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[Assistant] Okay, so now if you can see, we've removed 1 child of node 2, and now every node in the binary tree has maximum of 2 children. So you can see, this is the root node, it has 2 children, which is 2 and 3. 2 also has 2 children, 4 and 6. 3 has maximum 2 children, 7 and 8. And 7 has 1 child, which is also valid in a binary tree. The rule is that you cannot have more than 2 child per parent. Okay?


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[Assistant] Now the reason why we're trying to understand what is a binary tree is because majority of the future tutorials are gonna involve some form of binary tree. Of course, we will take a look at different types other than binary tree as well. But a lot of work is gonna be done on binary tree. Hence, this is the initial introduction to what is a binary tree.


[User] Please transcribe this text

[Assistant] And now that you've understood what is a binary tree in a very general way,


[User] Please transcribe this text

[Assistant] Let's take the same binary tree in the form of implementation diagram in the form of a little bit of programmatic way. How would it look like when you actually implement this tree data structure, this binary tree data structure in the form of code?


[User] Please transcribe this text

[Assistant] So on the left hand side you can see binary tree diagram in the implementation view. That is when you write some line of code.


[User] Please transcribe this text

[Assistant] This would be a little similar. A node typically would comprise of a left pointer and a right pointer.


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[Assistant] When I say pointer, a pointer is nothing but a entity in a node that points to the child node. Okay.


[User] Please transcribe this text

[Assistant] For C and C++, they would be actual pointers, but if you're using some other general purpose programming language, it would be some reference or some other mechanism which would point to the next node.


[User] Please transcribe this text

[Assistant] The center part would be the data part where the actual value would be stored.


[User] Please transcribe this text

[Assistant] So this same binary tree is converted into a implementation view. So the first node n1, this is the name of the node n1, is the root node.


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[Assistant] This hash 10 is the actual address where the node would be created in the memory when you write a program. So this is nothing but the address.


[User] Please transcribe this text

[Assistant] Of course, it is a fictitious address. It is not a real address. Real addresses look different. We have just taken this for our representation.


[User] Please transcribe this text

[Assistant] Okay, so n1 would be a node created in the address of hash 10 in the memory. Let's say it has some value of, you know, let's say it is 50.


[User] Please transcribe this text

[Assistant] So this 50 is an integer value, so this data would be of type int. Of course it can be anything, but for simplicity purpose we've taken int. Then we have n2 and n3 created at


[User] Please transcribe this text

[Assistant] In a binary tree, we have a left child and a right child.


[User] Please transcribe this text

[Assistant] So the child which is left of the tree obviously is known as the left child and the one that we have on the right side is known as the right child. This is pretty basic. Now n1 would point to both


[User] Please transcribe this text

[Assistant] Left child I'll represent it as LC and right child as RC. So, N3's address hash 27 should be stored.


[User] Please transcribe this text

[Assistant] In the right pointer, so you can see star left and star right means these are pointers of type node itself. So they would point to n3.


[User] Please transcribe this text

[Assistant] Let's say it has the value of 2. For n4 being the leaf node, which means that it does not have any node below it, the address stored would be null, right?


[User] Please transcribe this text

[Assistant] Which is n8. Let's see it as the value of 8. And it is at the address hash 55. Hence 55 is stored in the left pointer of n6. Which is the parent of n8. And n5 has left and right as blank. Let's see it as the value of 5. Okay?


[User] Please transcribe this text

[Assistant] Alright, so this is how the implementation view would look like when you actually create the node. I'll show the node class on the right you can see on the screen. So this is


[User] Please transcribe this text

[Assistant] A C++ code where you create a class node inside which you will have two pointers.


[User] Please transcribe this text

[Assistant] Of the same type of node. So node star left and node star right. And then we have a data type which is of type int in this case. That can be anything. It can be a complex data type also. It can be float, it can be double, it can be character or what not. So this center value can be anything. It can be alphabet. A, B, C. Something like that.


[User] Please transcribe this text

[Assistant] It can be a another class. It can be a user defined class. You can create a person class and store those data over here also. So that is completely upon the application.


[User] Please transcribe this text

[Assistant] Can be added over here. That's what we did in the linked list where key was supposed to be unique to every node. So if you want a binary tree to have duplicate data, you can keep an extra entity as key which is supposed to be unique so that you can uniquely identify every node.


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[Assistant] But that's something that you can do yourself according to your necessity.


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[Assistant] But in general, this is how a binary tree would look like in the implementation side.


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[Assistant] Okay, so now that you've understood in depth about tree data structure, at least at the theoretical side, a lot of terms, a lot of properties, the visual diagrams.


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[Assistant] Let's come to the last part where we try to list down some types as well as the applications. Starting with types, we have many types of trees. We have general tree, which we just saw. We also saw binary tree.


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[Assistant] And we have some more examples also and this is the reason why tree data structure has so many variations and so many applications in real world scenarios. Because for every different type of application, there is some type of tree which is suitable for it.


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[Assistant] We will try to understand each of these types individually in detail, but right now I've just listed them. So moving on to the application tree data structure can store hierarchical data. We just saw that in the very beginning.


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[Assistant] A heap is a tree data structure which is implemented using arrays and it is used to implement priority queues. Then we have b and b plus trees.


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[Assistant] That I use to implement indexing in databases


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[Assistant] So a lot of indexing in databases that happens is using these data structures. Trees are also used to store router tables in routers, routing data and what not.


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[Assistant] Then trees are also used by compilers to build a syntax tree. Trees are used to implement expression parsers and expression solvers


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[Assistant] So these are some technical terms, but there are many more applications which I could have listed. You can simply Google them out and you'll realize that


[User] Please transcribe this text

[Assistant] Tree data structure is pretty much used in most of those real world applications especially when there is a lot of complication involved.


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[Assistant] But this was very important to get started with tree data structures to understand the basics, to understand the fundamentals.


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[Assistant] As we move forward, as I mentioned, we will see the different types, we will see some implementation.


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[Assistant] We'll see the tree traversal. We'll also see some comparisons and what not.


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[Assistant] So I hope this video was understandable. I hope you've understood what is tree data structures at least at the theoretical level and diagrammatic and implementation view.


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[Assistant] And I'll see you guys in the next video where we'll talk more about tree data structures. Thanks for watching. See you in the next one. Peace.


[User] Please transcribe this text

[Assistant] Hello grammarians. Today we are going to talk skillfully and patiently about adverbs and what it is that adverbs do.


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[Assistant] And in order to do that, I think it might be useful to talk about what adjectives do first.


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[Assistant] Modify stuff. And I should have been clearer in the last video and said that the stuff they modify is nouns. But I didn't want to introduce too many rules and strictures. What adjectives modify is nouns.


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[Assistant] And only nouns. Adverbs modify everything else. So adverbs modify everything that's not a noun.


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[Assistant] And the way we usually see this applied is with verbs. And it's right there in the name to add verbs. And this comes from


[User] Please transcribe this text

[Assistant] Adverbs are words that you slap onto verbs. Basically, what I imagine when I think of adverbs is I kind of see like a, like a sticker. Here's the sticker we've got we can say. Slowly.


[User] Please transcribe this text

[Assistant] So we can take, we can take this thing and turn it into a sticker. Boop. Move it around. Do what we like. So, we can write a sentence like, Grayson ran boop slowly.


[User] Please transcribe this text

[Assistant] You know, and slowly here refers back to ran. It's how he ran.


[User] Please transcribe this text

[Assistant] Not really describing Grayson, it's, it's modifying or describing the action of running. Pearl arranged the furniture.


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[Assistant] But a word is also considered an adverb if it modifies an adjective.


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[Assistant] So we could say something like, uhm, Vanessa...


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[Assistant] Was very hungry. Right, because hungry is an adjective. And very is doing this thing where it's modifying hungry.


[User] Please transcribe this text

[Assistant] It's not, Vanessa wasn't very. You can't be very. Very's not an adjective. But it is a modifier, and the word that it's modifying is hungry. How hungry was Vanessa? Vanessa was very hungry. Vanessa could also be slightly hungry.


[User] Please transcribe this text

[Assistant] And this leads me to one of the most important things about adverbs, which is that generally they tend to have L-Y on them. So generally the way to make an adverb is to just take an adjective and add L-Y to it. So you take the word slow.


[User] Please transcribe this text

[Assistant] You add ly, you get the adverb slowly. You take the word nice, you add ly, you get the adverb nicely. You take the adjective cheerful, add an ly, you get the adverb cheerfully.


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[Assistant] So adverbs modify everything that isn't a noun, and that means that they modify verbs and adjectives. The way you make an adverb most of the time is by just taking an adjective and tacking on L-Y to the end of it.


[User] Please transcribe this text

[Assistant] It's like a sticker that you put on top of a verb or an adjective.


[User] Please transcribe this text

[Assistant] That's what adverbs are and that's what they do. And what you can do is learn anything. David out.


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[Assistant] So you may have been hearing a lot of talk about this thing called Singular They recently, and not, not knowing entirely what it is or whether or not it's okay to use in a sentence or in formal writing.


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[Assistant] Uhm, it's been in the news a lot lately. You know, we're seeing publications like the Washington Post and The Economist putting it into their style guides.


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[Assistant] It was the American Dialect Society's Word of the Year in 2015. But, like, what?


