[User] Please transcribe this text

[Assistant] If we cooperate, we both get more. But if there are some situations where it's somewhat of a zero sum game, like if the four of us are in an organization that has a fixed amount of money, there's gonna be some competition between us as to who gets paid.


[User] Please transcribe this text

[Assistant] The most. And some of that is going to be, hopefully, associated with our performance. That would be the logical way to do it, because if the performance is associated with the generation of the money. But the other part of it is, well, you're gonna ask for it? You're gonna make a case for it? And, you know, one of the things you do do as a clinical psychologist, quite frequently,


[User] Please transcribe this text

[Assistant] I would say there's, there's, there's, the two things you do most frequently as a clinical psychologist like, likely is to treat negative emotion, depression and anxiety. But the second most common thing is assertiveness training.


[User] Please transcribe this text

[Assistant] Assertiveness loads on extroversion. And so you might think, given the terminology, that what you're doing is helping people become more extroverted. And I think you are to some degree, because you are facilitating their ability to negotiate verbally on their own behalf. But I think more what you're doing is you're, you're stretching out the agreeable people's domain of, of, of competence so that they can start to become


[User] Please transcribe this text

[Assistant] I hesitate to say meaner because, well, but, but it's true in a kind of, it's true in a kind of comic sense. It's like,


[User] Please transcribe this text

[Assistant] You're definitely trying to get the person to grow some teeth. Because it's not that easy to negotiate on your own behalf, unless you can stand up for yourself. And it's not that easy to stand up for yourself unless you can say no.


[User] Please transcribe this text

[Assistant] And it's not that easy to say no unless you have some teeth and are willing to use them, you know.


[User] Please transcribe this text

[Assistant] The funny thing too is that if you have teeth and you're willing to use them, you often don't have to.


[User] Please transcribe this text

[Assistant] decreases your personality pathology not to negotiate on your own behalf because one of the things that goes along with excess agreeableness


[User] Please transcribe this text

[Assistant] And dependent personality disorders, a tremendous amount of underground hostility and resentment.


[User] Please transcribe this text

[Assistant] And that comes out in aggressive behavior, but it's more of the passive aggressive sort rather than the overtly like,


[User] Please transcribe this text

[Assistant] It's me or you and we're gonna compete, you know, forthrightly and consciously. And so, and then the other problem with excessive compassion


[User] Please transcribe this text

[Assistant] And, and this is something the psychoanalysts pointed out long ago and was followed up, I would say, quite, uhm, substantively by the, by, by


[User] Please transcribe this text

[Assistant] Therapists working in other theoretical fields is the idea that


[User] Please transcribe this text

[Assistant] You know, family can become so enmeshed and so nested.


[User] Please transcribe this text

[Assistant] with, with one another that no one in the family develops any autonomy, right, so that, and that would be an excess of maternal behavior.


[User] Please transcribe this text

[Assistant] the inability to encourage autonomy when such encouragement is necessary and so


[User] Please transcribe this text

[Assistant] And that, in principle, leads to the lack of autonomy and the fragility, the lack of resilience, that seems to be characteristic, at least in some people's opinions, of what's manifesting itself, at least in its extreme form, on university campuses across the West. Now, I think there are more complex reasons for that, I think that


[User] Please transcribe this text

[Assistant] There are things that have switched and changed that we don't really understand. Uhm, people have fewer children.


[User] Please transcribe this text

[Assistant] Right, that's a big deal, because you used to have lots of siblings. And, you know, there's a lot of push and shove with siblings. They're not, they're much more likely to treat you as peers. You're certainly not going to get a lot of...


[User] Please transcribe this text

[Assistant] You're not gonna get an oversupply of compassion and politeness as a general rule from your siblings. Like they might love you, but it's-


[User] Please transcribe this text

[Assistant] Along with the cooperation and the love, there's plenty of competition, and if you get above your status, let's say, or if you want things that you're not entitled to, your siblings are definitely gonna take you out. And so the question is, well, what happens if you don't have any siblings? And the answer is, we don't really know, because that's not the natural state for the raising of children.


[User] Please transcribe this text

[Assistant] But it's very much more common than it once was. And then we also see that parents are much older than they once were. And I think that makes them more careful and cautious and polite and compassionate because


[User] Please transcribe this text

[Assistant] Agreeableness and conscientiousness do increase as you age, plus you also have the resource, and you're also not as impulsive, and you think, well that's a good thing, you're not as impulsive, it's like, well,


[User] Please transcribe this text

[Assistant] Zero amount of the time is definitely wrong, and so if you're always concerned with how they're structuring their time and making proper use of their time and, and, and, and, and, you know, being properly supervised, which,


[User] Please transcribe this text

[Assistant] More of the sorts of mistakes that allow your children to investigate what they need to investigate. It could easily be. And then, of course, when you're older too, you have more resources. And so then,


[User] Please transcribe this text

[Assistant] You can, well, stack your child up with resources until they have no free time whatsoever. And I think, so I think it's a combination of many things that's produced whatever it is that...


[User] Please transcribe this text

[Assistant] Now, with regards to the predatory end, so males are more


[User] Please transcribe this text

[Assistant] Uh, less agreeable than females. And we laid out a lot of those negative descriptors. And I've been thinking, well, let's think about predatory behavior among men.


[User] Please transcribe this text

[Assistant] And so, and about 92% of the people that hunt are men.


[User] Please transcribe this text

[Assistant] And so that's kind of an interesting sex difference, and it's really hard for me to believe that that's...


[User] Please transcribe this text

[Assistant] Essentially a consequence of socialization. I mean, I think it's been the case that men have hunted forever and women haven't forever.


[User] Please transcribe this text

[Assistant] And, you know, I remember when my father took my son and my daughter out.


[User] Please transcribe this text

[Assistant] Uhm, hunting for gophers in Saskatchewan, and they're kind of a pest, especially if you have horses, but, and so they were hunting them with 22s, and uhm,


[User] Please transcribe this text

[Assistant] My son and my father went, and they could do it, but my daughter, and my son's fairly disagreeable, like I've tested his personality, he's very emotionally stable, so he seems to be very easy to get along with,


[User] Please transcribe this text

[Assistant] Trying to get him to do something that he doesn't want to do is impossible. And that's a good ho- I think that-


[User] Please transcribe this text

[Assistant] Disagreeableness manifests itself in a certain stubbornness. That's another way of thinking about disagreeable people. It's like, no.


