found himself a girlfriend.


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[Assistant] Ah, isn't that nice. Our human penguin is finally back to being, well, the penguin penguin.


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[Assistant] But unfortunately things haven't ended so well for Jurgen. So, Craig didn't turn up for your date then? No.


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[Assistant] In this section, you will hear two long conversations.


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[Assistant] At the end of each conversation, you will hear four questions.


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[Assistant] Both the conversations and the questions will be spoken only once. After you hear a question,


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[Assistant] You must choose the best answer from the four choices marked A, B, C and D.


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[Assistant] Then mark the corresponding letter on answer sheet 1 with a single line through the centre.


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[Assistant] Links the science of climate change to issues around economics and policy.


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[Assistant] Some of our research is to do with the likely impacts of climate change and all of the associated risks.


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[Assistant] Well, most of the science of climate change, particularly that to do with global warming, is simply fact. But other aspects of the science are less certain, or at least more disputed. And so we're really talking about risk.


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[Assistant] What the economics tells us is that it's probably cheaper to avoid climate change, to avoid the risk, than it is to deal with the likely consequences.


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[Assistant] Well, I would argue that we need to develop the science specifically to understand the likely impacts of climate change in different contexts.


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[Assistant] As I said, we need to understand the best ways of avoiding climate change.


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[Assistant] And this will involve a huge transition to low carbon energy systems. And the transition is a tremendous priority.


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[Assistant] And for this to happen, we may need action on a global scale.


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[Assistant] From a political perspective, we need to understand the terms on which major countries like China and the USA might sign up to a global agreement. Because at the moment we don't have that consensus.


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[Assistant] And we also need to plan ahead so that we're in a position to deal with the likely levels of climate change which are already inevitable.


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[Assistant] And even more so, too, for the levels that are likely if we don't get those global agreements.


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[Assistant] Well, I'm a firm believer that people can make their own luck.


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[Assistant] I mean what people regard as luck, you can actually create to a degree.


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[Assistant] Yes, actually there was. Something very impressive to me is many people think that luck is important and that natural talent is something you must have in order to be successful.


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[Assistant] And in the video we saw, the point about getting good at something, it's not about having some natural talent, it's all about practice, practice, practice.


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[Assistant] Questions five to eight are based on the conversation you have just heard. Question five. What are the speakers mainly talking about?


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[Assistant] What does the woman think is the funny thing in the TED Talks video?


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[Assistant] Questions 9 to 12 are based on the passage you have just heard. Question 9.


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[Assistant] What does an Indian legend say about Devil's Tower?


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[Assistant] How did the rock god help the seven girls in the Indi-


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[Assistant] It's no accident that most gas stations have convenience stores attached.


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[Assistant] Few of us can fill up the tank without buying a few snacks, cigarettes, soft drinks or other items we can live without. I deserve it.


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[Assistant] That's what hard-working men and women say to justify their lavish vacations, big stereo systems or regular restaurant meals. They do deserve such indulgences.


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[Assistant] However, they also deserve a home of their own, a secure retirement and freedom from worrying about unpaid bills.


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[Assistant] No one should have to live with what a Texas mother described as constant stress, tension, even fear about money.


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[Assistant] Sadly, the pleasure that comes from extravagances often disappears long before the bills do.


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[Assistant] The video camera that one single mother bought for a special occasion, for example, is not much fun now.


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[Assistant] She's figured out that it will take her another three years to pay it off at $30 a month.


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[Assistant] And the New Yorkers who spent a bundle on an outdoor hot tub now admit they rarely use it because we can't afford to heat it in winter. The solution? Set priorities. Add up the annual cost of each item. Then consider what else you could buy with the same money.


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[Assistant] One Chicago woman, for example, discovered that daily lunches with co-workers cost her two thousand dollars a year. She decided to take lunch to work instead.


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[Assistant] I now put $20 a week into my vacation fund and another $20 into retirement savings, she says. Those mean more to me than lunch.


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[Assistant] Let's say you start to brainstorm a list of all the emotions you've ever experienced. Just for fun, try it now. What's on your list?


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[Assistant] Proud, scared, confused, stressed, relaxed and amazed. Now sort your list into two categories. Positive emotions and negative emotions.


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[Assistant] Feeling both positive and negative emotions is a natural part of being human.


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[Assistant] We might use the word negative to describe more difficult emotions.


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[Assistant] But it doesn't mean those emotions are bad, or we shouldn't have them. Still.


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[Assistant] Most people would probably rather feel a positive emotion than a negative one.


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[Assistant] It's likely you'd prefer to feel happy instead of sad or confident instead of insecure. What matters is how our emotions are balanced. How much of each type of emotion, positive or negative, we experience.


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[Assistant] Negative emotions warn us of threats or challenges that we may need to deal with.


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[Assistant] For example, fear can alert us to possible danger. It's a signal that we might need to protect ourselves.


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[Assistant] Angry feelings warn us that someone is stepping on our toes, crossing a boundary or violating our trust.


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[Assistant] They help us to zero in on a problem so we can deal with it.


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[Assistant] But too many negative emotions can make us feel overwhelmed, anxious, exhausted or stressed out. When negative emotions are out of balance, problems might seem too big to handle.


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[Assistant] The more we dwell on negative emotions, the more negative we begin to feel. Focusing on negativity just keeps it going. Positive emotions balance out negative ones, but they have other powerful benefits too.


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[Assistant] Instead of narrowing our focus, like negative emotions do,


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[Assistant] Positive emotions affect our brains in ways that increase our awareness, attention and memory. They help us take in more information, hold several ideas in mind at once,


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[Assistant] And understand how different ideas relate to each other.


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[Assistant] When positive emotions open us up to new possibilities, we are more able to learn and build on our skills.


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[Assistant] People who have plenty of positive emotions in their everyday lives tend to be happier, healthier, learn better, and get along well with others.


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[Assistant] When did the speaker start experimenting with 3D printing?


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[Assistant] What was the problem with the material the speaker worked on at a New York fashion house?


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[Assistant] Welcome to the third lecture in our series on the future of small businesses in Europe.


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[Assistant] The purpose of today's lecture, as you have seen from the title and the abstract


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[Assistant] is to examine in more detail the problems facing small and medium size enterprises, which arise at least in part.


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[Assistant] From having to adapt to rapid advances in technology.


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[Assistant] And I want to look at these both from a financial and from a personnel point of view. And to offer a few, hopefully effective, solutions.


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[Assistant] Here we have three of the most important problems facing small businesses that I want to look at today. First, keeping up with the pace of technological change.


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[Assistant] Recruiting high quality staff in a time of skills shortages in IT as a whole and in a highly competitive market.


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[Assistant] And the issue of retaining staff once they've been recruited and trained.


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[Assistant] Now, all of these problems involve significant costs for all businesses.


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[Assistant] But they're a particularly challenging issue for small and medium-sized enterprises.


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[Assistant] And those costs will vary depending on the size and scale of the businesses.