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[Assistant] Is it, and is it okay to use? I know that I got dinged all the time for using they as a singular pronoun in papers in high school. Along with is, I got in a lot of trouble for using is, which should always be circled. Some teachers of mine just really hated is. I get it now, it's kind of weak, but anyway, we're not talking about that today. We're talking about they, singular they.


[User] Please transcribe this text

[Assistant] So they is more commonly known as the plural third person pronoun in English. So if we say, you know, Rolando.


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[Assistant] We can switch out Rolando and Phil and say, they go to the park.


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[Assistant] And that's one usage of they, but you may have also seen sentences that look like this.


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[Assistant] Or anyone will tell you the truth if you ask them the right questions. And you may have noticed that these sentences use the word they to agree with a singular antecedent like journalist or anyone. Now for some of you, you might not have noticed and for some of you, you might have, your immediate reaction might have been, eh, wait, eh, let me get my red pen. But before you do, in order to explain the context


[User] Please transcribe this text

[Assistant] And the history around this usage, around singular they, I would like, for a moment, to talk about you.


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[Assistant] Not you, the person. You, the person, are in a vast unknowable ocean. But I mean, you, the pronoun.


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[Assistant] And how weird and transgressive and transformative it is.


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[Assistant] In many languages today, there are second-person pronouns for both singular and plural usage. In French, for example, we'd say to for singular you and vu for plural you. Two to one person, vu to many.


[User] Please transcribe this text

[Assistant] There's also a social distinction here that was once more pronounced where you'd say vu to social superiors and tu to close friends. Now in those language the vu form is formal and the tu form is informal.


[User] Please transcribe this text

[Assistant] You're addressing someone you don't know very well, you use vu. You're addressing your best buddy, you use tu. All of this is to say that English used to have the same distinction. So this, this kind of lines up with tu and vu.


[User] Please transcribe this text

[Assistant] Once upon a time, the singular second-person subject form was thou. The object form of the singular was thee.


[User] Please transcribe this text

[Assistant] The plural second person subject form was ye, or yea, on the object form.


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[Assistant] Was you. This is where you comes in, alright? And, and so we, it's funny because we think of thee and thou as being more fancy and formal, but really it was the opposite way. Uhm, this was the informal.


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[Assistant] Now you may recall from our video on who versus whom that I said whom was on its way out of the language. Its usage is being overtaken.


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[Assistant] By who? It is now usually permissible to use who as an object as in the song Who Do You Love by Bo Diddley. Well, the same thing that's happening to whom happened to ye. Over the years, its function decreased.


[User] Please transcribe this text

[Assistant] As u took over, it took on a subject and object role, as well as singular and plural functions, but it was still reserved for the high born.


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[Assistant] It was the polite form of address used for addressing social superiors. So even though there's only one king, you would refer to that king as you. Because apparently he was better than you. He wasn't, but we'll get to that.


[User] Please transcribe this text

[Assistant] But something marvelous happened in English. The social distinction between you and thou fell away.


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[Assistant] And you overtook thou, and its subject form thee. So now, for both the singular and the plural, for the informal and the formal, for the subject and the object, all we have here is you, you, you, and you.


[User] Please transcribe this text

[Assistant] It'd be as if I, me and we were all replaced by us. I cannot emphasize how revolutionary this is. In English, you address a king and a peasant with the same address. Under the language, they are equal. Mind you.


[User] Please transcribe this text

[Assistant] The existence of a single form of direct address did not annihilate class distinctions or prejudice in the English-speaking world. But...


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[Assistant] It is no longer possible to encode a power relationship in English in the very specific way it once was. I cheer this development.


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[Assistant] I think it's awfully democratic and affirming of the principle that all human beings are worthy of respect. Which brings us to they.


[User] Please transcribe this text

[Assistant] This didn't really used to be a problem in English composition. People were writing sentences like, everybody has their failing, you know, and everybody has a right to do what they like with their own money.


[User] Please transcribe this text

[Assistant] Which is a Jane Austen quote, by the way, from Northanger Abbey. Austen used this construction. Chaucer used this construction. Shakespeare used this construction. C.S. Lewis used this construction. These are the people that we look to as


[User] Please transcribe this text

[Assistant] Paragons of correctness and of style in English literature. And they used this form without any compunctions.


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[Assistant] There is a class of grammarians who thought it would be a great idea to make English adhere to Latin grammar rules. Which is where we get silly language superstitions like the prohibition on ending sentences with prepositions. Making it ungrammatical to say a sentence like, he's a guy you can rely on.


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[Assistant] Or spreading the spurious rumor that you couldn't split an English infinitive, as in, you know, to boldly go.


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[Assistant] These are falsehoods, and they are confusing, and they are needless, pompous class markers, and defeating them and making you feel more comfortable with English is why I got into this profession in the first place. Anyway, that group of grammarians, that group, decided that when speaking of a generic person, we should say,


[User] Please transcribe this text

[Assistant] The hypothetical person in a sentence was always he. On the grounds that according to 16th century grammarian William Lilly, quote, the masculine gender is more worthy than the feminine. So you'd be, you'd get sentences that began, any judge worth his salt or anyone that would say that is out of his mind.


[User] Please transcribe this text

[Assistant] When referring to a person whose gender is unknown or undefined by he or she, it is elegant to call such a person... they.


[User] Please transcribe this text

[Assistant] She, like s, slash he, which on their own look alright, but in context, and especially when they're repeated, tend to get a little clunky and distracting. What happened to the word you, is happening to they. The plural is expanding into the realm of the singular again. The language is changing, because that's what languages do.


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[Assistant] And now this is something that's already done, unconsciously. You see it in literature, you see it in the Bible, informal, as well as informal speech.


[User] Please transcribe this text

[Assistant] But formalizing this understanding is what undergirds the decisions of the Economist and the Washington Post to start using singular they formally.


[User] Please transcribe this text

[Assistant] Like if you had to ask me right now, David, is the, is singular they grammatical? I'd say it's as grammatical as you.


[User] Please transcribe this text

[Assistant] But yeah, this is, this is some of the context of singular they. This is where it comes from, this is why it's used, this is what it's replacing. It's replacing this generic he, and this kind of clunky she or he. You can learn anything. David out.


[User] Please transcribe this text

[Assistant] Hello everyone, I am your teacher Jesse and today we will read the book, The Fix It Mom. What does fix mean? Fix means surihada.


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[Assistant] Okay, fix. 아무거나 고장되면, 어이구. Right? 수리해. You fix it. If something is broken, 고장, you can fix it.


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[Assistant] And this is the fix-it mom. The fix-it mom.


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[Assistant] Look at this picture. Oh no! What happened?


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[Assistant] The boy's truck has no wheels, right? The wheels are broken. What will mom do? Mom will fix it. Why? Because she is


[User] Please transcribe this text

[Assistant] The Fix It Mom. Let's read The Fix It Mom by Lynette Evans.


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[Assistant] Again, the fix-it mom. And here is the boy with his teddy bear.


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[Assistant] And we have this right here. Hmm, what are these? Tools. Those are tools.


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[Assistant] Those are all called tools, 공구. And this is 공구상자, toolbox. Say it after me. Toolbox.


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[Assistant] I think Fix It Mom has a toolbox. Let's read about the Fix It Mom. Alright, look at this picture. The boy, is he happy? No, he looks a little bit...


[User] Please transcribe this text

[Assistant] Surprised, right? He looks surprised. Like that. That is surprised. Why is he surprised? What is he looking at? Let's find out.


[User] Please transcribe this text

[Assistant] Toby went to open the door, but the handle fell off. 부릉! 넘어졌어요. 떨어졌어요. Fell off.


[User] Please transcribe this text

[Assistant] The door handle is broken. Toby cried. The handle is broken. The handle is broken. Tony cried. Right? Cried is 울다. Right? He is not happy. 이쁘지 않아요. He is sad. Alright? Tony went to open the door. 문을.


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[Assistant] This is the fix-it mod. The fix-it mod. And here is the handle.


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[Assistant] What is mom doing to the handle? Say that.


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[Assistant] Excellent. Yes, she is fixing the handle with a tool. This is a tool. And look, Mom has a special belt. Mom has a special belt. That's called a tool belt. She has a tool belt. And Toby has a tool too. What's that tool called? Let's find out. I can fix it.


[User] Please transcribe this text

[Assistant] I can fix it.


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[Assistant] What's toolbox?


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[Assistant] She looked in the toolbox.


[User] Please transcribe this text

[Assistant] She found a screwdriver. Yes, this tool here.


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[Assistant] And Toby has one too, is a screwdriver. Driver. Alright, a screw looks like this. Right? That's a screw. S C R E W. And you use a screwdriver on the screw.


[User] Please transcribe this text

[Assistant] A screwdriver is a tool. Right? Tool. In the toolbox or the tool belt.


[User] Please transcribe this text

[Assistant] Fixed the door handle. Wow, good job mom. There you go, Toby, mom said. There you go. There you go, Toby.


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[Assistant] Shane. Shane은 이렇게.


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[Assistant] Okay, 자전거는 여기서 chain 있어요.


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[Assistant] Stuck. Right? Not stuck. Stuck. Uh-oh.