[User] Please transcribe this text

[Assistant] I'm not doing that, right? Or you can't make me do that. And so, he was pretty good at that even when he was two. He would sit there like that.


[User] Please transcribe this text

[Assistant] And that was basically, that was basically that. So it's quite interesting to see someone that young have that much.


[User] Please transcribe this text

[Assistant] So anyways, in this hunting episode, all I did was make my daughter burst into tears, you know, and I wouldn't say she, well at that point she was probably more compassionate than she is now, but it certainly wasn't something that she took any, could, was capable of taking any pleasure in. You might say, well, should you take pleasure in hunting? It's like, well, that's a hard question, man. I mean, it depends on whether or not you want to eat.


[User] Please transcribe this text

[Assistant] That's what it boils down to in the fundamental, you know, when you strip the world down to its fundamentals. So, so, and then we can think about, now, I did


[User] Please transcribe this text

[Assistant] Uh, a series of studies a long time ago looking at agreeableness and what it predicted and one of the things we found was that


[User] Please transcribe this text

[Assistant] And so we, we had a hard time figuring out why that was for a while, but uhm, I think the reason was


[User] Please transcribe this text

[Assistant] And it's a good predictor of adult criminality. It's not so much a predictor as that adult criminality is just a continuation of it. And it's very stable, by the way. It's ab, you just, it's, it's actually


[User] Please transcribe this text

[Assistant] Jaw dropping. How stable aggressive behavior is. If your kid is antisocial childhood conduct disorder at four, it's almost impossible to do anything about it.


[User] Please transcribe this text

[Assistant] They're, they haven't figured out any, the only thing I've ever seen that has appeared to work was a program put in place in Scandinavia by a guy named Dan Olwais. He put an anti-bullying program to work, but it was a comprehensive program, and it basically required the eradication of any


[User] Please transcribe this text

[Assistant] Fruits of victory for bullies in schools, and it was more sociological than psychological. He modified the reward structure, and it was a very, very careful program. He defined bullying very, very narrowly. It wasn't any form of aggression, which is kind of how it's defined now, which is completely...


[User] Please transcribe this text

[Assistant] He defined it very narrowly and was able to minimize it but


[User] Please transcribe this text

[Assistant] It didn't look like it was a psychological intervention so much as a sociological intervention. Anyways, uhm, the, the, the, we, we do know that uhm,


[User] Please transcribe this text

[Assistant] Low agreeableness, like agreeableness on the low end is also the best personality predictor of incarceration. And we probably know that the most


[User] Please transcribe this text

[Assistant] Pernicious sort of incarcerated criminals are the people who are low in agreeableness and low in conscientiousness.


[User] Please transcribe this text

[Assistant] So uhm, but anyways, of all five traits, it's low agreeableness that's associated with the kind of behaviour that you might consider violent and criminal. That kind of makes sense too, because men are hyperrepresented among the criminal and violent population. It's about ten to one, and that seems to be true cross-culturally. So,


[User] Please transcribe this text

[Assistant] So then again, it begs the question, well how can there be anything positive about that? If you go out to the extremes, well you end up with, you know, self-centered criminality.


[User] Please transcribe this text

[Assistant] On the agreeable end, that things that aren't so good happen as well. Okay, so there's pitfalls at both ends. Alright, so, so let's move away from the pathological ends, a little bit towards the middle, on the


[User] Please transcribe this text

[Assistant] Disagreeable side and say, well, how might you conceptualize male aggression?


[User] Please transcribe this text

[Assistant] Or aggression for that matter, male or female, without it being negative. And then,


[User] Please transcribe this text

[Assistant] I think you have to take a very careful look at how predation works in complex creatures like human beings. You know, cause if you're a bear, and you're gonna eat something, you just go out and nail it, like if you're a grizzly bear.


[User] Please transcribe this text

[Assistant] I mean they're unbelievably powerful and they can take down a pretty large animal and they do that in a solitary way.


[User] Please transcribe this text

[Assistant] Right, so it's just, there's no, there's no, there's no group.


[User] Please transcribe this text

[Assistant] In, in grizzly bear land, right? The males are completely solitary and they're solitary predators. And you do have solitary male predators.


[User] Please transcribe this text

[Assistant] Among humans, and they're not people you want to meet.


[User] Please transcribe this text

[Assistant] You know, they're the ones who are sort of on the psychopathic end of the distribution and


[User] Please transcribe this text

[Assistant] Uhm, they're not hunting in packs. There's nothing collaborative about them. And so, those people do exist, but most of the


[User] Please transcribe this text

[Assistant] Most of what I would regard as predatory, as predatory behavior in human beings seems to be brought under the rubric of comprehensive socialization. And so,


[User] Please transcribe this text

[Assistant] And so it's not, it's not, it's not the same thing as simple solitary predatory behavior. And I think this is where the positive elements


[User] Please transcribe this text

[Assistant] Start to manifest themselves. So, so let's imagine, well first of all we could, we could note that a human being is not a grizzly bear.


[User] Please transcribe this text

[Assistant] Uhm, they used to match predators, so they'd have a ring fight with a tiger and a grizzly bear and think well, or a lion and a grizzly bear or a lion and a tiger. Tigers could generally take lions.


[User] Please transcribe this text

[Assistant] Then a bear. So that's a good comparison, and they're, and they're solitary hunters. And then, look at human beings, it's like,


[User] Please transcribe this text

[Assistant] So we can run like no other animal in terms of distance, and it's partly why we're hairless, because we can disperse a lot of heat, and we have a lot of endurance, and so, uhm, uh, uh, human beings like the Calahari Bushmen, they just, they can run their prey down, they just run them to death, over the course of, you know, a fair number of days.


[User] Please transcribe this text

[Assistant] And so, they have advanced technologies too, like poison arrows. And, but uhm, but they're pretty good at running, running their prey down.


[User] Please transcribe this text

[Assistant] But you know, what you think about a human being is like, we're not a grizzly bear, that's for sure. We're pretty thin, we're pretty frail, we don't even have the musculature of a chimpanzee, they're about three to six times stronger than an adult male. But we are absolutely unbelievable hunters.


[User] Please transcribe this text

[Assistant] And so, you know, there's some evidence 15,000 years ago or so that's when human beings hypothetically came into North America. And it wasn't long after that until all the large mammals were gone.