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[Assistant] So let's come to the first issue on our list, which is keeping pace with developments in technology.


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[Assistant] Now we all know that the technology industry is intensely competitive, with new products being launched all year round as the various companies strive to compete with each other.


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[Assistant] Rather than say once a year or every couple of years. And this is a real headache for smaller businesses.


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[Assistant] So, let's imagine we have a small company, which is doing okay. It's just about making a profit, and it spends most of its income on overheads. So for a company in this situation, keeping up to date with the latest technology, even if it's only for the benefit of key staff, this can be hugely expensive.


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[Assistant] So in my view, some creative thinking needs to come in here to find ways to help companies in this situation to stay ahead in the game.


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[Assistant] But at the same time, to remain technologically competitive.


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[Assistant] Well, there's the possibility that small groups of companies with similar requirements


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[Assistant] But not directly competing with each other, they could share the cost of upgrading in much the same way as, let's say, an intranet operates within larger organisations.


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[Assistant] In fact, cost sharing could be a very practical solution, especially in times of financial difficulty.


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[Assistant] If there's downward pressure on costs because of a need for investment in other areas,


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[Assistant] I would argue that this is a perfectly feasible solution.


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[Assistant] This happens every single time any other animals get any attention from the vet.


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[Assistant] You're a gorilla! Gorillas don't hop! Yes, but look at my feet!


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[Assistant] Look, my eyes have gone all puffy. There's nothing wrong with you. Apart from maybe a case of attention seekeritis. Jeffrey. Wait.


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[Assistant] Is that revealed in this? Well it's real as Hobbity-Bops-Dop or whatever that is.


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[Assistant] All right, look, me and David got you a bunch of flowers to say get well soon. Hmm, yes, that's more like it.


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[Assistant] Please don't get the idea that I am writing because I want something.


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[Assistant] What does the speaker say about extravagances?


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[Assistant] What does Dr. Blue say is essential for holidays?


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[Assistant] Question 24 Why was Daniel Defoe arrested?


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[Assistant] Because when you were born, the garden door was locked and the key was buried. And it has been locked for ten years.


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[Assistant] Yeah, there's loads of poo in the zoo, and the majority of it ends up here in the dung heap. So it's important stuff? The zoo poo is a very valuable commodity, yeah, yeah.


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[Assistant] Uh, is this it? Man, I think I just wiped my butt with it. What?


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[Assistant] The Royal Guards were wondering if Spike, the Brave and Glorious, would like to join in the search for the Changeling.


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[Assistant] But I don't think it's funny. The Changeling Queen Chrysalis kidnapped Cadence and cast a spell on me.


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[Assistant] Welcome to the Crystal Empire, Thorax. I'm sorry we didn't take the time to get to know you. Maybe we can change that now.


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[Assistant] I should've gone with her. But I'd only slow her down.


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[Assistant] Them hyena motherfuckers took my little girl. Get to me.


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[Assistant] She said you did your part. I won't forget it.


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[Assistant] She stamped her feet and ordered him to stop screaming.


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[Assistant] And today, well, you won't believe your eyes.


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[Assistant] If you please sir, here's Dickon and his creatures.


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[Assistant] Mary was so tired that she went to bed right after supper.


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[Assistant] In the middle of the night she was awakened by dreadful sounds.


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[Assistant] She suddenly understood why people always gave into him.


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[Assistant] Just then she heard a person running down the corridor. Her door opened and the nurse came in.


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[Assistant] The closer she got to Colin's room, the angrier she grew. She threw open the door and ran to Colin's bed.


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[Assistant] The nurse, Mrs. Medlock, and Martha had been standing together near the door, watching her deal with Colin. More than once they had gasped with fright.


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[Assistant] Every rib could be counted and so could every bone of the spine


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[Assistant] But Mary did not count them as she bent over his back and studied it solemnly. Everyone in the room waited breathlessly.


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[Assistant] Huge tears streamed down his face and wet the pillow. He felt so relieved. Finally he spoke to the nurse again.


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[Assistant] He put out his hand toward Mary, and she reached over and took it.


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[Assistant] He stopped himself just before saying, the secret garden.


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[Assistant] The nurse plumped up Colin's pillow and remade his bed. Then she brought tea to Colin and Mary.


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[Assistant] You're a credit to the division, agent. I look forward to working with you once you get back to base. This has been a huge breakthrough for us.


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[Assistant] You're a bad one. Blaming the Robin for what you did.


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[Assistant] You're that poor sick boy with the crooked back and legs.


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[Assistant] You don't have a crooked back? You don't have crooked legs?


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[Assistant] Not everybody. You're not the champion until you've beaten the masked marvel.


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[Assistant] They're just trying to get us mad. It's psychological manipulation.


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[Assistant] Maybe you just don't know what you're doing. Maybe you're not much use to us after all. Huh? Maybe you'd be more useful as fertilizer.


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[Assistant] Toadvine puts his revolver to the judge's head.


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[Assistant] I might be puny compared to Maximus, but you know, what am I supposed to do about it?


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[Assistant] Oh brilliant, well that's it. I'm going to show that old battle axe of a mother-in-law that Neil the Lion can be a king of the jungle. Maximus can kiss my hairy guns. From now on, I'm a wedged


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[Assistant] Look, I'd do anything to be more like Maximus. Anything to get that battle axe off me back.


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[Assistant] But there's tiny, evil pieces of orange filth. You mean carrots. Oh no, don't even say the word. And I can't stop thinking about meat. Juicy. Tender. Meat.


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[Assistant] No, no, no, no way. Actually yes, yes I was. I'm sorry.


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[Assistant] Uhm, Helen, Helen, get me some meat, with a side order of meat, and some meat on top.


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[Assistant] I never should have told you to leave. Will you continue the journey with us?


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[Assistant] We have a problem. A young man turned the Tang monk into a tiger. The monk is locked in a cage now.


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[Assistant] The young man is probably just the monster in disguise. We need to defeat him and save our companions. But how?


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[Assistant] You must find Wukong. He can help us.


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[Assistant] Well, it's really kind of simple. All I did was stand out here like this, and then I said,


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[Assistant] In Unit 6, we're going to discuss the publication process as well as some ethical issues in scientific publication.


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[Assistant] In this first module, I'm going to talk about the problem of plagiarism.


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[Assistant] There have been a number of high profile plagiarism scandals in politics.


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[Assistant] For example, in 2016, Melania Trump gave a speech at the Republican National Convention that directly plagiarized a 2008 speech of Michelle Obama's. I'm showing you here some of the text from Melania Trump.


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[Assistant] You can see that it is a direct copy of Michelle Obama's words.


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[Assistant] She said, Obama said in 2008, you work hard for what you want in life, that your word is your bond, and you do what you say you're going to do, that you treat people with dignity and respect.


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[Assistant] Trump in 2016 says from a young age my parents impressed on me the values that you work hard for what you want in life, that your word is your bond and you do what you say and keep your promise, that you treat people with respect.