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[Assistant] The bike is broken! Tony cried. 자전거 안 가요. Right? 못 타요. The bike is broken. 자전거 문제 있어요. Tony cried. The bike is broken. Right? 전 페이지에는 what was broken?


[User] Please transcribe this text

[Assistant] The handle, the door handle is broken. 이제는 the bike is broken.


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[Assistant] The fix-it mom has come. Right. What will the fix-it mom do? The fix-it mom fixes the bike.


[User] Please transcribe this text

[Assistant] Alright, let's take a look. What is this? Do you remember?


[User] Please transcribe this text

[Assistant] Toolbox, excellent. And, what does mom have now? Is that a screwdriver? Nooo, it's different. A screwdriver goes rr, rr, rr, but this goes shhh.


[User] Please transcribe this text

[Assistant] Alright, it's a little bit different. What is it? Hmm. Let's find out.


[User] Please transcribe this text

[Assistant] I can fix it. Mom said.


[User] Please transcribe this text

[Assistant] She looked in the toolbox.


[User] Please transcribe this text

[Assistant] She found some pliers.


[User] Please transcribe this text

[Assistant] Very good. And ply. Ply. Pliers. Pliers. Very good.


[User] Please transcribe this text

[Assistant] Alright, she found some pliers.


[User] Please transcribe this text

[Assistant] She fixed the bike. Wow, good job mom. Excellent.


[User] Please transcribe this text

[Assistant] There you go, Toby, she said. Mom said. There you go, Toby, mom said. Mom said.


[User] Please transcribe this text

[Assistant] See, here, mom uses the pliers and


[User] Please transcribe this text

[Assistant] She fixed the bike. Hmm. What is this? Do you remember?


[User] Please transcribe this text

[Assistant] What is that? Is that pliers? No, these are the pliers. This is the...


[User] Please transcribe this text

[Assistant] And that is the end of part one for the Fix It Mom. Join me again for part two.


[User] Please transcribe this text

[Assistant] Nearly guaranteeing Fnatic the game and series.


[User] Please transcribe this text

[Assistant] Hello everyone, I am your teacher Jesse and today we will read the book Molly's Friend Ben.


[User] Please transcribe this text

[Assistant] Now, Molly is a girl's name, so who is Molly?


[User] Please transcribe this text

[Assistant] Yes, this is Molly. She is Molly.


[User] Please transcribe this text

[Assistant] And Ben is a boy's name. So who is Ben? This is Ben.


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[Assistant] Let's read about Molly's friend Ben by Janine Scott.


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[Assistant] Excellent. Yes, this is Ben. And, uuuh, look what Ben made.


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[Assistant] Ben made a really nice picture. See, here is his name. Benjamin.


[User] Please transcribe this text

[Assistant] Ah, his full name is Benjamin. But we can just say Ben.


[User] Please transcribe this text

[Assistant] Now, what is Ben doing? Ben is doing many things, right? What is he doing here? He is doing


[User] Please transcribe this text

[Assistant] Here are numbers. One, two, three, four, five, six, seven, eight, nine. He's doing math. What's Ben doing here? Ben is drawing. Ben is drawing. And what's Ben doing here? Ben is


[User] Please transcribe this text

[Assistant] Reading. Yes, Ben is reading. Wow! Ben can do many things, right? 많은 거 할 수 있어요. Let's read.


[User] Please transcribe this text

[Assistant] My name is Molly. That's Molly.


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[Assistant] I have a friend named Ben. This is Ben. Ben and Molly. We are best buddies. Buddy is the same as friend. Okay? Your friend is your buddy.


[User] Please transcribe this text

[Assistant] And Molly and Ben are best buddies. Very very very 가장 친해요. They are best buddies. Alright.


[User] Please transcribe this text

[Assistant] Ben is deaf. Hmmmm. What does this mean?


[User] Please transcribe this text

[Assistant] Deaf means you can't do what? Hmm, does it mean you can't see? Nope. It means you can't hear. That's right. That is, I am deaf. You are deaf. No, I'm not deaf. Ben is deaf. He can't hear.


[User] Please transcribe this text

[Assistant] He can do everything that I can do. I can. Okay. He can read. Yes, see look. He can read. Here Ben is reading. He can read. He can


[User] Please transcribe this text

[Assistant] One, two, three, four, five, six, seven, eight, nine. That is COUNT!


[User] Please transcribe this text

[Assistant] I can count in Korean. 한국말로 count 할 수 있어요.


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[Assistant] 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Wow! Can you count in English? Let's hear.


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[Assistant] Seven, eight, nine, ten. Wow, good, yes. You can count in English. And what else can Ben do? Mmm.


[User] Please transcribe this text

[Assistant] He can write and draw. Wow, yea see look.


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[Assistant] Ben can draw. He can draw a picture and Ben can write. What is write?


[User] Please transcribe this text

[Assistant] Good. Can you write your name in English? Wonderful. Alright, let's move on. Hmm. Who is in this picture? Well, here is Ben. Is that Molly? No. What do you think? Hmm. Maybe it's Ben's mom? Maybe. Or maybe it's Ben's teacher? Let's find out.


[User] Please transcribe this text

[Assistant] Hello, I am Ben. Ah, here is Ben. Remember, before we were talking to Molly. Now, I am Ben.


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[Assistant] The children in my class are deaf. Oh, 우리 교실. 아이들이. Deaf. Right? They can't hear.


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[Assistant] The teachers like us to listen. Okay, here's the teacher. The teachers like us to listen. But they are deaf. If you are deaf, how can you listen? Let's check.


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[Assistant] They like us to watch when they speak. 아, 선생님 말하실 때 잘 보면 좋아요. They like us to watch when they speak. Okay, watch me when I speak.


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[Assistant] Hello? Wow, good!


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[Assistant] Listen, if you watch when I speak, what about now?


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[Assistant] Did I say very good? Wow, okay.


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[Assistant] They like us to talk to. They like us to talk to. Very good.


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[Assistant] What are they doing now? Hmmm. This boy is using his hands, right? Doing this, this, this, this. What is he doing? Hmmm. And look at the teacher. The teacher is smiling. Are they talking? How? The children can't hear. Hmmm. Let's check.


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[Assistant] My teachers use sign language. Sign language. language는 언어. Okay. 한국말. Language. 영어. Language. 중국말. Language. What is sign language? Let's find out.


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[Assistant] We use sign language too.


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[Assistant] We use our hands and fingers to make signs. Okay, signs.


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[Assistant] 보통은 sign은 stop sign. 운전할 때 stop sign, right?


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[Assistant] Mmhm. Or, hwajangsil. Sign.


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[Assistant] That's a hello sign, right? Yeaah. What about this?


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[Assistant] That's a no sign. And what about this?


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[Assistant] That's a very good sign, yeaah. So you can make sign language.


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[Assistant] Wow, that's amazing! This boy is using sign language.


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[Assistant] Different countries use different sign languages. Okay, so in Korea, maybe


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[Assistant] One sign language in Migu, USA. There's a different sign language. Very interesting.


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[Assistant] Hello, I'm your teacher Jesse and it's time for part two of the yard sale.


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[Assistant] Alright, now, we saw that grandma is having a yard sale. Why?


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[Assistant] Yes, her new house is too small, so she will sell


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[Assistant] Many of her things.


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[Assistant] Mrs. Jones bought a green dress, right? Mrs. Jones, green dress. Let's find a new person. Look at this man.


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[Assistant] He has a, what is this? A chair. Excellent. Let's read.


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[Assistant] Mr. Mendes came to the yard sale. Okay, this is Mr. Mendes. Mr. Mendes came to the yard sale. Came. 왔다. 왔어요. Came.


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[Assistant] He bought a broken chair. Mmm, yes, look at this. The chair is broken. This chair is broken. Oh no, see, it's broken.


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[Assistant] He bought a broken chair.


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[Assistant] Wood. This is wood. Here also is wood. Hmmmm. And he bought some purple paint. Ah, 보라색 paint 샀어요.


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[Assistant] Here is some purple paint. Hmm.


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[Assistant] What do you think he did with them? Okay. 뭐 했어요? 뭐 했었고 갔어요? What do you think, think he did with them? I don't know. Do you know? Let's find out. Aha!


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[Assistant] 고쳤어요. Right? He fixed the chair.


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[Assistant] Here is Mr. Mendez, right? And he is sitting on the new chair. Look, now, is it a broken chair? No. This is a...


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[Assistant] fixed chair fixed fixed


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[Assistant] Alright, broken chair. This is a fixed chair.


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[Assistant] Mr. Mendez fixed the chair and look at this. He also colored the chair purple, right? 전에. It was brown. 전에는 갈색이었지만 이제는 보라색. He painted the chair purple.


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[Assistant] Here he is. He is sitting on the chair.


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[Assistant] He painted it purple, painted, paint 하면 painted. He painted it purple. Then 그 다음에, then 그 다음, he put it on his porch.


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[Assistant] Here is a porch. 베란다처럼요. 집은 베란다 있어요. Porch도 있어요. Porch. Say it after me. Porch. Very good, yes. 집 밖에 있는 베란다.


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[Assistant] Then, he put it on his porch.


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[Assistant] I put the pen on my hand.


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[Assistant] Mr. Mendez put the chair on his porch.