[User] Please transcribe this text

[Assistant] Now, there are all sorts of theories about why that is, but one of the leading theories is, well that's just because human beings killed all of them. All of the mammoths, all of the large predators, all of the large edible herbivores, everything. Done.


[User] Please transcribe this text

[Assistant] Because we're so unbelievably effective at hunting in groups.


[User] Please transcribe this text

[Assistant] And then of course we can arm ourselves and all of that, so there's the additional contribution of intelligence. But the thing is,


[User] Please transcribe this text

[Assistant] Being a predator in a group isn't the same as being a predator by yourself.


[User] Please transcribe this text

[Assistant] You know, and, and I think, I really do think there's something very, very deep here that's worth exploring, which is exactly why I am in fact exploring it with you right now. Uhm, think about, so, if you're gonna be an effective hunter, and you hunt in a group, what does it mean to be an effective hunter?


[User] Please transcribe this text

[Assistant] And especially when you think it's not one hunt that matters, it's fifty hunts or it's a hundred hunts, right? Because it's gotta be across the course of your whole damn life, it's not just...


[User] Please transcribe this text

[Assistant] Today, and that's the end of it. And if you and I, five of us or whatever are going to arrange


[User] Please transcribe this text

[Assistant] One thing you're gonna do is do what the grizzly bear does is take down an animal and then you have something to eat, but that's great for this week and maybe for two weeks, but it's not so good for ten years. But if we can make a coalition,


[User] Please transcribe this text

[Assistant] Is come up with a competitive and cooperative arrangement over a 20 year span.


[User] Please transcribe this text

[Assistant] So that maybe if I'm not doing so well this week, but you're doing quite spectacularly, I also get to eat, and you know, the idea is, well, you get to eat next week, and so, then you see that that competitive drive


[User] Please transcribe this text

[Assistant] is definitely brought under the umbrella of a highly socialized cooperation and that that actually makes you a more effective predator in the strangest sense over the long run than, than the solitary approach and so, and the reason, part of the reason I think that this is such a deep idea and so much worth considering is that


[User] Please transcribe this text

[Assistant] You see remnants of this that aren't trivial.


[User] Please transcribe this text

[Assistant] In what we do for amusement, you know, because one of our forms of amusement obviously is, is dramatic. You know, we, there's movies and there's music and there's the whole aesthetic end of entertainment.


[User] Please transcribe this text

[Assistant] Abstracted hunting competitions. So, you know, I mean the fundamental


[User] Please transcribe this text

[Assistant] Issue with hunting is to identify the target and to hit it.


[User] Please transcribe this text

[Assistant] And that's the basis for how many competitive sports aren't that. No.


[User] Please transcribe this text

[Assistant] And if you don't think that that's a consequence of our hunting ancestry, the only reason is because you haven't thought about it. Of course that's what it's a consequence of. And so, it seems to me that the male


[User] Please transcribe this text

[Assistant] Socialized utility is much better conceptualized as something that among human beings has been brought


[User] Please transcribe this text

[Assistant] Carefully under socialized and cooperative control and that it's actually partly at the basis of how it is that human beings can organize themselves effectively into goal-directed groups and compete


[User] Please transcribe this text

[Assistant] And cooperate with regards to, you know, that pointed end, because


[User] Please transcribe this text

[Assistant] I also think that our, and this is something, I think that the work of the developmental psychologist Jean Piaget also indicated is that, like we play games,


[User] Please transcribe this text

[Assistant] Competitive games, sports games for example, but those games are also microcosms of our actions in the larger world and a lot of what we're doing in the larger world at an abstract level is


[User] Please transcribe this text

[Assistant] Our target, and we say this, what's our sales target for the year? Well, you don't use target accidentally, right? I mean, that works as a metaphor because it relates to something fundamental. And you know, and then you say, you're trying to rouse up your sales team, you say, go out there and get them!


[User] Please transcribe this text

[Assistant] It's like, well, that's another metaphor that has exactly the same, exactly the same meaning. And so,


[User] Please transcribe this text

[Assistant] I think that disagreeableness works out just fine as part of the competitive spirit that drives cooperative activity forward if it's socialized. And that's how you can think about it on the positive end. And so,


[User] Please transcribe this text

[Assistant] We'll leave agreeableness there and close that lecture.


[User] Please transcribe this text

[Assistant] Illustrated by Arthur Lin. Focus Question.


[User] Please transcribe this text

[Assistant] Connections. Writing and art. What do you do before school?


[User] Please transcribe this text

[Assistant] Social studies. What makes you smile?


[User] Please transcribe this text

[Assistant] Share your ideas with a partner.


[User] Please transcribe this text

[Assistant] Simple. Alamo lets you skip the rental counter. Check in here and go choose your car.


[User] Please transcribe this text

[Assistant] My hair. Written by Julie Harding


[User] Please transcribe this text

[Assistant] Illustrated by Angela Kamstra.


[User] Please transcribe this text

[Assistant] My hair is blonde.


[User] Please transcribe this text

[Assistant] My hair is braided. Uuuh.


[User] Please transcribe this text

[Assistant] In the 19th century, people struck gold in the south of Australia for the first time.


[User] Please transcribe this text

[Assistant] Population escalated in Melbourne, and it was nicknamed the New Gold Mountain by Chinese miners.


[User] Please transcribe this text

[Assistant] Yes, the biggest defining feature of Sovereign Hill is the Red Hill Mine. It is the world's second largest gold mine, and it brought the town prosperity for over 60 years. Even today, tourists can still experience the joy of gold panning.


[User] Please transcribe this text

[Assistant] Yo, what's going on guys? Tanmay here for simple snippets and welcome back to another video tutorial on data structures and algorithms. And as the title of the video suggests, today's topic is to write a C++ program.


[User] Please transcribe this text

[Assistant] To implement prefix to infix expression conversion using a stack data structure.


[User] Please transcribe this text

[Assistant] Yes, this is the practical aspect of prefix to infix using stack and if you don't know how the working goes, if you don't know what is the pseudo code and the rules, we've already discussed that thoroughly in the previous tutorial. So, I would highly recommend you watch that.


[User] Please transcribe this text

[Assistant] But if you already know how that works, if you've seen that video, then you're good to go. Make sure you watch this video till the end because this is where we will write a C++ program from scratch and implement this pseudo code that we discussed in the previous tutorial.