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[Assistant] The chances, uh, that two people independently came up with these same words from scratch are infinitesimally small.


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[Assistant] Trump has cut and paste Obama's words and just made a few minor changes. This is plagiarism.


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[Assistant] And I think most people are aware that you shouldn't do this, that it's unethical to plagiarize.


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[Assistant] Where it gets murky, however, is I think many students aren't completely sure exactly what constitutes plagiarism. In this module, I'm gonna try to make that clear.


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[Assistant] Most people know at a high level that you shouldn't be stealing large chunks of text from others. But plagiarism can be more subtle than that.


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[Assistant] Cutting and pasting a sentence or even a part of a sentence from another source and putting that into your own work as if you've written it, that's plagiarism.


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[Assistant] Taking somebody else's work and cutting and pasting it into your document and then slightly rearranging the words or changing a word here or there, that's plagiarism.


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[Assistant] Barring descriptions or definitions directly from Wikipedia, that's plagiarism.


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[Assistant] When you are writing, you need to put things completely into your own words.


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[Assistant] Or if you are going to borrow someone else's words, you need to put that material in quotation marks and cite the source.


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[Assistant] Many years ago, uh, one of the first classes I taught at Stanford on women's health, I assigned essays. And I was shocked when I got the first essay pack from students. Many students had taken sentences, phrases, sometimes even whole paragraphs from the assigned readings from the course. Without quotation marks and without citations.


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[Assistant] I realized that many students were unaware that taking bits and pieces of other people's words and stringing them together in your essay without proper citation and quotes is plagiarism. So I think many students are a bit hazy on the concept.


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[Assistant] This is a hypothetical example. I made it up, but it's representative of what I've seen students do. This is a Wikipedia entry on Ernest Hemingway.


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[Assistant] It says Ernest Miller Hemingway was an American author and journalist. His economical and understated style had a strong influence on 20th century fiction while his life of adventure and his public image influenced later generations.


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[Assistant] Now imagine a student is writing about Ernest Hemingway. So they go to Wikipedia and they start cutting and pasting bits and pieces from the Wikipedia entry and they come up with the following.


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[Assistant] Ernest Hemingway's thrifty and understated style strongly influenced 20th century fiction. His audacious lifestyle and public image also influenced later generations. This is plagiarism.


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[Assistant] Notice that when I made up this version, I substituted a few words. I substituted, uh, thrifty for economical. I substituted audacious lifestyle for life of adventure and I rearranged a few things and changed a few other things like had a strong influence to strongly influenced.


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[Assistant] But these changes are just cosmetic. These are not my words. These are not my thoughts. These are the words and thoughts of the original author.


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[Assistant] In order to write something original about Hemingway, I can't just go to Wikipedia.


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[Assistant] I have to go to enough sources so that I can figure out for myself about his style and influence.


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[Assistant] I have to understand Hemingway enough to be able to generate new prose about him. And that's what you need to do to avoid plagiarism.


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[Assistant] When you're writing about others' ideas or work or you're writing from sources, you need to understand and digest the material well enough so that you can put it in your own words.


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[Assistant] This means you're probably going to need to go to multiple sources to adequately understand the subject matter.


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[Assistant] As you're collecting source material, it's okay to cut and paste passages from other people's work to get everything in one place, like in one word document.


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[Assistant] But put those passages in quotation marks so you don't later forget that those aren't your words.


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[Assistant] And when you go to write about it, work from memory.


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[Assistant] Never start with someone else's text and just move their words around.


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[Assistant] By the time you're ready to write, you should understand the material well enough to be able to start from scratch.


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[Assistant] Draw your own conclusions. Come up with your own ideas on the topic. Don't trust that the person on Wikipedia has got it right.


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[Assistant] And don't just mimic the original author's sentence structure or just rearrange the original author's words. That's still plagiarism. It's easy to detect plagiarism with Google.


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[Assistant] If you ever suspect plagiarism, take a full sentence from the suspect material and put it into quotes and then put that into Google.


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[Assistant] If Google returns to you that same sentence in another paper, it's almost certainly plagiarized.


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[Assistant] The statistical probability of two people independently coming up with the identical or near identical string of seven to 10 words is astronomically low.


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[Assistant] There are common phrases and cliches that may be four or five words long that are widely used.


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[Assistant] The chances of two people independently stringing together those same ten words in a row are infinitesimally small.


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[Assistant] In one case, I was editing a review article that a colleague had asked me to look at. She had commissioned it from an expert and she wanted someone to edit it.


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[Assistant] As I was reading it, I got suspicious about plagiarism for various reasons and I started doing some sleuthing.


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[Assistant] I took random sentences from the paper and put them in Google in quotes. And sure enough, I popped up all sorts of plagiarism.


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[Assistant] Uh, the author had pulled one sentence from this paper and two sentences from this other paper and another few sentences from a third paper. The article was completely plagiarized. And once I started looking for it, it wasn't hard to sleuth out that plagiarism.


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[Assistant] I'll share with you another example of plagiarism that I happen to come across.


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[Assistant] A while back I was writing a paper on the use of estrogen to treat young women with bone loss due to eating disorders.


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[Assistant] There were only a few previous randomized trials looking at this question, and I had all the papers in front of me on this subject. And I was reading this 1995 paper that you see here.


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[Assistant] They had found a negative result. Estrogen in their study did not help the bones of women with anorexia neurosa.


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[Assistant] And as I was reading through the discussion, I read this paragraph that you see here.


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[Assistant] And they listed the explanations with numbers. They said one possibility is this, the second possibility is this, the third possibility is this, and a fourth and likely explanation is this. So that structure actually stuck in my head.


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[Assistant] The discussion section of that later paper had the same numbered list of explanations. So I rifled back through my pile of papers and found the 1995 paper and started comparing the two papers. Here's what I found.


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[Assistant] The 2002 paper was by a different set of authors and it was published in a different journal.


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[Assistant] But it was a similar study, another randomized trial putting anorexic women on estrogen.


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[Assistant] And I'm showing you here in red the only differences between the 1995 paper and the 2002 paper in that particular passage. Basically they were identical.


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[Assistant] The 2002 authors just changed a few words here and there. Instead of dose of estrogen, they said estrogen dose. Instead of bone mass can, they said bone mass may.


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[Assistant] Obviously those changes are not sufficient. This is still blatant plagiarism.


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[Assistant] Uh, one funny thing is here, they were, I think were trying to cover their tracks a little, so they took out the third explanation. The 1995 paper had four explanations. In the 2002 paper, they cut it down to three. But it's still plagiarism.


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[Assistant] I got curious then and I went through both papers carefully comparing their contents. The 2002 paper was almost entirely a direct copy of the 1995 paper. The data were different, but almost all of the text of the 2002 paper was copied straight from the 1995 paper.


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[Assistant] Just to show you a few examples here, I'm showing you the concluding sentences of both papers. You can compare them on your own, but you can see that they are nearly identical.