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[Assistant] Look at this picture. We have three what? One, two, three. Three grandmothers? No, they're not grandmothers. Three babies? No, they're not babies. We have three


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[Assistant] Children. Three children. Or three kids. Three kids. And what do they have? This girl has a hat. Yes. And what does this girl have? This girl also has a hat. And what does this boy have? Do you know? These are


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[Assistant] Curtains. And what are these? These are boots, right? Boots? No. Boots. Or...


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[Assistant] Shoes, really tall shoes, right? Really tall shoes. Let's read.


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[Assistant] Came to the yard sale. Some children came to the yard sale.


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[Assistant] They bought some old hats. Right, see? Here are the hats. And it says some old hats. That's olentun.


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[Assistant] Alright, that's old hats. Are these new hats? 새로운 모자예요? No. At a yard sale, there are no new things. Okay? Yard sale에서 새로운 제품 없어요. 원래 된 제품. Old things.


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[Assistant] Okay, old things, use things. Alright, these are old hats.


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[Assistant] They bought some old hats. Okay.


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[Assistant] Old shoes. Uh huh, see here's the shoes. Are they new shoes? No, they are.


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[Assistant] Did you say old shoes? Awesome. Alright, they bought some old shoes. And...


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[Assistant] They bought some old curtains, right? Here are


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[Assistant] The curtains. They bought some old curtains. Old hats.


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[Assistant] What do you do with old hats, old shoes, and old curtains? Let's find out.


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[Assistant] Ahaaaa. This looks very fun. What are they doing? Look, here are the curtains.


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[Assistant] Here is an old hat and another old hat and here are the old shoes.


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[Assistant] The children are making a show. 공연을 하고 있어요. They are making a show. 어디서 show 해요? 스테이지.


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[Assistant] Say it with me. Stage. Very good. This is a stage. And they're making a show.


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[Assistant] Mm-hmm, see, this boy is doing a magic show.


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[Assistant] Magic show. This is a magic show. This girl is doing a music show. And this girl is doing a


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[Assistant] The children hung up the curtains to make a stage. Stage 만들도록 커튼을 달렸어요. Okay? hung up hang up 달리다. Okay? hang up your coat. 코트를 달려. hung up 어제 hang up 달렸다.


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[Assistant] The children hung up the curtains to make a stage. Wow, that's a great idea.


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[Assistant] Make a stage and then they can put on a show.


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[Assistant] Then, they put on a show, right? They wore the hats and shoes. 신발도 모자도 wear, wore, right? 신었다. They wore the hats and shoes.


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[Assistant] Then they put on a show. 공연을 했다. put on a show


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[Assistant] That looks really fun. Okay.


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[Assistant] We are finished part two of the yard sale. Next is part three.


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[Assistant] For example, have you ever tried General Cho's Chicken, Fortune Cookies, or Orange Chicken?


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[Assistant] As you can see, this place looks nothing like a traditional Chinese restaurant. You have to first line up to order your meal.


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[Assistant] So, let's interview some of the restaurant's customers.


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[Assistant] It seems that the reviews of Panda Express are pretty good. But believe me, real Chinese food is much more delicious than this. That's all for today.


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[Assistant] As you can see, this place looks nothing like a traditional Chinese restaurant.


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[Assistant] Hi everyone, I'm Jesse and we're back with part three of the yard sale.


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[Assistant] Let's take a look at this girl here. What does she have?


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[Assistant] She has a puppy, 강아지 있어요. Right? Puppy, 강아지. And what is this? Do you know?


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[Assistant] It's a box, right? Or we could say, it's a baah.


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[Assistant] A basket. A basket. Hmm. We have a basket, we have a puppy, and we have a, what's this? Cushion. Okay, a cushion and a basket and a puppy. Hmm. Let's read.


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[Assistant] Katie took her puppy to the yard sale. Alright, this is Katie. This girl's name is Katie. And she took her puppy to the yard sale. Katie가 강아지랑 yard sale에 같이 갔어요. She took her puppy. 가져갔어. Okay, or 같이 갔어.


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[Assistant] She took her puppy to the yard sale.


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[Assistant] She bought a basket, right? Do you remember what a basket is? Here is the basket. Okay.


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[Assistant] She bought a big cushion. Do you remember? Cushion? What's a cushion? Right there. That's a cushion. Right. She bought a cushion. And she bought


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[Assistant] A blanket, uhmm, where's the blanket? 이 사진에, 이 그림에, 이 그림에, blanket은 무슨 색깔이에요? Is the blanket red? No, the cushion is red. Is the blanket brown? No, the basket is brown. Is the blanket blue?


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[Assistant] Yes, here is the blanket. It's a blue blanket. blanket. Right? This is a blanket. She bought, who is she? She is Katie. She bought a basket. She bought a big cushion. She bought a blanket. Hmm.


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[Assistant] What do you think she did with them?


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[Assistant] Mohe sulka, what do you think she did with them?


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[Assistant] Any idea? She made a... Let's check. Oho!


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[Assistant] 강아지 침대. Right? She made a bed for the puppy.


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[Assistant] Katie put the cushion in the basket. Okay. 쿠션은 바스켓 안에 넣었어. Remember, 넣었다.


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[Assistant] Put, right? Mr. Mendez put the chair on the porch. Katie put the cushion in the basket. And she put the blanket over the cushion, okay?


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[Assistant] Alright, I put my hand over my head. Katie put the blanket over the cushion.


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[Assistant] Katie put the cushion in the black basket. Katie put the blanket over the cushion. What did she make? She made a bed for her puppy. Wow!


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[Assistant] The puppy jumped into the basket. Jumped. Boing. The puppy jumped into the basket.


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[Assistant] Who is this? Uhm, ah. This is I. Right? Me. This is I, me. Is it me, Jesse? No, it's a different boy. Maybe it's me, look. Uh, bisutajo. Anyways, this is I, na. And what does he have? Uhm, what is this?


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[Assistant] I don't know. What is this? This is for painting. This is a paint brush. What will he make? Let's find out.


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[Assistant] Okay, remember? Mrs. Jones went to the yard sale. Mr. Mendez went to the yard sale. Some children went to the yard sale. Katie went to the yard sale and I, I went to the yard sale too.


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[Assistant] I bought a picture frame. Alright, this is a picture frame. What do you put in a picture frame?


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[Assistant] Picture, right? Right? Look. There. I put a picture in the picture frame.


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[Assistant] I bought some colored pens. 아, 색연필. Colored pencils. These, 색볼펜. Colored pens. Right here, see? Colored pens. 여러 색깔 있어요. Right?


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[Assistant] I bought some glitter. Hmm, glitter. 여기는 glitter. glitter은 뭐예요? 예술 만들 때.


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[Assistant] Banchak, banchak, ssekkal, maanun go-eyo. Igo.


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[Assistant] It looks like stars. It looks like stars. And, they are very shiny and sparkly.


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[Assistant] Okay, glitter is very sparkly. Alright, so what did I buy? What did the boy buy? He bought a picture frame.


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[Assistant] What do you think I did with them? What did I do with them? Let's find out.


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[Assistant] Oh, look at that. He made a beautiful picture. 아름다운 그림을 만들었어요. What's the picture? It is a house.


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[Assistant] And he wrote some words, right? 어떤 단어들이 섰어요. What does it say? Grandma's new house. 할머니 새 집.


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[Assistant] Grandma's new house. Right? That's a very nice grandson. What did he do?


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[Assistant] I made a sign for grandma's new house. I made a sign for grandma's new house.


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[Assistant] I put it in the frame, okay? I put it in the frame. I stuck glitter on it. Alright, I stuck glitter on it. Grandma loved it.


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[Assistant] Grandma loved it.


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[Assistant] That's a really nice present.


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[Assistant] If you went to a yard sale, okay? What would you buy?


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[Assistant] Okay, if you go to a yard sale, what would you buy? Would you buy a clock? Alright, would you buy a lamp? Would you buy paint?


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[Assistant] Would you buy ribbons? What would you buy?


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[Assistant] What would you do with it? Think about it.


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[Assistant] And have a good idea, alright? Now remember, we have a picture frame. We have a clock. We have old shoes. We have purple paint. We have a lamp.


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[Assistant] We have a vase, right? V A S


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[Assistant] E, that's a vase. In a vase, you can put, shooom.


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[Assistant] Flowers, right? Yes, flowers go in a vase. We have some colored pen, we have a basket, we have some old hats, and we have some ribbons. Wow!


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[Assistant] We learned many things in this book, The Yard Sale. And now, it's the end. Bye bye!


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[Assistant] Do you have any idea how long I've been tracking these targets? And now you get to stake a claim. You think you're stronger because you got to them first? Mark my words, vengeance will be mine.


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[Assistant] If I didn't make my move, you would have been able to take all the credit. Still, I'm glad you're unscathed. Confronting that number of fatui at once can be dangerous.


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[Assistant] Why would I be concerned for the safety of my arch enemies?


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[Assistant] By which I meant, if you were injured, I'd have to escort two strangers guilty of stealing my targets all the way back to Mondstadt. Which would mean you'd cause me even more trouble. My vengeance would be swifter still.


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[Assistant] I understand now. That's my uncle, alright. But why do you mean to investigate him?