[User] Please transcribe this text

[Assistant] If you're new to my channel, my name is Tanmay Sakpal and I do a lot of computer science and information technology video tutorials like computer programming, development, technology talks and a lot more on this channel. So if that's something you're interested into, then definitely subscribe and turn on the notifications to get the latest updates and never miss out on such important topics.


[User] Please transcribe this text

[Assistant] And I highly recommend that you type it out yourself, at least for the first time. So in the int main,


[User] Please transcribe this text

[Assistant] We are creating two string variables or two string objects, infix and prefix. We are saying enter a prefix expression. We are taking the prefix expression from the user.


[User] Please transcribe this text

[Assistant] Then we are printing out that prefix expression, we say prefix equals to the same string that we took from the user.


[User] Please transcribe this text

[Assistant] After this we create a prefix to infix user defined function which we are gonna create and that's, that's the one that is gonna have the entire pseudo code. We pass the prefix string and this function will return


[User] Please transcribe this text

[Assistant] A infix string which we will store in the infix string variable. And that is what we are going to print over here saying infix expression.


[User] Please transcribe this text

[Assistant] So this is the code that goes inside the int main. I've already typed it out because we don't want to waste time. On the top over here is where we create this prefix to infix function. We will say string prefix to infix. It's going to take a string variable. We will write string prefix. Okay. So it is going to take a string argument, which is going to be the prefix expression.


[User] Please transcribe this text

[Assistant] And then now inside this is where we will have to follow the pseudocode statements which you can see on the right hand side. So let's get started with the implementation.


[User] Please transcribe this text

[Assistant] So if you see in the pseudo code, the very first instruction or the very first step is to create a stack variable, a stack object. Now we can write our own


[User] Please transcribe this text

[Assistant] This stack S is gonna have or store string elements. So remember this is a C++ style string and I've already discussed the difference between C style string and C++ style string.


[User] Please transcribe this text

[Assistant] We've also talked about what is templates in a separate tutorial. Do watch that if you don't know what is templates.


[User] Please transcribe this text

[Assistant] But this is how the syntax works for creating this predefined stack, which is provided in the STL.


[User] Please transcribe this text

[Assistant] And in this case the loop is gonna go in the reverse order that is starting from the end of the prefix string to the start of the prefix string. So we will say for int i is equal to prefix dot length minus one.


[User] Please transcribe this text

[Assistant] Okay, so this prefix string is what we are passing in as the argument over here, right?


[User] Please transcribe this text

[Assistant] So we will take this and we will calculate its length by using dot length function. Now since this is a C++ style string, it already has some inbuilt functions. It's basically an object which will have its own methods. So this length method will give us the length


[User] Please transcribe this text

[Assistant] And we will say minus one because obviously the indexes will start from zero to the length minus one, right? So that's why length minus one.


[User] Please transcribe this text

[Assistant] We will say i greater than equal to zero because we will start from the end till zero. So i has to be greater than or equal to zero.


[User] Please transcribe this text

[Assistant] Once it goes below 0, we will stop the for loop, hence i minus minus. Okay? So this is the for loop, that's step number 2.


[User] Please transcribe this text

[Assistant] And these two conditions are for either operands or operators. So remember in a prefix string, in a prefix expression,


[User] Please transcribe this text

[Assistant] We will either have operands which is ABC or any constant or a sub-expression.


[User] Please transcribe this text

[Assistant] So that is operands or we can have operators. Operators are plus, minus, divided by, raised to and multiplication. These are the five operators that we are considering.


[User] Please transcribe this text

[Assistant] So only these two can be there in our prefix expression, right? We don't have opening and closing brackets. So that's why we have if and else if that is two conditions, one for operands and one for operators. So if you see 2.1,


[User] Please transcribe this text

[Assistant] We say if prefix of i, that is the current symbol that we are scanning in the prefix string, if it is an operand, we simply push it onto the stack.


[User] Please transcribe this text

[Assistant] We make one copy of it and store it in this string op that is operand and push it onto the stack.


[User] Please transcribe this text

[Assistant] We first call this user defined function isOperate. Now we still have to create it, but as the name suggests,


[User] Please transcribe this text

[Assistant] Okay, so this is that function that checks whether the character is operant or not. How do you check that?


[User] Please transcribe this text

[Assistant] Is this character greater than or equal to capital caps and is this character c less than or equal to capital z or z.


[User] Please transcribe this text

[Assistant] So remember the ASCII values of these characters A to Z in small caps and A to Z in large caps are consecutive to each other. That is one besides each other. So that's why we can give this kind of range.


[User] Please transcribe this text

[Assistant] In the programmatic terms, and this would pretty much apply to any other programming language also because ASCII values of these characters don't change in any other programming language also.


[User] Please transcribe this text

[Assistant] So the same condition will pretty much apply in any other general purpose programming language.


[User] Please transcribe this text

[Assistant] And if this is the case, if, if it is either between a to z in small caps or a to z in large caps,


[User] Please transcribe this text

[Assistant] In that case, it is an operand, right? So operand is a variable, it is a constant or it can be a sub-expression, right? That's why it is an operand. So in that case, we will say return true.


[User] Please transcribe this text

[Assistant] But otherwise we will say return false. And hence the return type is bool. bool is for boolean. boolean has two or false only two types, right?


[User] Please transcribe this text

[Assistant] So this is what we are calling over here, if isOperant, and then we are passing prefix of i. So in the for loop, we are iterating through this prefix string, right? And to address every character in the prefix string, we can use this syntax, prefix and in square brackets the index position i. So if it is operant, then we go in this if block, so we are inside 2.1 now.


[User] Please transcribe this text

[Assistant] And we want to push this prefix of i that is this character into the stack.


[User] Please transcribe this text

[Assistant] Now you'll see the syntax is a little strange, so let me explain.


[User] Please transcribe this text

[Assistant] Now when we are seeing prefix of i, we are taking that character. So the data type is char, right? But we are creating a string object.


[User] Please transcribe this text

[Assistant] So string is not equal to char, char is a primitive data type, string is not a primitive data type in C++. So we have to make that conversion, right? So this is why we are taking or we are creating string op, op is an object and this is basically calling a constructor. Okay, when we say class name and the object and then


[User] Please transcribe this text

[Assistant] Opening and closing round brackets and inside that when we pass arguments it is a constructor and it is basically a parameterized constructor. So this constructor what it does is it takes this character prefix of i


[User] Please transcribe this text

[Assistant] This one denotes how many number of copies do you want of this character. So one is basically one copy. If I write two, then whatever is there in prefixify will be copied two times.