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[Assistant] Just one more example from this same case. Uh, if you want to look at it again, another example of just the blatant plagiarism in that 2002 paper.


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[Assistant] To be fair, the 2002 paper was coming from a foreign country, and my guess is that the authors weren't confident in their writing of English, so they decided to take that 1995 paper and sort of use it as a template.


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[Assistant] Of course that doesn't excuse the behavior, but that might explain what happened.


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[Assistant] This is a very extreme case of plagiarism, but it's actually published in the literature.


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[Assistant] Hopefully, modern plagiarism detection software will prevent such extreme cases in the future.


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[Assistant] Another thing that students are often less aware of is the concept of self-plagiarism.


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[Assistant] This is recycling your own writing or your own data from one published paper to the next.


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[Assistant] That constitutes self-plagiarism and it's also unethical.


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[Assistant] The problem is that if you're just rehashing old material, why are you even publishing a new paper at all?


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[Assistant] If you have to rehash old material, that means you don't have anything new to say.


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[Assistant] Plus, you may be violating copyright laws from the journal that owns the published paper. You are not supposed to plagiarize even from your own work.


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[Assistant] Now one possible exception to this is that there may be some duplication of text within the materials and methods section.


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[Assistant] So if you've used the same experiment across multiple studies, there may be some text repeated. It shouldn't be a complete copy.


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[Assistant] But if you explain some of the materials and methods in the same way in multiple papers, journal editors are usually fine with that. But everything else should be new.


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[Assistant] The introduction section shouldn't just be a rehash of a previously published introduction, for example.


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[Assistant] Authors also sometimes engage in something that's akin to plagiarism, which is duplication of their old results and their old data.


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[Assistant] Sometimes an author will take a data set that's already published and maybe add a little bit of new data or tweak the data slightly and present the whole thing as a new paper.


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[Assistant] Superfluous papers, and there's also of course a copyright issue. So, self-plagiarism also is not allowed.


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[Assistant] Some journals found that 6% to 23% of submitted manuscripts had to be rejected outright due to plagiarism.


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[Assistant] 6% to 23% is a surprisingly high percentage, I think. Now this includes both plagiarism and self-plagiarism.


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[Assistant] Another study used automatic detection software and then they manually confirmed plagiarism in submitted papers.


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[Assistant] They found that 8% of the papers had plagiarized other people's work and about 3% involved self-plagiarism.


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[Assistant] So again, we're arranging around 10% of the papers having significant plagiarism in there. That's a pretty big number.


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[Assistant] Another group of researchers did a study of plagiarism in the personal statements for residency applications.


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[Assistant] These were doctors who were applying to do their residency at Brigham and Women's Hospital, which is a very prestigious institution.


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[Assistant] The researchers used a plagiarism detection software to review about 5,000 personal statements and then they confirmed suspected plagiarism manually.


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[Assistant] They found that 5% of essays had clear evidence of plagiarism.


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[Assistant] Meaning 1 in 20 of the doctors applying for this prestigious residency had plagiarized. So plagiarism is a significant problem.


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[Assistant] Be careful in your own work to put everything in your own words.


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[Assistant] I want to share one last example that's a bit more subtle.


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[Assistant] I suspect that this kind of plagiarism is more common than the more blatant examples of plagiarism that I shared earlier. So it's worth me wrapping up with here.


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[Assistant] I was reading a 2009 paper and I came across this sentence. Recent registry based and hospital based studies have documented a statistically significant increased risk of melanoma after breast cancer with standardized incidence ratios ranging from 1.4 to 2.7.


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[Assistant] I was writing about this topic for the lay public and I wanted to verify the numbers so that I could use them in my story.


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[Assistant] So I pulled some of the references from the 2009 paper.


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[Assistant] I found the exact same sentence, which I'm underlining here.


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[Assistant] Now this is subtle, and to be fair, I didn't find any other evidence of plagiarism elsewhere in the paper. But this is plagiarism, and there are two problems with it.


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[Assistant] First, the 2009 authors have borrowed the work and exact words of the previous authors. The previous authors went through the literature, summarized everything, synthesized it and put it into words, and the 2009 authors are just stealing that.


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[Assistant] The second problem is that the 2009 authors are completely trusting.


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[Assistant] That the 2004 authors have accurately summarized the literature. That's a leap of faith I wouldn't take.


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[Assistant] As I've told you before, miscitations and inaccurate citations are rampant in the literature.


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[Assistant] I would never trust a secondary source like this. I would always go back to the primary sources and check the numbers for myself.


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[Assistant] Plus the 2009 authors are assuming that nothing new has happened between 2004 and 2009. They haven't bothered to update the literature search.


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[Assistant] Authors of the second paper could simply have put the copied sentence in quotation marks.


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[Assistant] This acknowledges that they are borrowing the work and words of the previous authors.


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[Assistant] It also gets them off the hook with regards to accuracy.


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[Assistant] Because by quoting, you are saying these are the numbers according to someone else. You are not saying that you have checked or agree with those numbers.


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[Assistant] But even better, what the 2009 authors should have done,


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[Assistant] Is to dig through the literature themselves and summarize the literature de novo rather than simply copying somebody else's summary.


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[Assistant] This factory is shut tight. No pony ever comes out and no pony ever goes in. Including you. So, move along.


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[Assistant] Journey to the West Chapter 39 The Injured Monk


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[Assistant] When he woke up, he was tied up in a dark cave.


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[Assistant] Said the old monk. Wukong looked suspiciously at the man.


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[Assistant] Wukong felt more weight. Now he had two mountains on top of him. He walked more slowly.


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[Assistant] A third mountain appeared on top of the first tomb.


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[Assistant] Wukong's knees buckled and all three mountains crashed down on top of him. The monkey was trapped. The old monk appeared again.


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[Assistant] It's a much more aggressive weather pattern than what was originally ordered. This- this is very irregular. We'll need to- no.


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[Assistant] Yes I do. Then you are expert like me.


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[Assistant] Oh hello. Okay, thank you. I'm trying to do an interview here. Hi.


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[Assistant] Well that's awkward. Thank you. So, when they have finished saying hello,


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[Assistant] Is that or nothing? Well that's hardly true boss. Yes it is.


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[Assistant] Name me one thing they do. They, uh, they feed us.


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[Assistant] Build a totally right climbing frame. Oh, shut up Dave. This is my interview?


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[Assistant] They do that by using fancy tools. Special instruments. Hold on, this is good stuff.


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[Assistant] Well, did you know that in fact the rats are not human at all? They are actually robots.


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[Assistant] I ask you the questions, and you answer. Got it? That is how an interview works, yah? What? Hang on a minute, Jerkin. No.


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[Assistant] Tell me in your own words what I have taught you today about the human.


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[Assistant] I said, what have I taught you about the humans? This is about the humans, yah?


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[Assistant] You're really not getting this whole question answer thing, are you? They are stubborn. Let's try one last time. They're rude. What have I taught you about the humans?


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[Assistant] You know, the ones with the dangly arms walk around on two legs.