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[Assistant] You have some nerve to faming a family member right in front of me. I will have vengeance for this too.


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[Assistant] To the everyday citizens of Mondstadt. Everyone in the Lawrence clan is scum.


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[Assistant] It's natural for rumors and unwarranted gossip to lead to such suspicion.


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[Assistant] Curious. We've only just met, and you've already given me three causes for vengeance.


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[Assistant] I assume you need me to teach you the conduct of the Lawrence Clan.


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[Assistant] Only then will you finally be able to communicate with my uncle, correct?


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[Assistant] It'll be easier to train when we're back in Mondstadt. We'll require other people.


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[Assistant] Besides, if it's the acting Grandmaster's assignment...


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[Assistant] There's no time to spare, so we'll begin with our first lesson.


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[Assistant] So that's still on your mind, huh? Maybe you're the ones who can't let things go.


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[Assistant] Absolutely not. Stealing my targets, calling me a ruthless ruler, and suspecting my uncle. All worthy of vengeance in my eyes.


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[Assistant] If Uncle Shubert didn't commit any wrongdoing, then any such investigation will prove fruitless.


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[Assistant] Now, there are two key points that aristocrats attach great importance to. Your manner of speech, and your bearing.


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[Assistant] Let's begin with your manner of speech. Aristocrats have a very unique way of carrying conversation, even with mundane daily topics.


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[Assistant] Not even close. And besides, it sounds strange.


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[Assistant] No, I've no need to trouble myself with such frivolous formalities. Here, allow me to demonstrate.


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[Assistant] For example, when greeting a friend you could say, As the morning dew greets the coming dawn, So do I greet you, my dear friend.


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[Assistant] Morning dew is not uncommon, so it expresses that friendship should not be measured by value, yet also suggests that friendship between aristocrats is pure like water.


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[Assistant] Oh no no no, you must be prudent with your words. Calling someone a good friend could easily offend them.


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[Assistant] So another thing to remember. Aristocrats are concerned with face and being polite.


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[Assistant] However, if you were to use dear friend to address an intimate friend, the recipient would think that you were deliberately trying to estrange them. This is only the first step in making a greeting.


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[Assistant] After addressing one another, you then exchange courtesies.


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[Assistant] Ah, very well. Come with me. We'll choose some bystanders to converse with.


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[Assistant] You stand in the presence of a member of the illustrious Lawrence Clan. I have words for you.


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[Assistant] As a lowly commoner, you shall maintain absolute reverence when speaking with those under which you so graciously toil. How dare you speak in such a manner!


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[Assistant] You there, lowly toiler. You stand in the presence of a member of the illustrious Lawrence clan. I have words for you.


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[Assistant] Please acknowledge the glory bestowed upon thee by the nobility, and solemnly kneel to the ground with utmost sincerity.


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[Assistant] Ah, right. I mustn't look at you too long, or I'll be drawing more attention to our difference in status. Oh dear, I've already stared at you for quite a while.


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[Assistant] If I keep grandstanding like this, the outcome won't be good. Let's try to find someone else to talk to.


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[Assistant] But mark my words, this transgression will not go unnoticed.


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[Assistant] Forget it. There's no point in quarreling any further. Let's go.


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[Assistant] It's alright, this happens quite often. Let's find someone else to talk to.


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[Assistant] What can we do? The Lawrence name is already a dirty word among every household in Mondstadt. Even three-year-olds know the story. I see this kind of attitude all the time.


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[Assistant] Don't worry. What with me being a knight of Favonius, they're usually willing to speak a few words with me.


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[Assistant] Perhaps my aristocratic manner of speech provoked them today. Believe me, it's not a big issue.


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[Assistant] That's the way things are. Perhaps it's just fate for those who have made mistakes. Accepting punishment is only fair, right?


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[Assistant] But when your family has committed atrocities, I'm afraid there's no easy path to reconciliation.


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[Assistant] As memories are carried in the city breeze, the faults of such grievances are passed from one generation to the next. It is now my turn to bear this burden.


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[Assistant] At least I have a means of living a relatively normal life compared to the elders of my family. I have nothing to be discontented about.


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[Assistant] Let's leave it at that. Just think of it as something I like to do.


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[Assistant] But unfortunately, you probably didn't learn much from those conversations. It seems we have no other choice but to find more people to talk to.


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[Assistant] Well then, I'm glad you learned something.


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[Assistant] You're already halfway toward mastering aristocratic conduct.


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[Assistant] A proper manner of speech is more aesthetic than anything else. It stems from their taste for refinement. But we must also practice your bearing.


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[Assistant] I have a very effective way of training for this. Come with me to Dragonspine.


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[Assistant] If you wish to truly achieve the dignified conduct of an aristocrat, you must learn to remain composed and elegant even amidst harsh conditions.


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[Assistant] But a well-trained aristocrat would not only effortlessly proceed forward, but do so without a stain on their garment and their elegance fully intact.


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[Assistant] You look pretty confident this time. Alright, let's get started. Remember, you must be graceful and elegant.


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[Assistant] Don't get knocked or launched into the air. That would be most unsightly.


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[Assistant] Don't flatter yourselves. We've only just begun. This scenario was relatively simple.


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[Assistant] In the face of a real battle, one would seldom have a chance to stop and evaluate the situation.


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[Assistant] There's a ley-line monolith just up ahead that will attract nearby monsters. True elegance is the ability to calmly yet swiftly make decisions in the heat of battle.


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[Assistant] My family set only the highest expectations for me, even as a child. Let's proceed, shall we?


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[Assistant] But be careful not to get launched into the air or frozen while fighting. That would be most unsightly.


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[Assistant] Given such an outstanding performance, it seems there is little left for me to teach you.


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[Assistant] You were frantically flying and dashing about throughout the entire thing. Not an elegant sight at all. Did you even listen to anything I was trying to teach you?


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[Assistant] Whatever the reason, not heeding my instructions. A cause for vengeance, perhaps. Now, drink this.


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[Assistant] Now then, given that your training is complete, it's time we return to Mondstadt.


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[Assistant] Our last step will be preparing a cordial gift to present to my uncle when you meet him.


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[Assistant] I already have something in mind. Let's pay Sarah a visit at Good Hunter.


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[Assistant] If we head to higher ground, we can do a full recon of enemy ac-


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[Assistant] Very well. It's been some time since we've last shared a meal together. Come, take a seat. We can discuss my uncle's gift while we eat.


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[Assistant] Could you please prepare a serving of my uncle's favorite, Gabrotonus Fleishmiss Sauerkraut? We'll take it as a gift to him later.


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[Assistant] We clearly didn't order this, yet you prepared it without authorization.


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[Assistant] Only long-standing patrons such as my uncle would know about the dish. The old aristocrat seemed to take a liking to it.


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[Assistant] If I weren't in such a good mood, I'd say that constitutes grounds for transgression.


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[Assistant] Of course not. It's hard to find someone in Mondstadt that attracts contempt as much as she does.


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[Assistant] But I am serious, and I'll remember every transgression committed against me. Ugh, it's no wonder so many people dislike you.


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[Assistant] So that's why you wouldn't understand how hard it is for a bad person to try to be good. It's impossible for me, and I have no intention of acting like a good person. Alright, no need to look so sullen. I'm just kidding. Come on, let's eat. The food is getting cold.


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[Assistant] No need. I've left the mora under the plate. If you try to settle it with her in person, she won't accept payment for the salad.


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[Assistant] Don't underestimate my ability to exact revenge. Sarah won't get the upper hand this time. Alright, next you should pay my uncle a visit.


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[Assistant] He has a small camp at the top of the mountain near Springvale.


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[Assistant] He usually wiles his time away there when there's nothing else to do.


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[Assistant] I'm afraid that wouldn't be very convenient for me. It'd be better if you two went alone


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[Assistant] So what? I had no reason not to teach them.


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[Assistant] I know that you poured great efforts into these plans, uncle. But you were well aware that it was not the right thing to do.


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[Assistant] As a knight of Favonius, I cannot overlook your actions.


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[Assistant] So just to be clear, you want a knight of Favonius to attack the knights of Favonius?


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[Assistant] Since when have I ever complied with the will of the family?


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[Assistant] That's enough fuss for today. You two, take him away. The honorary knight and I have other matters to attend to.


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[Assistant] Given that you've already taken action, I assume you've come across some conclusive evidence?


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[Assistant] And there was me thinking that he was just another elder of the family. And a lazy one at that. I never suspected he could stoop this low. So stubborn. Mark my words, vengeance will be mine. Let's discuss this later. Our first priority is recovering that diagram.


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[Assistant] This must be it. They may very well have already made a copy of it.


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[Assistant] But without my uncle as their puppet, there'd be no use in them attacking the city.


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[Assistant] True, but if their plan had hinged purely on taking Mondstadt by force, as opposed to with the help of a puppet, they could have spared themselves the trouble.


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[Assistant] The Fatui are dishonest, but they wouldn't go as far as to start an open war. Their opposition wouldn't just be Mondstadt alone.


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[Assistant] Anyway, I'll inform the Acting Grandmaster. She'll know how to handle things from here.


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[Assistant] Because you stole my targets by attacking the Fatui I'd been tracking earlier. I came to exact my vengeance.


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[Assistant] You tried to do my job for me, and I'm here to return the favor.