[User] Please transcribe this text

[Assistant] And then it will be stored in this op string as string data type. You can see this is the string data type or you can say class. So this is where the conversion is happening from a simple char data type to a string class type or data type. Okay. We could have simply said string op is equal to prefix of i.


[User] Please transcribe this text

[Assistant] But if you do that you will get an error and it will say that the data type is not matching. On the right hand side we have a simple character, on the left hand side we have a string which is a class type.


[User] Please transcribe this text

[Assistant] So for that we have to do or we have to use this syntax only.


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[Assistant] Now of course this will change in different programming languages, the syntax will change, but ultimately now once we have this character as string in this op operand, so op is for operand,


[User] Please transcribe this text

[Assistant] It will obviously be a operator. So we can directly say else. We don't have to say else if and check for the operators because if the current symbol that is prefixify is not a operand, it will obviously be a operator. We have only two use cases. So directly you can use else. You don't have to use else if just like we have in the pseudocode. So in the else part, we have six instructions. So let's go line by line. We will first create op1 and we will say s.top.


[User] Please transcribe this text

[Assistant] So basically what we are doing is we are taking the top of the stack.


[User] Please transcribe this text

[Assistant] That is the operand which is there on the top of the stack. We will store it in op1. So we will say string op1 is equal to s.top. Then we will say s.pop. So remove that top of the stack element or operand. Then again we will create one more string op2. Again s.top. So operand number 2 comes in op2. And we will again pop it off.


[User] Please transcribe this text

[Assistant] The fifth statement is to create an expression exp, which is gonna be an infix expression.


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[Assistant] So we have opening and closing brackets, between that we have OP1 plus prefix of I which is the operator plus OP2. So that would be the infix expression.


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[Assistant] And that is supposed to be pushed back onto the stack. In step number 2.2.6. Right? So for that, programmatically this is how it would look like.


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[Assistant] And what we can do is we can combine point number 2.2.5 and 2.2.6 so without creating that extra string exp.


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[Assistant] We can directly say s.push and we can create that string over here itself in the push function.


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[Assistant] So step number 2.2.5 and 2.2.6 can be combined programmatically in this line. And that is pretty much about it for the for loop.


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[Assistant] But once you come outside the for loop, you will obviously have to return the top of the stack. Because you can see our prefix to infix function, user defined function, takes the prefix string but it will return some string also. And it will return a infix string. So we will say return s.top. And after this entire for loop completes,


[User] Please transcribe this text

[Assistant] The entire process is very clear. This is just us converting the pseudo code into a programming code.


[User] Please transcribe this text

[Assistant] But yeaah, after you say return as dot top, that is pretty much end of this string prefix to infix user defined function. And now we can directly save this and let's see if this works.


[User] Please transcribe this text

[Assistant] And let's see if this works. Go to execute, compile and run. Okay, so things seem to be working fine. The example that we'll take is the one that we dry run in the previous tutorial also so that it becomes very clear that in the implementation side also we are doing everything right.


[User] Please transcribe this text

[Assistant] So this is that prefix expression in the previous tutorial that we dry run with the pseudo code.


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[Assistant] Let's see programmatically if this prefix expression is converted to its appropriate infix format. I'm gonna hit enter.


[User] Please transcribe this text

[Assistant] If you want, you can cross-verify this by taking this prefix expression and converting it to its infix format manually. We've already discussed how that process goes. Or you can cross-verify it by previous tutorial also. But this result is exactly right. In fact, just to verify it, let's take a simple example. Let's say, plus star abc.


[User] Please transcribe this text

[Assistant] So for this prefix expression, just by looking at it, we can say that a star b happens first and then we will say a star b in brackets


[User] Please transcribe this text

[Assistant] And plus C, right, when we convert it to its appropriate infix format.


[User] Please transcribe this text

[Assistant] So when I hit enter, there you go, you can see the result is exactly same.


[User] Please transcribe this text

[Assistant] A star B happens first, so star comes in between in the infix format and then the plus comes over here and the brackets are added to, you know, denote


[User] Please transcribe this text

[Assistant] Which sub-expression is evaluated first because in infix expression we require operator precedence and associativity rules.


[User] Please transcribe this text

[Assistant] Okay, so this was the entire prefix to infix practical side where we wrote a C++ program, we implemented the pseudocode.


[User] Please transcribe this text

[Assistant] You can, as I mentioned, obviously use any other general purpose programming language. The pseudocode is gonna be the same. The syntax obviously is gonna change.


[User] Please transcribe this text

[Assistant] I'm gonna be sharing this entire code along with the theory, along with the rules, along with the pseudo code with, with you guys on our official website. So you can find that in the link below.


[User] Please transcribe this text

[Assistant] Do not just copy it. I would highly recommend that at least you type it once with your own hands. Like take the pseudo code and convert it into appropriate code.


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[Assistant] For the best practice. If you like this video, please give it a thumbs up. Let me know in the comments how this video was.


[User] Please transcribe this text

[Assistant] Do share it with your friends and I'll see you guys in the next video. Peace.


[User] Please transcribe this text

[Assistant] How can you help your family?


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[Assistant] I'll give you all of ten francs.


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[Assistant] This vehicle here is what we call, uhm, Endeavour Camper. So it's a small vehicle for, for families with, with, with young kids. So two people can sit at the front, that's usually the parents. Two people can sit here at the back. And then that's where your baby seats and booster seats can be fitted as well.


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[Assistant] Yes, so this indicator gives you an indication on the charge of the auxiliary battery.


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[Assistant] With this kind of car, uhm, you do trickle charge by driving the car, but you will never get a full charge for just driving. So we do recommend every second night to book a powered campsite.


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[Assistant] Grandparents are great. Written


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[Assistant] Some grandparents cook. Some grandparents swim.


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[Assistant] Some grandparents hike.


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[Assistant] Some grandparents golf.


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[Assistant] Some grandparents, so.


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[Assistant] Some grandparents garden.


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[Assistant] Some grandparents paint.


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[Assistant] Some grandparents read.


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[Assistant] Connections Writing and Art What can kids do with their grandparents? Make another page for the book. Social Studies


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[Assistant] We never use transfiguration as a punishment. Surely Dumbledore told you that.