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[Assistant] Journey to the West, Chapter 42, Sun Kung Wu.


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[Assistant] Wukong struggled to free himself from the golden rope. The gourd fell from his robe.


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[Assistant] He dragged Wukong to a dark room in the cave and locked him in.


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[Assistant] Right away, Wukong made himself tiny and escaped.


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[Assistant] Once he was outside, he returned to his normal size. He banged on the cave door.


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[Assistant] He plucked a hair and made it look almost exactly like himself. There was just one difference. The fake Wukong had no legs. Next Wukong made a hair look like a puddle. He placed the fake Wukong on the puddle.


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[Assistant] Now it looked as if the fake Wukong's legs had turned into liquid.


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[Assistant] Then the monkey made himself very, very tiny.


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[Assistant] The gourd shot out light as Golden Horn removed the cap. The tiny Wukong leaped out unseen.


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[Assistant] Goldenhorn peered into the gourd and saw the fake Wukong in the puddle.


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[Assistant] Goldenhorn laughed again and closed the gourd. He put the gourd down and started eating.


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[Assistant] The real Wukong returned to his normal size and then made himself look like a demon.


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[Assistant] Said Goldenhorn, Wukong picked up the gourd.


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[Assistant] Goldenhorn tilted his head to take a drink. Wukong slipped the gourd into his robe. He quickly made a fake gourd with one of his hairs. He put it on the table and then ran outside.


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[Assistant] Wukong changed back into himself and then banged on the cave door again. Goldenhorn threw the door open.


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[Assistant] What I've got right here is Yannick. And Yannick is a little bit underexposed in his face. So, what I wanna do is actually just make only his face a little bit brighter.


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[Assistant] So to do that I'm going to color correct this a little bit. And we can do that from the menu on top, select window, and from there choose Lumetri, and it's right here. Lumetri Color.


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[Assistant] Click on that and here we've got the color correction panel, which we'll dive a little bit deeper into in the next lessons, but for now I'm just gonna do something very basic, like increasing the exposure.


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[Assistant] Now, as you can see, the entire image gets more exposed, but we only want it to be applied to Yannick's face. So, what I'm gonna do is head over to my effects controls and right here we can find telemetry color. And from there we can also find the mask controls, just the same as we had within the opacity.


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[Assistant] So now, from within that effect I'm going to take the circle or the ellipse mask tool. And right at the back you can now see that the Lumetri effect is only applied within that mask. So, I'm going to place this here over Yannick's face. Let's do that here in the beginning of the clip as well, there we go.


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[Assistant] Let's just place that somewhere over his face, like so. And of course what you always want to do is feather that mask.


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[Assistant] You never want to see the edge of the mask, it has to be subtle. People cannot notice your mask.


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[Assistant] And once that sits in place, what I now wanted to do is to follow Yannick's face. And we can do that here from the Mask Path options. On the left side we can see that we can create an animation for the Mask Path. So either we can say to create a keyframe for it, we can then move forward in time, just grab that mask and reposition it. In between, that mask is now animated as well.


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[Assistant] However, with such a movement, we don't want to do that manually. We want to do it automatically.


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[Assistant] So, I'm going to use one of these buttons here, which will automatically track the mask with the movement of Yannick's face.


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[Assistant] Then before I'm going to press here on track forwards, I'm first going to dive here into the tracking method option. From here we can choose that the mask only follows the position of Yannick's face, or the position and the rotation,


[User] Please transcribe this text

[Assistant] Or the position, the scale and the rotation. Let's just go for that last one, that's fine. And also make sure that preview here is enabled. When that is enabled we can also see in real time what the mask is doing. So, let's hit play and let's see how the mask evolves.


[User] Please transcribe this text

[Assistant] So, as you can see, it is now automatically being animated here in the effects controls panel, and the mask should be following Yannick's face. There could be a point where the mask might not follow anymore so well, so you can always stop the tracking.


[User] Please transcribe this text

[Assistant] Adjust where needed and then continue the tracking. So that is going pretty good so far.


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[Assistant] Here I'd like to adjust again, just hit stop and just move that mask a little bit more over Yannick's face. With tracking it's always the case that you want to like steer a little bit as your tracking might go wild. Also here I'm gonna stop again, just adjust a little bit.


[User] Please transcribe this text

[Assistant] Hit play again. Faces have eyes and a mouth, so that's clearer texture for the mask to follow. And the tracking is done. Let's have a look. I'm going to deselect my mask, because we don't want to see the mask paths, of course. And let's just play that. As you can see, we don't notice anything.


[User] Please transcribe this text

[Assistant] About the mask that we've created and the extra exposure in Yannick's face. But if we're going to take a look at the before and after by just disabling the Lumetri effect for a moment, you can see...


[User] Please transcribe this text

[Assistant] That we did a huge improvement to the shot. We could also go further with the Lumetri effect and for example go to the creative tab in here and add a little bit of sharpness, which is now only being applied to Yannick's face.


[User] Please transcribe this text

[Assistant] Perhaps add some more contrast in here. This is completely up to you what you want to do with your talent. But this is looking good and as you can see the mask pad is following Yannick's face perfectly.


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[Assistant] There we go. And this technique of creating a mask over someone's face and adjusting the brightness, sometimes the temperature as well, is being used a lot in the film industry.


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[Assistant] So there you go, you learned something new about creating masks and tracking them with your subjects. Thank you so much for watching and in the next lessons we'll continue with telemetry panel and learn something more about color correction.


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[Assistant] He didn't destroy the pagoda. What did he want?


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[Assistant] I mean, just a few things bother my stomach now.


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[Assistant] People who are not going to live are often different.


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[Assistant] It will only disappoint him if I get worse again. You're making me angry and I'm feeling worse already.


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[Assistant] Don't worry, this is our best doctor. She'll have your brother back on his hooves in no time.


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[Assistant] Now, uh, did she say apple blight?


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[Assistant] I want to be as far from this mountain as I can by night time.


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[Assistant] Goldenhorn works for me, said Lausa. I sent him here to cause trouble for you.


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[Assistant] Voodoo wanted to make sure you are all serious about reaching the western paradise. You fought well, Wukong.


[User] Please transcribe this text

[Assistant] So why have land acquisition efforts been stalled?


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[Assistant] Uh, biological diversity loss, uh, is also growing in part, uh, because of, uh, the chemical threats.


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[Assistant] Why can't you close the gate and dim the stars? The guard looked nervous.


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


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[Assistant] The whole place will get sucked into this gourd.


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


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


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[Assistant] In this video, we will show you some basic ways of asking and answering English questions most commonly used when getting to know someone. The video features multiple dialogues of questions and answers being used in conversation between two people.


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[Assistant] Listen to this as you go to sleep and leave on whilst you sleep for greatest effects. We use three different binaural beats in this video. The first one enhances your learning ability. The second initiates sleep learning. And the third improves memory.


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[Assistant] What countries do you want to go to?