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[Assistant] Hmph. You don't look too bright, but it turns out you have a knack for scheming. And mark my words, I'll remember that.


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[Assistant] That you will. And make sure not to steal my targets next time.


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[Assistant] Hi kids, welcome back. We're looking at lesson 8. Lesson 8 is about marbles. Marbles? What are marbles? Do you play with marbles?


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[Assistant] This boy here is very, very good at playing marbles. Look at his thumb. It's up here like this. And you can see the marble here. The marble is a round piece of glass. It's not that big.


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[Assistant] A marble is usually that big, but the camera, it's close to the camera. It's close, so we see it really big. But usually, a marble is only about this big. Okay, about that big. And you hold it in your hand, and you shoot it with your thumb, like that. And that's what he's doing. Marbles. Let's learn about marbles.


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[Assistant] In our book, we have a table of contents. A table of contents. A table of contents shows us


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[Assistant] What the book is about. Each chapter, each section.


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[Assistant] From a long, long time ago.


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[Assistant] That's the first subject. The second subject is making marbles. Making marbles? How do we make marbles? How are marbles made? That's on page four.


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[Assistant] Marbles everywhere. That's interesting. We'll talk about how many people play marbles in the world. And it says everywhere. Maybe it's everywhere in the world.


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[Assistant] The next section is playing marbles. Playing marbles. How do you play marbles? Remember the picture of the boy? He's shooting the marble.


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[Assistant] How do you play marbles? What games are there? So playing marbles, that's on page 8.


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[Assistant] And finally, collecting marbles. There are many kinds of marbles. You can collect them if you find a special marble, or wow, it's very rare, not common.


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[Assistant] You can collect and keep those marbles. That's on page 10. And finally, we have an index. An index?


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[Assistant] What's an index? In many books you can find an index at the back of the book. An index is a list of important words, names,


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[Assistant] Places that were in the book. And on that list, you can find the word and it shows you the page number. Where was that word?


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[Assistant] So if you find some interesting words or you want to remember, uh, some interesting fact about a person or a place, look in the index. It's in alphabetical order, A, B, C, D, E, so on.


[User] Please transcribe this text

[Assistant] And it will show you the, the word you're looking for or the name and the page number. Then you go back to the page number and you can read about it again. So indexes are very helpful.


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[Assistant] Okay, let's begin with the book. Let's begin with our first subject. Oh, we're on page two and we're talking about early marbles. That's what we found in the table of contents. So early marbles, early marbles. Early means like a long time ago.


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[Assistant] Have you ever played marbles? Have you ever played marbles?


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[Assistant] I don't know about your generation. Maybe you play marbles. I think kids your age usually are playing video games, right?


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[Assistant] People play marbles even now today. Sometimes I hope you go outside and play. Playing marbles is a good game to play outside with your friends.


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[Assistant] Marbles is a very old game. It's very old. People played it for a long time. But you can still play it today.


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[Assistant] People have played marbles for thousands of years. Have played. We're talking about something that people have been doing for a long time.


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[Assistant] People have played marbles for thousands of years.


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[Assistant] Uh, driven cars for hundreds of years. Well, about a hundred years really. Not hundreds, hundred years, right?


[User] Please transcribe this text

[Assistant] People have fought in wars for thousands of years. We're talking about things that people, you know, not nowadays, but for a long time, what have people done?


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[Assistant] What do people do, right, for a long time?


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[Assistant] So we use have played. People have played marbles for thousands of years. And many people play marbles today. So if we say quaggle, right? Quaggle. Past tense. They have played for thousands of years. That's past tense. Have played. But if you're talking about now, chigum, right?


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[Assistant] Chigume, we play marbles today, every day, especially habit. We play marbles today. We play marbles all the time. Yesterday, today, tomorrow, we play marbles. We just use, uh, present tense, play marbles. Did you know, chemiso fact, something interesting?


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[Assistant] Marbles have been found in ancient Egyptian tombs.


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[Assistant] Have been found. Have been found. That means it happened a long time ago, or it happened before.


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[Assistant] And it happened a few times. Have been found in ancient Egyptian tombs. What is a tomb? A tomb is a place when a person dies.


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[Assistant] Their friends, their family, uh, the people who knew them.


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[Assistant] It's like a grave, but graves are underground. Tombs are like buildings above ground.


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[Assistant] They're like buildings for the dead person, the people who died.


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[Assistant] Now, ancient Egyptian, ancient Egyptian, how long ago is that? That's going back five thousand years. That's going back a long, long time. One more zero. Five thousand years.


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[Assistant] Can you imagine that? That's really, really long time ago. And marbles were used five thousand years ago. Wow. Marbles


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[Assistant] Have been used for a very very long time. Okay? People have played marbles for thousands of years. Okay.


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[Assistant] Why the name marble? Why is the name marble? Well think about this. Marble is a very hard stone. You see this rock here, this marble, it's perfectly round, it's very smooth. But it comes from a rock.


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[Assistant] Also on the walls sometimes of nice buildings, they also have marble walls. So office buildings, hotels, luxury apartments. They will have marble on the floors, sometimes on the walls. And this is a stone.


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[Assistant] Early marbles were often made of this stone. This is where the name comes from.


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[Assistant] That's where the name comes from. It was made from this stone, so it's called marble. That's why we call it marble. Of course, these are very expensive because that stone is very expensive.


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[Assistant] However, nowadays, today, most marbles are made of glass.


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[Assistant] Making marbles. How do we make marbles? A long time ago


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[Assistant] Marbles were made of stone, especially marble. But nowadays, especially marble, marble is very expensive and it's not very common, right? It, glass is


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[Assistant] Not expensive and it's much more common. So today most marbles are made of glass. They are usually made by machines. Made by machines. Not a person. We don't have thousands of people making little marbles.


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[Assistant] Just one or two or a few people use machines to make many marbles. Of course, most things that are made today are made by machines. Made by machines.


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[Assistant] If you go into a store, all the toys are made by machines. All the furniture, most of the things in the store are made by machines.


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[Assistant] Okay, not by hand. The other word is made.


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[Assistant] Whoops. What is going on here with my pen? By hand.


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[Assistant] If something is made by hand, that's one person made it with his or her hands. That's more expensive because it takes a longer time. Nowadays most things are made by machines.


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[Assistant] Now, it's made by machines, it goes through a step-by-step process.


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[Assistant] Step one, step two, step three, step four. There are four steps, step by step process to making marbles from glass by machine.


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[Assistant] Number one, step number one, broken glass is melted. Think about that, broken glass. So when you drink a drink from the store and the bottle is made of glass, you drink it once and throw it away? Then what happens to it?


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[Assistant] Well, maybe you throw it away, it breaks, or you put it in the garbage, it gets broken, right? But that's not the end. We can use that glass again. So we take that broken glass and we melt it. Melt it.


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[Assistant] Melt is when you take something that is solid, that is, uh, has a shape to it and you heat it up, right? You put it in an oven like that. This is all the broken glass. He's putting it in the oven. It's very, very hot. What happens? The glass


[User] Please transcribe this text

[Assistant] Melts, it becomes a liquid, like water, right? So right now, it's a solid, like a stone, right? Like something hard.


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[Assistant] You put it in an oven, it melts, it becomes like water. And then you can shape it. You can change the shape, right?


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[Assistant] So broken glass is melted. The melted glass, it's still like water. It's pushed.


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[Assistant] But it's shaped like the tube, round like the tube. It comes down the tube, right here, and it goes into the roller. It rolls around. And as it rolls, it loses heat. It becomes harder, right? But now it's rolling around, right?


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[Assistant] The small pieces drop onto a roller. The roller rolls them.


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[Assistant] Into round balls. That's how they become a ball.


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[Assistant] Like the globe, right? A perfect circle, a 3D circle, right? That's how it happens in the roller. Wow, it's really easy, right? You just pour the glass here, goes into the roller, becomes hard and it rolls around and it


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[Assistant] It becomes a smooth and polished glass, one marble.


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[Assistant] Okay, number four, step four, the final step. The round balls of glass are marbles. And you can see them here. Wow! They're really cool looking. Look, there's so many different colors, many different colors, many different styles. And some are big, some are small.


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[Assistant] A big marble is probably about this big, right? About that big. Okay? That's a really big marble. Most marbles are about this size here. About this size. Okay? But you can, sometimes you can have bigger marbles, right? Small marbles and big marbles. And you know, it depends on how big is the roller.


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[Assistant] And you have many different colors and sometimes you can see through them and their colors inside. They're very beautiful made of glass. They're really cool. Okay, so those are marbles. So we've looked at how long marbles have been played with and we've also


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[Assistant] Okay, well, I'll see you next time. Let's wrap it up here. I'll see you next time.


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[Assistant] It indeed is. One thousand dollars for a hoodie. Can you imagine a business more lucrative?


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[Assistant] Now, Kevin is about to hang around in the resale stores here, in a fake supreme hoodie, and see if the proper hypebeast here can tell the difference between the $40 fake and the $1000 genuine.


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[Assistant] Hi kids, welcome back. Let's continue talking about soccer. Soccer is a game.


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[Assistant] The players move the ball with their feet. They move the ball. They move the ball. You have to move the ball on the field. How? What's okay? With your feet, right? With your feet.