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[Assistant] We never use transfiguration as a punishment. Surely Dumbledore told you that.


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[Assistant] Nothing, I repeat, nothing gives a student the right to walk about the school at night. Therefore, as punishment for your actions, 50 points will be taken.


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[Assistant] It's traditional that the three champions, well in this case four, are the first to dance. Surely I told you that? No. Oh, well now you know. Oh.


[User] Please transcribe this text

[Assistant] Ready, Professor? To dance? It's traditional that the three champions, well in this case four, are the first to dance. Surely I told you that? No. Oh, well now you know.


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[Assistant] Now as our mandrakes are still only seedlings, their cries won't kill you yet, but they could knock you out for several hours, which is why I've given each of you a pair of earmuffs for auditory protection. So could you please put them on right away? Quickly!


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[Assistant] You grasp your mandrake firmly.


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[Assistant] Now as our mandrakes are still only seedlings, their cries won't kill you yet, but they could knock you out for several hours, which is why I've given each of you a pair of earmuffs for auditory protection. So could you please put them on right away?


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[Assistant] Honestly, get dressed. And don't go back to sleep.


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[Assistant] Quidditch is easy enough to understand. Each team has 7 players, 3 chasers, 2 beaters, 1 keeper and the seeker. That's you.


[User] Please transcribe this text

[Assistant] There are three kinds of balls. This one's called the quaffle. Now the chasers handle the quaffle and try to put it through one of those three hoops. The keeper, that's me, defends the hoops. With me so far?


[User] Please transcribe this text

[Assistant] The only thing I want you to worry about is this. The golden snitch.


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[Assistant] Ah, you like it now? Just wait. It's wicked fast and damn near impossible to see.


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[Assistant] You catch it, before the other team's seeker. You catch this, the game's over. You catch this, Potter, and we win.


[User] Please transcribe this text

[Assistant] Quidditch is easy enough to understand. Each team has seven players, three chasers, two beaters, one keeper, and the seeker.


[User] Please transcribe this text

[Assistant] Three chasers, two beaters, one keeper, and the seeker. Let's shoot.


[User] Please transcribe this text

[Assistant] There are three kinds of balls. This one's called the quaffle. Now the chasers handle the quaffle and try to put it through one of those three


[User] Please transcribe this text

[Assistant] Now the chasers handle the quaffle and try to put it through one of those three hoops. The keeper.


[User] Please transcribe this text

[Assistant] The only thing I want you to worry about is this. The golden snitch.


[User] Please transcribe this text

[Assistant] Ah, you like it now? Just wait. It's wicked fast and damn near impossible to see.


[User] Please transcribe this text

[Assistant] You catch it, before the other team's seeker. You catch this, the game is over.


[User] Please transcribe this text

[Assistant] Quidditch is easy enough to understand. Each team has seven players, three chasers, two beaters, one keeper, and the seeker. That's you.


[User] Please transcribe this text

[Assistant] There are three kinds of balls. This one's called the quaffle. Now the chasers handle the quaffle and try to put it through one of those three hoops. The keeper, that's me, defends the hoops. With me so far.


[User] Please transcribe this text

[Assistant] The only thing I want you to worry about is this. The golden snitch.


[User] Please transcribe this text

[Assistant] Ah, you like it now? Just wait. It's wicked fast and damn near impossible to see.


[User] Please transcribe this text

[Assistant] You catch it, before the other team's seeker. You catch this, the game's over. You catch this, Potter, and we win.


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[Assistant] Oh, the moon, the stars, the shimmering skyline. You can't not fall in love with that one.


[User] Please transcribe this text

[Assistant] She's going to be showing me around today at the Polynesian Cultural Center. So what's the first thing we've got going on today?


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[Assistant] Wow. Okay, and how can I tell the difference between them just by looking at them?


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[Assistant] Okay, so that's how you can tell if someone's Polynesian.


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[Assistant] Who the hell is Sasha? Sasha. She's having friends over for drinks at her house. It's gonna be legend. Wait for it.


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[Assistant] So grammarians, we're gonna talk about that versus which, but I would like to start off by saying that in the study of grammar, there's basically this long, ongoing fight between two camps.


[User] Please transcribe this text

[Assistant] And it's between the prescriptivists, who believe that language has concrete rules that need to be abided by, and the descriptivists, who also believe that language has rules, but see language as more subject to change than the prescriptivists would like.


[User] Please transcribe this text

[Assistant] Now, I find myself to be right in between these two camps, which frequently makes me feel like I wanna stick out my hands and say, you guys, stop fighting, you're both right.


[User] Please transcribe this text

[Assistant] All of this is to say that Brian Garner, the prescriptive author of my main usage manual, Garner's Modern American Usage, is not a fan of the word witch. He thinks it's ruined more sentences than any other word in English through its overuse.


[User] Please transcribe this text

[Assistant] On the other hand, uh, Jeffrey Pullam, one of the editors of my descriptive Cambridge Grammar of English, says that this position of Garner's is utter bunkum and nonsense, and that upon review of the entire body of English literature, the rules about which and that are largely made up.


[User] Please transcribe this text

[Assistant] This is why it's so hard to get a good straight answer to that versus which on the internet, because everyone is arguing at once.


[User] Please transcribe this text

[Assistant] Because half the people say that there are definite rules and then half the other people say the rules don't matter, dude. But a prolonged study of both camps has led me to determine that there are distinctions in usage. There is a time to use that and a time to use which.


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[Assistant] From this entire argument, from these generations of just bickering, I have sussed out two distinctions.


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[Assistant] Distinction 1, that is bad with commas. Distinction 2, which is bad with people.


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[Assistant] So let's start with distinction number one, that that is bad with commas.


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[Assistant] Now Brian Garner says that most of the time, nine times out of ten in fact, he says if you want to use a relative pronoun and you're trying to choose between that and which, you should probably use that. And if you, the one time out of ten that you do want to use which, you're supposed to use a comma first, so a comma which.


[User] Please transcribe this text

[Assistant] As in, the carrot which was orange was tasty.