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[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] What countries do you want to go to?


[User] Please transcribe this text

[Assistant] Journey to the West, Chapter 61, The Demon Under the Ice.


[User] Please transcribe this text

[Assistant] His three companions and the horse fell into the water with a splash.


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[Assistant] Below the ice, the tang monk struggled as the demon carried him deep underwater. The demon laughed.


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[Assistant] They arrived at a palace. A sign over the door read, Residence of the River Turtle.


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[Assistant] The demon went inside and locked the monk in a stone box.


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[Assistant] Up on the ice, Wukong paced back and forth.


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[Assistant] Wujing and Bajie nodded and dived into the river. They soon spotted a palace.


[User] Please transcribe this text

[Assistant] He shouted. The door opened and the demon stepped out. He was holding a large hammer.


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[Assistant] The demon tried to close the door, but Wu Jing stuck the door with his spear. The demon moved toward him. Bajie's rake came crashing down. Clang! The demon blocked the rake with his hammer.


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[Assistant] Fish and other creatures fled as the three spirits fought.


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[Assistant] After a few minutes, Bajie pretended to be scared. He swam upward, and Wu Jing soon followed.


[User] Please transcribe this text

[Assistant] Bam! More cracks formed in the ice.


[User] Please transcribe this text

[Assistant] Clang, boom, crash! Weapons clashed as the spirits fought on the breaking ice. The demon hit Fah-Jay's legs. Woah! Cried the pig. He slid across the ice and slammed into Wu-Jing. The purple spirit slipped and fell.


[User] Please transcribe this text

[Assistant] And if you judge the parents, then are you not also judging the remainder of the family? Like an innocent brother?


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[Assistant] In other words, dear Santa, must I suffer for the deed


[User] Please transcribe this text

[Assistant] So within the program monitor here we can find a button on the bottom that says comparison view. If you can't find this button you can click here on the plus icon to locate all of the buttons available for the program monitor. You can drag one out of here into your toolbar or you can also drag one out of there if you don't use it. And then just press okay.


[User] Please transcribe this text

[Assistant] So let me just click here on the comparison view. So we get two shots next to each other. Let me just enlarge that program monitor so we can see better what we're doing. On the left side is our reference, so we can just scrub through our timeline and select a reference image, like this one.


[User] Please transcribe this text

[Assistant] Then here on the right side is just our timeline that we can play. Alright, so let's add a color correction to camera B. With that selected, head over to the Lumetri Color panel. If you can't see it, go to Window on top and from there select Lumetri Color.


[User] Please transcribe this text

[Assistant] Now, we've got a bunch of controls in here, starting with the basic corrections on top, where we can change things like the temperature, tint, exposure, contrast and so on. We also have some more creative controls, from which we can also add more sharpness to our shots.


[User] Please transcribe this text

[Assistant] We got the curve controls, we got the color wheels and match, we got the HSL secondaries and finally the vignetting tools. Now, I do have an entire class dedicated to color correction and grading alone, because


[User] Please transcribe this text

[Assistant] This goes pretty far and is pretty advanced. I'm gonna spare that for you in this course, so we're not gonna dive into the deep controls and everything. What I want to show you is a very practical example of matching two shots with each other


[User] Please transcribe this text

[Assistant] Without using things like the scopes, the waveforms, HSL secondaries, curves, whatever. Now, what I'd like to show you guys is the color wheels in match.


[User] Please transcribe this text

[Assistant] If you do, then definitely check out my Lumetri class here on Skillshare. Alright, what I love about the color wheels and that is that we can push a specific color into each level of the shot. So we got the shadows, which lay here in the background.


[User] Please transcribe this text

[Assistant] Then we've got the midtones, which is mostly Yannick, and his skin tones, which are important.


[User] Please transcribe this text

[Assistant] And then we've got the highlights, which is here the highlight in Yannick's face, but also here this little highlight in the back of his ear. And the first thing that I noticed is that this shot is a little bit more magenta than this shot. So, what we could do is go to our basic correction tab and just push in some green in there to compensate for that. But this makes the entire shot green.


[User] Please transcribe this text

[Assistant] So that is why I like to work more on the color wheels. Because from here I can also push in more green from the midtones.


[User] Please transcribe this text

[Assistant] And just really try to match those skin tones better with the shot on the left. At the same time you'll also notice that we get a more green tone here on the right side, which are the shadows, but I can fix that now


[User] Please transcribe this text

[Assistant] By compensating with the shadows control. So from here I actually want to push back a little bit more magenta or maybe blue in there. And let's have a look at the before and after now with the FX button here on top. We can disable delimetric color and enable that back.


[User] Please transcribe this text

[Assistant] We can see that we've already matched that a ton better. But we can do better.


[User] Please transcribe this text

[Assistant] The exposure of the shadows with this control and the highlights are also a little bit more brighter.


[User] Please transcribe this text

[Assistant] So let's push up the highlights with this control over here. We can also use the highlights if you notice that in the highlights we should get more green as well.


[User] Please transcribe this text

[Assistant] And the after. Look at that, guys. We've taken out the magenta and we've brought back a little bit more yellow into his skin tone so that that matches more


[User] Please transcribe this text

[Assistant] With camera angle number A. Now, do keep in mind, guys, that these are two different cameras, so you will always have two different colors and it's very tricky to match them exactly. Definitely, if you're only going to use the color wheels and match, if you want to fine tune this even more, we're gonna have to work more with the Curse or with the HSL Secondary.


[User] Please transcribe this text

[Assistant] Alright, let's zoom this shot out because what I've actually done here is increased the scale, which helps me to better match the skin tones of Yannick. I'm gonna reset that effect and look at that, it's looking a ton better now.


[User] Please transcribe this text

[Assistant] These two match more together. And of course something that you can also do when having trouble to match one shot to another is to alter your reference shot as well a tiny bit. So maybe what I have to do in here is push a little bit more blue into the shadows like that, make that a tiny bit darker too and perhaps push a tiny bit of green


[User] Please transcribe this text

[Assistant] To see these two shots next to each other. We have done a proper color correction using only one tool, the color wheels. Alright, so now we can go ahead and copy the Lumetri effect from camera angle B.


[User] Please transcribe this text

[Assistant] Over to camera C, because these two were shot from the same camera type, if I'm correct. I do notice that it's a little bit more green.


[User] Please transcribe this text

[Assistant] The midtones a tiny bit so that that matches better, again, with our reference shot. But this is looking pretty good. Playing this back we can also see now that these colors are matching a lot more than they used to be. The only thing to remember is that during an interview you'll notice that you have multiple clips of the same camera.


[User] Please transcribe this text

[Assistant] Of course that's a lot of work and if you do decide to change something back to the color of one clip, then that means that you're gonna have to copy and paste those changes back to all of your clips in the timeline. So a better way to do that is actually by copying the Lumetri effects from your clip right here. I'm now currently sitting here on camera B.