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[Assistant] Their feet, just like this boy is doing. He wants to move this ball.


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[Assistant] Into the other team's goal. How can he do it? He uses his feet. And he moves the ball.


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[Assistant] Only feet? No, you can also do other things.


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[Assistant] The players may, they may also hit the ball with their head.


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[Assistant] May means you're allowed to do it. It's okay. It's okay to do it. The players may hit the ball. You can use may in many situations. May I go to the bathroom?


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[Assistant] Is it okay if I go to the bathroom? Yes, it's okay. You may go to the bathroom. So it's okay. The players may also hit the ball with their head. Boom. Ow. That hurts. Okay. See? Look, oh, Joshimeo, right? Joshimeo. They're very


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[Assistant] Okay, so the players may also hit the ball with their head. What else?


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[Assistant] Sometimes, sometimes the players pass the ball with their legs.


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[Assistant] So not just feet, but also legs. Anywhere on the leg could be the knee, or the thigh, or the shin, right? There are many parts of the leg. The thigh, the knee, or the shin.


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[Assistant] Your head. You can move the ball with your head. But that's really hard. And three, you can move the ball with your leg. Any part of your leg. Okay? Well, think about it. What about your hands?


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[Assistant] Only goalies use their hands. Only.


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[Assistant] No one else, only him, only her, only one person on a team can use their hands.


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[Assistant] Only goalies. Goalie. What is a goalie? A goalie is the team member who stands in front of the goal.


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[Assistant] He's called, or she's called, a goalie.


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[Assistant] Of course, soccer is a team. There are many different names for different members, their positions.


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[Assistant] Here, we're talking about the goalie. Only one person can use their hands. They can use their hands, they can use their head, they can use their arms, they can use their legs, they can use their feet, they can use their whole body. But goalies are a special player. Only goalies can use their hands.


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[Assistant] They can catch the ball. So they can catch the ball to stop it. Why? They try to stop it from going into the goal. Stop it from. When you stop somebody from doing some thing.


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[Assistant] They try to keep the other team from scoring. So remember these words. Keep from. Keep someone from. Keep someone from doing something.


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[Assistant] You want to keep your brother from using your computer. Okay? So you say, stop! It's my computer. You say to your brother, I'm using the computer. You keep your brother from using your computer. Here, they, the goalies,


[User] Please transcribe this text

[Assistant] They, the goalies, try to keep the other team from scoring. They stop. So stop from, keep from, same idea. Okay.


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[Assistant] Did you know? Another interesting fact. Sometimes players kick the ball into their own goal.


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[Assistant] It's a mistake. Everybody makes mistakes, right? So don't say pabo, just say, oh, it's okay, next time try better. Okay? So sometimes players kick the ball into their own goal. They make a mistake. Let me see, I can write that over here. Mistake.


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[Assistant] It's a mistake. And they say...


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[Assistant] I made, I made a mistake. Okay? So, they, sometimes players kick the ball into their own goal. Then, the other team scores a point.


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[Assistant] I hit the ball into my own goal, the other team scores a point. A point, right?


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[Assistant] How many points do you get in a game? One team gets two points, the other team gets zero points, right? E to gong, right? To zero. Two to zero. This team wins, right? So how many points do you get?


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[Assistant] If you get a point, you score a point. Remember that combination. Score a point. Don't say, we, we did a point. No. You score a point. A team scores a point. Remember that combination. Score a point.


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[Assistant] Okay, well let's end here. I'll see you next time.


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[Assistant] Hello, grammarians. Today I want to talk about ending sentences with prepositions. And I want to tell you straight up, it is totally okay. Like, it is perfectly grammatically correct and sensible and fine to end sentences with prepositions in English. And if you don't know what I mean, that's fine. Uhm, let me, let me throw out some examples.


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[Assistant] Like, it's a crazy world we live in, for example, is a sentence that ends in in, which is a preposition.


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[Assistant] And for years, for hundreds of years, there have been people, language authorities, that have been telling you, it's not okay to end a sentence with a preposition. Let me tell you, by the power vested in me, it is totally okay.


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[Assistant] Language superstitions that will not die.


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[Assistant] Taking away the terminal preposition takes away sentences like, that's not behavior I'll put up with. And in fact, some of you have maybe heard the statement that is supposedly attributed to, uh, uh, Winston Churchill, where he says,


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[Assistant] That is something with which up I will not put, which kinda emphasizes how clunky that is, you know? If that's supposed to be formal, high language, it sounds really inarticulate. Not a fan.


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[Assistant] Because there's nothing, there's nothing about it's a crazy world we live in that doesn't make sense, that doesn't function as a sentence.


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[Assistant] Indeed, there's nothing grammatically incorrect with, you know, this is behavior with which up I will not put. It's just needlessly verbose and twisting back on itself, uh, for the sake of avoiding something that doesn't need to be avoided.


[User] Please transcribe this text

[Assistant] We can trace all of this back to Robert Loth, a man who was the Bishop of London during part of the 18th century, and he wrote about terminal prepositions in his 1762 short introduction to English grammar, which reads in part,


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[Assistant] This is an idiom which our language is strongly inclined to. It prevails in common conversation and suits very well with the familiar style in writing. But the placing of the preposition before the relative is more graceful and agrees much better with the solemn and elevated style.


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[Assistant] Bishop Loth, may I direct your attention to this part of your statement. This is an idiom which our language is strongly inclined to. Even when Bishop Loth is using what he calls this solemn and elevated style, he himself cannot avoid ending a clause, boom, with a preposition. Game, set, match, sir.


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[Assistant] The question is, why did Loth have such a B in his bonnet about prepositions at the end of sentences? And the answer can be found in Latin. Follow me over to the next screen.


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[Assistant] Here is the deal with Latin. In Latin, uh, prepositions have a very particular function similar to how they work in English.


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[Assistant] But let's, let's break apart what the word preposition


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[Assistant] Which means placed before, right, or placed before. Because here's something cool about Latin.


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[Assistant] Put the cart before the horse, which means to embark on a project before you're really ready.


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[Assistant] And this is a very ancient expression, in fact. Uhm, one that can be attested in Latin. Like so.


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[Assistant] In Latin, you can rearrange this sentence any way you like. So, you could say,


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[Assistant] And just because of the way Latin works, because of its case endings, and because of this prepositional relationship, we can always tell no matter what order the words are in, how the sentence parts relate to one another. We could also switch it around.


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[Assistant] Now, admittedly, in English, if you wanted to end this with a preposition, it would still sound pretty awkward, like the cart is the thing that the horse is before, but it is still grammatical. If you move this thing, if you move ante out of order, there's no way to tell what's going on in the sentence.


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[Assistant] It was this language that enabled people all over the European continent to communicate with each other in a common language of knowledge. It was the language of religion and philosophy.


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[Assistant] And all of that added up to make Latin really cool. And also very powerful.


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[Assistant] And because of the history of the English language, which basically entails people in boats coming over the North Sea to beat the tar out of Celts and Anglo-Saxons and leave, you know, Latin or Norse or French-shaped dents in their language, uhm,


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[Assistant] I kinda had an inferiority complex. And so during the 17th and 18th century, you really see this move towards Latinizing English, trying to make


[User] Please transcribe this text

[Assistant] English grammar behave more like Latin grammar. But English comes from a different language heritage. It's a Germanic language.


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[Assistant] And it behaves differently. We shouldn't try to treat English as though it were anything other than English.


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[Assistant] So if anyone ever tells you that you can't end a sentence with a preposition, uh, send them this page. Or if you prefer, you know where to send them to.


[User] Please transcribe this text

[Assistant] Which is here on Khan Academy, where you can learn anything. David out.


[User] Please transcribe this text

[Assistant] Hello, welcome back. Let's continue our story about Fluffy the Cat. Remember, Leo and Lucy found a cat. They're trying to find the owner. They are doing the right thing. So, they want to make a found notice. What will they write? Let's read. The children went to the computer.


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[Assistant] What can we write about Fluffy? What are we going to put in the notice?


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[Assistant] They made a found notice, and this is their notice here. This is what they wrote. Let's just quickly look at this note. We'll come back, okay? So, found a fluffy cat.


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[Assistant] She purrs a lot. Right? Purrs. Have you lost her? Call us. At. And that's their phone number. That's their phone number there. Call us at. A phone number. So, think about this, uh, this notice. Is it a pretty good found notice? Okay. That's what they wrote.


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[Assistant] So they wrote this. They made a found notice. Then they printed out the notice. Then they showed it to their dad.


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[Assistant] Now, what do you think their dad will say about this notice? Is it a good notice or can it be a better notice? Can they make a better notice? What do you think? Well, let's find out.


[User] Please transcribe this text

[Assistant] That's a good found notice, dad said. So dad saw it and he said, that's good, right? He's a good dad. He said, that's a good notice, but.


[User] Please transcribe this text

[Assistant] However, when somebody says, well that's good, but that means that


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[Assistant] They're saying good job, but you can do better.


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[Assistant] Okay, you can change it, you can make it better, okay?


[User] Please transcribe this text

[Assistant] That's a good found notice, but there might be lots of fluffy cats. Lots of fluffy cats. Cats are normally fluffy. Almost all cats are fluffy.