[User] Please transcribe this text

[Assistant] So you can write it that way with this little comma net, but you can also write it without, as in the carrot which was orange was tasty. Now the distinction between these two sentences is the distinction between, uh, non-restrictive


[User] Please transcribe this text

[Assistant] The carrot which was orange was tasty doesn't preclude the idea that there might have been a non-orange, non-tasty carrot involved somewhere else. However, if we try to use that in a non-restrictive way to say the carrot that was orange was tasty,


[User] Please transcribe this text

[Assistant] To me and to other native English speakers, that just sounds a little weird. It's not ungrammatical, per se. There's nothing about the word that or which that says, this is what it must be used for. But, of all the combinations that could be made using either which or that or commas or not commas,


[User] Please transcribe this text

[Assistant] That, with commas, is the least common.


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[Assistant] And that is why to me, as a speaker and writer of standard American English, it doesn't look regular.


[User] Please transcribe this text

[Assistant] And to try that once more without commas, now we have the carrot that was orange was tasty. Uh, this is restrictive usage again.


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[Assistant] And this one works, so number one works, number two works, number three is weird, and number four is fine. So the distinction here is that


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[Assistant] That just doesn't play well with commas. That's distinction number one. Okay, so distinction number two, which is bad with people?


[User] Please transcribe this text

[Assistant] Who lives all alone in a house in the woods. And anytime someone comes up to her house and asks her if she wants a subscription to a magazine or does she want to come over for dinner, she says blah and she slams the door. The witch witch doesn't like people.


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[Assistant] So the way this shakes out is that which doesn't refer to people and that can refer to anything.


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[Assistant] This is also really strange and it betrays a prejudice in English toward human beings.


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[Assistant] The dog that I saw. The snow that fell. The woman that boarded the plane. All of these are fine. Let's try them again with which.


[User] Please transcribe this text

[Assistant] The dog which I saw, the snow which fell,


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[Assistant] The woman which boarded the plane. Now this to me as a native speaker of English doesn't sound right. It should either be who or that.


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[Assistant] And again, this isn't because of some kind of rule of official grammar. This is just the way that the language has shaken out.


[User] Please transcribe this text

[Assistant] Which just doesn't have a connotation of human beings. So that's the essential distinction. That doesn't like commas. Which is bad with people. You can learn anything. David out.


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[Assistant] Okay, please read the following brand names.


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[Assistant] I think I know where we're going today.


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[Assistant] Thank you! Ta-da! Wow, that was easy. One mission done for today. Hopefully it's not one of those 12 mission a day kind of day. Alright, let's go!


[User] Please transcribe this text

[Assistant] Creating their bags and their clothing line, you know, the ready-to-wear line in aims of simplifying the woman's clothing from back then, from, you know, the French.


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[Assistant] Please go into the store and ask for the store name card. Collect more than 10 to complete the mission.


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[Assistant] Dang. Okay. Alright, then we better do this quickly. We need to cross the road.


[User] Please transcribe this text

[Assistant] I'm just gonna try this. Either way, it would be nice to just go inside and chat.


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[Assistant] Oh, actually we're here, so let's hold over and maybe you guys can-


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[Assistant] Let's keep walking. What a beautiful day on a beautiful road. Someone hold my pass card. I'm making a collection of those.


[User] Please transcribe this text

[Assistant] Actually yeaah, I didn't have much breakfast. Tried to look slim in a dress. Did you want to go to lunch somewhere?


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[Assistant] It's up to you. Okay, let's, let's go try cause it's 1 18. I'm not sure if, um, it's crowded or not. I don't think it would be anymore, but you never know. It is a Saturday. It might be crowded. I'm like half spring sitting, so hungry.


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[Assistant] We are teaching English in China.


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[Assistant] I really love it. You can always find me ordering more bread even if my food isn't here yet.


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[Assistant] I was debating between either the ravioli with the butternut squash filling or the pasta cheese.


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[Assistant] I was wondering if you can do, I know it's not on a menu, but can you just do a regular Getty Bolognese?


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[Assistant] Mickey Mantle rode my cab for the fourth time.


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[Assistant] But the most exciting moment? That would have to be this one right now.


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[Assistant] Look at me. I'm on TV. I never thought I'd have my story told. Thank you, Ms. Robin Schabatzky. Thank you.


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[Assistant] Kids, when you're single, all you're looking for is happily ever after. But only one of your stories can end that way. The rest end with someone getting hurt. This is one of those stories. And it starts with a shirt.


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[Assistant] Just listen, because none of this would have happened if it hadn't been for that shirt.


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[Assistant] Natalie. I had so many fond memories of her.


[User] Please transcribe this text

[Assistant] The tea candles on her dresser. The sock monkey collection on her bed.


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[Assistant] That one Bell and Sebastian song she always listened to.


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[Assistant] Yes I did. I need you to cover a story. It's down at City Hall.


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[Assistant] Where they hid. Written by Anthony Curran. Illustrated by Brian Duhm. Focus question.


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[Assistant] Where do the children hide?


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[Assistant] connections writing and art Where would you hide?


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[Assistant] Draw a picture and label it. Math


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[Assistant] Count the number of children in the story How many boys do you see? How many girls do you see?


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[Assistant] Share your answers with a partner.


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[Assistant] Hello everyone, I am your teacher, Jesse. And today, we will read a book called Fat Fred. Who is Fred? Well, Fred, this says Fred right here. Who is Fred? Fred is this dog, yes. 강아지가 이름이 Fred. This is


[User] Please transcribe this text

[Assistant] Fred is FAT. Right? What is


[User] Please transcribe this text

[Assistant] Fat, right here. Fat Fred. Fat is dung dung hae. dung dung han Fred.


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[Assistant] Yes, look at this dog. He eats too much food.


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[Assistant] 음식을 너무 많이 먹었어? 뚱뚱하셨어요. fat bread


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[Assistant] How did he get fat? 어떻게 둥둥하셨어요? 그리고 어떻게 날씬 건강이 좋게 될 거예요? I don't know. Let's find out when we read Fat Fred by Avalyn Davidson. Alright, Fat Fred.


[User] Please transcribe this text

[Assistant] What is Fat Fred doing now? 지금 Fat Fred 뭐하고 있어요? What is he doing? He is


[User] Please transcribe this text

[Assistant] Sleeping, right. Right now, that thread is sleeping. sleep.


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[Assistant] Jada. Sleep. Say it with me. Sleep.


[User] Please transcribe this text

[Assistant] Very good. And, say this word with me. Okay? Pet? No. Puh. Puh. Fat.


[User] Please transcribe this text

[Assistant] Alright, let's read this story about Fat Fred.