[User] Please transcribe this text

[Assistant] And I'm going to delete that Lumetri effect. Next I'm going to go here in the top and click on master. And I'm going to paste the Lumetri effect in there. What I've done now is applied this Lumetri color effect to the master clip on the source level. So that means that automatically


[User] Please transcribe this text

[Assistant] Camera B will also be affected by that effect or that color grading. Whenever I want to make a change, I can just select any clip that I want from that same camera angle


[User] Please transcribe this text

[Assistant] Go to my effects controls, then click on the master tab and from here make my changes the way that I want. Let's just push in back a lot of magenta just to see the changes here in the other clip as well.


[User] Please transcribe this text

[Assistant] And that is how you can do a color correction or match two shots better with each other with just a few clicks using the color wheels inside Lumetri. If you like to learn more about color correction and grading, I can highly recommend to check out our color grading class in Lumetri, which can also be found here on Skillshare. Thank you so much for watching and I'll see you in the next lesson.


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[Assistant] And I'll smash you if you don't release my friends!


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[Assistant] That is magic water brought here by the Bodhisattva Guanyin. You can't make fire anywhere near it.


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[Assistant] I guess she was scared of me.


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[Assistant] He couldn't defeat my fire magic, so he asked Guan Yin for help.


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[Assistant] And what did she do? She ran away as soon as I raised my weapon. Now this Buddha's treasure is mine.


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[Assistant] You have a colorful way of talking, sir.


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[Assistant] He did it again, sir. Point him out to me when we get to camp, Marcy, and I'll shorten his lifespan. That's okay, sir. I already hit him. Maybe he's hurt.


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[Assistant] He upset you so much you can't eat? No, I hit him with my lunch.


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[Assistant] Have you noticed, sir, that he hasn't called me a name all day? Stop calling me sir. Where is he now? He went to see the nurse.


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[Assistant] He's leaving the nurse's office, sir, and you'll finally hear the names he's been calling me. You just listen. He's right behind me, sir. Stop calling me sir. Psst. Hi, Lambcake.


[User] Please transcribe this text

[Assistant] What's your name, kid? Floyd, sir. Well Floyd, love can be kinda painful.


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[Assistant] Seriously, it's really not nice to call Marcy your lambcake just when you say goodbye for forever.


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[Assistant] Journey to the West, Chapter 54, The River God.


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[Assistant] A sign on the gate read, Home of the Black River God. Wu Jing tapped on the door with his spear.


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[Assistant] Shouted Wu Jing. He shoved the lizard. The lizard attacked again.


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[Assistant] He splashed out of the river and landed next to Wukong.


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[Assistant] Wukong put the iron bar back in his ear.


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[Assistant] Said the river god. He looked even more frightened now.


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[Assistant] A moment later, the monkey was at the Dragon King's palace.


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[Assistant] Demanded the monkey. The dragon's smile faded.


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[Assistant] Wukong and the dragon flew back to the Black River. The dragon king shouted.


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[Assistant] His head hanging low, he followed his uncle up into the sky.


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[Assistant] The travelers walked across the muddy riverbed and continued west.


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[Assistant] Well, hello and welcome to this English lesson where I'm going to talk about jobs and work. So jobs and work is an interesting topic. Many people who watch my English videos


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[Assistant] Do you actually have jobs or they're looking for a job?


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[Assistant] Sometimes you want to learn English because you want to get a job where if you know the English language, maybe you'll get a job that pays more


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[Assistant] Maybe you'll get a job that's just more interesting for you. I know some of you are actually students as well, but someday, uh, you'll be, someday you'll be done school and you will also be looking for work or looking for a job.


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[Assistant] So I've used the word job and I've used the word work.


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[Assistant] And these two words kind of work together when you're talking about having a job.


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[Assistant] When you have a job, so let me just back up a bit. When you use the word job, you say things like, I have a job or I'm looking for a job.


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[Assistant] Or he doesn't have a job right now. So a job is something that you do for money. It's when someone decides to hire you and then when you have a job that person pays you.


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[Assistant] Work is a more general word. Work refers to anything you do.


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[Assistant] That requires physical activity or thinking. And you don't always get paid for it. Sometimes you do housework. Sometimes you do yard work. Sometimes you work for someone and get paid. Sometimes you don't have work and you're looking for work.


[User] Please transcribe this text

[Assistant] So I've just used the word work in a whole bunch of different ways. Not to confuse you, but just so you have a sense that we do use the word job and we do use the word work.


[User] Please transcribe this text

[Assistant] Not interchangeably, but we use both of them when we talk about doing something for money or doing something that needs to be done.


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[Assistant] There's often many Saturdays where I have to do a lot of work around the house and then on Monday I go to work because I have a job. Okay, let me repeat that for a sec. There are many weekends where I have to do a lot of work around the house. I do work inside the house. I do work outside the house.


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[Assistant] And that means little things like fix a light switch or clean up the yard.


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[Assistant] And then Monday morning I go to work because I have a job. Okay, so just a few different ways to use that.


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[Assistant] Let's talk about a more formal word, which is the word employed. When you have a job, you are employed. Okay, so I am employed right now. I am employed by the school that I work at. They have employed me as a teacher.


[User] Please transcribe this text

[Assistant] So this is definitely a more formal way of talking about having a job. Someone might say to you, uhm, where are you working right now? And you could say, oh, I'm currently employed by the school board to teach high school.


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[Assistant] Uhm, so again, it simply means, uhm, the state of having a job if you are employed.


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[Assistant] Of course the opposite would be the word unemployed. So when you're unemployed, you're probably sad. You probably would like to have a job. You are probably looking for work. When you are unemployed,


[User] Please transcribe this text

[Assistant] It's not very fun to sit at home knowing that all of your friends have jobs. It's not very nice to be unemployed. I was unemployed once in my life. A long time ago when I moved to the province of Quebec, I was unemployed for an entire month and I was running out of money.


[User] Please transcribe this text

[Assistant] When you are unemployed, if you have a certain amount of money in the bank, you slowly start to use up that money. It was not very enjoyable to be unemployed. So once again, when you are employed, you have a job. When you are unemployed, you don't have a job.


[User] Please transcribe this text

[Assistant] When you are unemployed, there's two phrases we use. Uhm, we say that you are looking for work.


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[Assistant] So it's kind of funny, uhm, because we use these almost equally. Uhm, I know when I was unemployed, I went out and I was looking for a job every day.


[User] Please transcribe this text

[Assistant] I was constantly looking for work. I worked for my landlord a little bit, but I went to different restaurants and I went to different places that were hiring and I applied for a job there. So when you are unemployed, you are definitely looking for work or looking for a job.


[User] Please transcribe this text

[Assistant] Uhm, so there's two kinds of workers.


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[Assistant] The first kind of worker is the kind of worker that you want to be. You want to be a hard worker.


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[Assistant] Or you want to be a good worker, okay? You want your boss to like you. When your boss gives you jobs to do, you want to work at them


[User] Please transcribe this text

[Assistant] Uhm, very diligently, when you do something diligently, you do it really well. You want your colleagues and your coworkers to know that you're a good worker. Because if there's a project you have to do together, you want them to want to work with you.