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[Assistant] So, this notice doesn't say anything special about this cat, Fluffy. Right? Most cats are fluffy.


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[Assistant] What else could you say about Fluffy? What else?


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[Assistant] What else, what other things can you say about Fluffy? Can you say some more specific things?


[User] Please transcribe this text

[Assistant] More detail, something special about Fluffy that says this cat. Not all cats, not many cats, but this individual cat. That's a better notice.


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[Assistant] The children thought about Fluffy again. So they're thinking, okay, the first time we said she's fluffy, we said she purrs a lot, but all cats do that.


[User] Please transcribe this text

[Assistant] What's special about Fluffy? Let's think about that, okay? So they got it. They wrote a new notice. Ah, they got their ideas. They wrote a new notice.


[User] Please transcribe this text

[Assistant] Well this is their notice. What did they think about? What's special about Fluffy? Okay?


[User] Please transcribe this text

[Assistant] A fluffy white cat. Okay, that's better. More details. Right? Many cats are fluffy. Brown cats are fluffy. Black cats are fluffy. Many different colors of cats. But this is a white cat. Oh, good detail.


[User] Please transcribe this text

[Assistant] She has golden eyes. Ah, very good detail, right? Many cats have different colored eyes. Fluffy has golden eyes. Her eyes are golden. Good detail.


[User] Please transcribe this text

[Assistant] She has a red collar. Ah, very good. Very good. Because she has a red collar. Not all cats have red collars. Many cats don't have any collars. Some cats have black collars.


[User] Please transcribe this text

[Assistant] Some cats have brown collars, but very specific is more special about Fluffy. Her collar is red.


[User] Please transcribe this text

[Assistant] Her name is Fluffy. Okay, so now we have the name of the cat because we can see the, uh, the, the tag, the name tag. So her name is Fluffy.


[User] Please transcribe this text

[Assistant] These are all details that are special about Fluffy. They put Fluffy here. All other cats are here. Fluffy is here by herself. So the owner can, ah, I recognize.


[User] Please transcribe this text

[Assistant] Those details. I know that special cat. That's my cat. Okay? The other notice, the first notice, a fluffy cat that purrs a lot. All cats do that. But now, they've described fluffy by herself. That's important.


[User] Please transcribe this text

[Assistant] So, have you lost her? Call us at, there's her phone number again. Okay, so these details are much better.


[User] Please transcribe this text

[Assistant] So, they also, then they drew a picture of Fluffy. We can see a picture of Fluffy here. They drew a picture of Fluffy. Okay?


[User] Please transcribe this text

[Assistant] That is a very good notice now, dad said. So dad's a good dad. He said first, he said that's a good notice. That's a good notice, but you can make it better. Second time, that's a very


[User] Please transcribe this text

[Assistant] Good notice. A very good notice. That's perfect. That's great. You did a good job. Okay? So that's very common. People will do that. Okay?


[User] Please transcribe this text

[Assistant] Dad took Leo and Lucy into town. They put the found notice


[User] Please transcribe this text

[Assistant] At the store. So they put the found notice up on the store in the door. And this is the store. There's the store keeper. Right? She's, aw, these kids are good. They're doing the right thing. So she's happy. She wants to help them.


[User] Please transcribe this text

[Assistant] Many people will come to the store and they will see that notice. And if the owner comes, the owner will recognize his or her cat. So what will happen? What do you think? Will the notice work or not? Let's find out in the next part of the lesson.


[User] Please transcribe this text

[Assistant] In southern China, there is a famous road built across Poyang Lake, China's largest freshwater lake.


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[Assistant] The people of China call it the most beautiful road under the water.


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[Assistant] Towards the end of May, every year, this road begins to attract a lot of attention.


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[Assistant] The color of the lake either side begins to change into two different tones.


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[Assistant] The surface of the road is so close to the water level of the lake.


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[Assistant] As you drive along, the view ahead is broad and bright. It feels as though you are riding a boat across the lake.


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[Assistant] For the next few months, this road is no longer just above the surface, but deep underwater.


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[Assistant] As the water level of Puyang Lake rises, the road is gradually flooded.


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[Assistant] Although drivers can no longer see the road surface, they can still drive across safely by keeping within the guardrails on either side.


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[Assistant] For thrill-seeking motorists, it's like driving an amphibious supercar.


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[Assistant] As the water levels continue to rise, after a few days, the entire road will be completely submerged.


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[Assistant] Eventually, a few months later, the road reappears again.


[User] Please transcribe this text

[Assistant] Dear Kevin, please find five products in the convenience store that have tomato as an ingredient. And put one of them in the breakfast you're going to make. You gonna make breakfast?


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[Assistant] I have to warn you that a terrible punishment awaits you should you fail the task. I wish you the best of luck.


[User] Please transcribe this text

[Assistant] Okay, so just find a few products with tomato in them. Alright, I guess the tomato English makes sense. Alright, let's, let's find some tomato stuff. Well, we spotted a tomato.


[User] Please transcribe this text

[Assistant] We do need to still buy some breakfast foods to cook with.


[User] Please transcribe this text

[Assistant] We have a pinwheel honey dijon ham wrap. I see a tomato slice right there. And, uh, double confirm here. There it is. Tomato, yup, it's definitely in it.


[User] Please transcribe this text

[Assistant] Just have one more, maybe some V8 juice. Some kind of a vegetable juice, I bet it'll have it in it. Let's see.


[User] Please transcribe this text

[Assistant] Alright buddy. Alright. Tomato juice. There's 100% tomato in here, so.


[User] Please transcribe this text

[Assistant] That's three tomato products, now we need to find some breakfast foods.


[User] Please transcribe this text

[Assistant] Tomato juice, a wrap, a sandwich, a tomato itself.


[User] Please transcribe this text

[Assistant] Oh. Oh yeaah. Definitely gonna be some tomatoes in here.


[User] Please transcribe this text

[Assistant] Okay, oh my, it was right next to the eggs. Oh, that's embarrassing. But, it's okay. Alright, we have toast.


[User] Please transcribe this text

[Assistant] Let me show you some of the stuff that I would buy if I came to the grocery store.


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[Assistant] Wonder if they have any bananas here. Doesn't look like it, but, ooh, one thing I really love are apples. I can never get enough apples.


[User] Please transcribe this text

[Assistant] It's a secret. We can try it later, I think you'll like it.


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[Assistant] Skippy super chunk. I like that crunchy peanut butter. I don't like the smooth stuff. Alright, looks like we got a full basket here.


[User] Please transcribe this text

[Assistant] Yeaah, we got some snacks here, we got some, some bread, some apples.


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[Assistant] Oh really? Yeah, let's see if we can find some Kona Blend coffee. Okay, oh yeah.


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[Assistant] Check this out, we got some cold brew right here. Oh, some Kona.


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[Assistant] It's definitely not Starbucks, I'm not gonna buy Starbucks while I'm here in Hawaii.


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[Assistant] That's not my style. Gotta support the local brands.


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[Assistant] So we got some coffee, and maybe we need to get some sunscreen. I left my sunscreen at the beach the other day. Oh man, I don't want my head to get burnt anymore.


[User] Please transcribe this text

[Assistant] Yeah, after watching the, uh, the video about the preservation of the beach.


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[Assistant] I rebelliously just left my garbage there. But it wasn't my choice.


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[Assistant] So I think this is about it. I'm pretty satisfied with... Yeah, I think, I think this is good. I think this is a good selection. What do you think?


[User] Please transcribe this text

[Assistant] Okay. So guys, I need my ID before I can buy the alcohol.


[User] Please transcribe this text

[Assistant] So yea, the difference between a convenience store and a supermarket is that a convenience store is usually small and has only the essential items. In fact, this is pretty close to being a supermarket. It's...


[User] Please transcribe this text

[Assistant] You might actually call it a supermarket. Maybe I was wrong in calling this a convenience store, but-


[User] Please transcribe this text

[Assistant] So, even though I passed, I'm still curious, what would the punishment have been if I didn't pass?


[User] Please transcribe this text

[Assistant] You mean you would make me stay in that house all day long?


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[Assistant] We recommend having a company home or operating systems page that, to continue the metaphor, acts like a lobby for anyone entering your space for the first time.


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[Assistant] All of the other sidebar sections are yours to personalize. We recommend having a handful of favorite pages for things you frequently visit, like a guide that you reference all the time or a project plan that you're actively creating.


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[Assistant] Finally, many people will create a personal home dashboard where they can track all of the bits and pieces of their life, like work tasks, upcoming appointments, and more.


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[Assistant] When it comes to organizing pages nicely, you'll want to make use of the visual and textual structural blocks that we talked about in an earlier video. Headings, dividers, columns, and images will all make your pages easier to navigate.


[User] Please transcribe this text

[Assistant] Finally, let's talk about databases. Whenever you're going to be writing something over and over again, you should use a database. Meeting notes, project descriptions, standardized documentation, and tasks all make great candidates for databases.


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[Assistant] When information is categorized in a database, you can add properties to sort and filter that information and you can relate it to information in another database.


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[Assistant] All of these things ensure that as your organization scales, you won't be left with a huge mess of cluttered pages.


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[Assistant] When I do this, you can see that all of these pages populate on my sidebar underneath that Acme OS toggle. This was a choice that I made intentionally.