[User] Please transcribe this text

[Assistant] I always try to be a really good worker and a hard worker at the jobs that I have. Right now as a teacher, I think I work pretty hard. Uhm, I think


[User] Please transcribe this text

[Assistant] Uhm, I think I work pretty hard and I think I am a good worker. Now, let me tell you one other thing. There's a difference between being a hard worker and if something is hard work, okay? So when you're a hard worker, your boss tells you what to do and you do the job and you're happy and you do it well.


[User] Please transcribe this text

[Assistant] But when you need to do something that we would describe as hard work, it means the job is going to be difficult. So notice a little bit of a change there.


[User] Please transcribe this text

[Assistant] I need you to dig ten holes in the ground on the farm. That would be hard work. That would certainly be a difficult thing to do.


[User] Please transcribe this text

[Assistant] The opposite of course is a bad worker. You don't want to be a bad worker. A bad worker is lazy. A bad worker makes mistakes. A bad worker is often late for work.


[User] Please transcribe this text

[Assistant] So I've just used a number of different ways to describe a bad worker. You don't want to be a bad worker.


[User] Please transcribe this text

[Assistant] You don't want to take extra long lunch breaks. You don't want to be late for work every day. You don't want your colleagues to be annoyed with you because when you do a job, you make lots of mistakes. You do not want to be a bad worker. That's just not a good idea.


[User] Please transcribe this text

[Assistant] So let's talk a little bit more about the word employ. So employ is a verb which means to hire someone. And it's where we get employee, employer, employed, unemployed.


[User] Please transcribe this text

[Assistant] If someone, if I was filling out a form and the form said, who, where do you work? I would write the place where I work. And if it said, who is your employer? I would write the place where I work. Okay. So my employer is the school board. My employer is not the boss. If you worked at McDonald's.


[User] Please transcribe this text

[Assistant] Your employer would be McDonald's, not the person who is the boss at the restaurant. If you worked at Starbucks, your employer is Starbucks, not the person who runs the coffee shop.


[User] Please transcribe this text

[Assistant] So just a little bit of a difference there between boss and employer.


[User] Please transcribe this text

[Assistant] And then you are an employee. When you have a job, you are an employee. Uhm, this again is a more formal term.


[User] Please transcribe this text

[Assistant] If someone said to me, oh, are you an employee at that school? It would sound kinda strange. We don't really use the word employee that way. It's, it's correct. They would more likely say, do you work at that school? And I would say, yes, I work


[User] Please transcribe this text

[Assistant] But if I was filling out an official form, it might ask me if I have been an employee.


[User] Please transcribe this text

[Assistant] At this place of business. So it's kind of a formal term for a worker.


[User] Please transcribe this text

[Assistant] It's not used a lot in everyday speech. You know, I wouldn't say to


[User] Please transcribe this text

[Assistant] You know, Brent from American English with this guy. Uhm, at what school are you an employee? It just sounds very formal. It's not incorrect. Or uhm,


[User] Please transcribe this text

[Assistant] Like Rod, the Brazilian English teacher. I wouldn't say to Rod, uhm,


[User] Please transcribe this text

[Assistant] Let me see here. Are you an employee at the local high school? Like this sounds, it's right, but it sounds a little bit weird. I would though say this. I could ask someone who is an owner of a business, how many employees do you have? That would be something that we would actually say when we're speaking English.


[User] Please transcribe this text

[Assistant] Just more of a formal term for someone who is a worker.


[User] Please transcribe this text

[Assistant] There's a few kinds of jobs. One is a part-time job. The other is a full-time job.


[User] Please transcribe this text

[Assistant] When you have a part time job, you don't work a full work week. A full work week in Canada is around 40 hours per week. If you are full time, you work at least 40 hours per week. So usually you work an eight to nine hour day, Monday through Friday.


[User] Please transcribe this text

[Assistant] When you are part time, you work maybe 6 hours a week, maybe 30 hours a week, maybe 20 hours per week.


[User] Please transcribe this text

[Assistant] And then they will be a part-time employee at that place of business. Um, when I was in university, I worked at the audio visual department and I worked there part-time. Okay. I had a part-time job at the audio visual department of my university. So again, a part-time job is less than 40 hours per week.


[User] Please transcribe this text

[Assistant] A full-time job is usually 40 hours per week or more, okay? Sometimes, like my sister has a full-time job and she works about 44 hours per week.


[User] Please transcribe this text

[Assistant] My brother, sorry, my sister has a full-time job. I think I said full-time. My brother has a full-time job and he works about 42 hours per week. It really depends. Once you work more than 45 or 50 hours, that's considered what we call overtime, but I'll talk about that a little bit later.


[User] Please transcribe this text

[Assistant] There are two ways to get paid for your work. You might have an hourly wage. We also say you get paid by the hour.


[User] Please transcribe this text

[Assistant] So when I was younger, in the summers, I was a construction worker and I had a job where I was paid by the hour. I received hourly wages for my work.


[User] Please transcribe this text

[Assistant] So I worked about 45 or 50 hours per week and I was paid a certain amount of money per hour. I think I was paid $6 an hour or $7 an hour.


[User] Please transcribe this text

[Assistant] Notice I'm interchangeably saying six dollars an hour or six dollars per hour. Those both work. Uhm, so when I was younger, I had a job where I received an hourly wage where I was paid by the hour. Uhm,


[User] Please transcribe this text

[Assistant] Now I have a job where I receive a salary. A salary is when you receive a certain amount of money per year.


[User] Please transcribe this text

[Assistant] And your hours are less set in stone. When something is set in stone, it's very permanent. With my job right now, I'm expected to teach my classes every day. I'm expected to be at school for eight hours a day from September until the end of June. But it's a little more flexible.


[User] Please transcribe this text

[Assistant] Uhm, in terms of how I'm paid, if I work 12 hours a day or if I work just 8 hours a day, I get the same amount of money. So the school has decided that I will get a certain amount of money for the whole year.


[User] Please transcribe this text

[Assistant] And it's my job then to make sure I work at least the full work day, but sometimes I do need to work more. If you're wondering why teachers have the summer off, it's because most teachers work a seven or eight hour day at school.


[User] Please transcribe this text

[Assistant] And then they usually work an additional hour or two at night, sometimes three hours. So the idea is that teachers kind of work about 50, 60 hours a week for 10 months. And then we get a little bit of a break.


[User] Please transcribe this text

[Assistant] That's kind of nice. Sometimes when you have a job where you're paid by the hour or where you are paid hourly wages, your boss might ask you to work overtime.


[User] Please transcribe this text

[Assistant] So normally maybe you work 40 hours a week, but there's a really big project that needs to get done. Your boss might say, hey, can you work overtime this weekend? Uh, can you work late tonight? Can you put in a few extra hours for me so that we can get this done? So your boss might ask you to work overtime or