[User] Please transcribe this text

[Assistant] In this picture, we can see Fred with his family, right? Here is Fred, and this is Fred's family. Family. F-A-M-I-L-Y. Family.


[User] Please transcribe this text

[Assistant] Alright, and who is in the family? Alright, we have a girl that is the sister, right? 여자 형제는 sister. Okay, and we have a boy. 남자 형제는 brother. Sister and brother. And here we have 아빠. 아빠는 dad. Dad.


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[Assistant] No, no. The sister is healthy. 건강이 좋으면 healthy. 건강이 좋다. Healthy. Is the brother fat? No, right? The brother is 건강이 좋다. Healthy. Alright. Is the father fat? Is dad fat?


[User] Please transcribe this text

[Assistant] Yeaah, see, look at that. Yes, the father is fat.


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[Assistant] Fred is fat and the father is fat. Dad is fat. Alright, let's read.


[User] Please transcribe this text

[Assistant] Red needs to go to the vet, said dad.


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[Assistant] Vet is 수의사. Okay, it's the doctor for animals. 강아지 아프면 go to the vet. 고양이 아프면 go to the vet.


[User] Please transcribe this text

[Assistant] Fred needs to go to the vet, said dad. He needs his shot. Mmm.


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[Assistant] He needs his shot. He! 누구에요? Fred, okay.


[User] Please transcribe this text

[Assistant] He needs his shot. He is red.


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[Assistant] Alright, so now, 지금은 어디 갈 거예요? They will go to the vet. Very good.


[User] Please transcribe this text

[Assistant] The sister, okay? And, can is the brother, okay? Okay, we want to go to. Can we come to?


[User] Please transcribe this text

[Assistant] 갈 수 있어요? 가면 돼요? Can we come to? Where? Where do they want to come? Where do they want to go? They want to go to the vet.


[User] Please transcribe this text

[Assistant] 동물병원. All right? Animal hospital. And


[User] Please transcribe this text

[Assistant] Who is this visa? Who is this doctor?


[User] Please transcribe this text

[Assistant] It's a special doctor. It's an animal doctor.


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[Assistant] A vet. Fantastic. Yes, she is a vet. And what is she doing? 아이고, 이거 뭐여?


[User] Please transcribe this text

[Assistant] In English, a shot. She is giving Fred a shot.


[User] Please transcribe this text

[Assistant] Giving Fred a shot. She is giving a shot. What is she doing here? She is looking. She is looking in his ear. Okay, and what is she doing here? She is looking in his aaah mouth. Let's read.


[User] Please transcribe this text

[Assistant] The vet gave Fred his shot. See? Here she is giving Fred his shot. Fred is being very good. 행동이 좋죠. 좋죠. Yes, he is being good. 행동이 좋으면 he is being good. He is good. Over here, what's she doing?


[User] Please transcribe this text

[Assistant] She looked in Fred's ears. She looked in Fred's ears. And here. She looked in Fred's ears.


[User] Please transcribe this text

[Assistant] She looked in Fred's ears and she looked in Fred's mouth. Is she Amy? No. She is Suisa. She is


[User] Please transcribe this text

[Assistant] Alright, look at this picture. Oh, Fred looks very surprised. Oh no! Aigo! Oh no! Why? Look at this. Mmm, hamburger, cupcake, chocolate.


[User] Please transcribe this text

[Assistant] 안 돼요. No. See? Look, there's a big X. This means don't. 하지 마. 먹지 마. 안 돼. No. Don't. No. And look at this. 많이 뛰어. Right? This is exercise.


[User] Please transcribe this text

[Assistant] Okay, these, hamburger, cake, chocolate,


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[Assistant] Snacks, okay. Hamburger, cake, chocolate, snacks, potato chips, snacks. This. 운동. 운동은.


[User] Please transcribe this text

[Assistant] Yes, Fred likes snacks. That's why he's fat. Does Fred like exercise?


[User] Please transcribe this text

[Assistant] No, he doesn't like exercise. So Fred is, oh no! He's very surprised. What did the doctor say? What did the vet say?


[User] Please transcribe this text

[Assistant] Red is a good dog, said the vet. Okay, red the gah.


[User] Please transcribe this text

[Assistant] Fred is a good dog. Fred is a good dog.


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[Assistant] Okay, you are a good boy. Oh, 착해, 착해. Right? You are a good boy. Fred is a good dog. Oh, 착해, good Fred. But, 하지만, but,


[User] Please transcribe this text

[Assistant] Fred is too... what? Fred is too...


[User] Please transcribe this text

[Assistant] Fat. Fantastic. Yes, bread is too fat.


[User] Please transcribe this text

[Assistant] You must not give Fred snacks. Okay, give Fred snacks. Snacks 주면 안 돼요. You must not. 안 돼요. Okay, and you must give Fred more exercise. 운동을 꼭 하세요. You must give Fred exercise.


[User] Please transcribe this text

[Assistant] So, Fred must get more exercise and Fred must not eat snacks. Fred is not happy. Fred is


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[Assistant] Sad. And that is the end of part one. Part two. 어떻게 될 거예요? Fred cannot eat snacks and Fred must exercise. Join me in part two to see what happens. Bye bye.


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[Assistant] Hello everyone, I'm your teacher Jesse and I'm back with part two of Molly's Friend Ben. Now remember, Ben can't hear, right? Remember, Ben is


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[Assistant] Deaf. Yes, the word is deaf. Ben is deaf. But Ben can talk.


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[Assistant] Ben can talk and Ben can hear by using sign language.


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[Assistant] Right? They use their hands and their fingers to make signs. It's very interesting. And this is some sign language right here. Let's take a look.


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[Assistant] We have the letters A, B, and C. Shall we try it? Okay, first let's make an A. There we go. It's very easy, right? That's an A. Now let's make a B. Everybody make a B. And make a C. Nice. Now look at this. C, A, T. Alright.


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[Assistant] That spells cat. And look at this. B-E-N. That spells Ben. We can do sign language. Let's read.


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[Assistant] Every letter in the alphabet has a hand shape.


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[Assistant] Alright? Every letter. Letter. A, B, C, D, E, F, G.


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[Assistant] In the alphabet, the alphabet is all the letters. A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, and Z. Right?


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[Assistant] Every letter in the alphabet has a handshape. A, B, C.


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[Assistant] You can spell words with your fingers, okay? Yes, you can spell. How do you spell cat? C-A-T. You can spell with your fingers. And you can spell names like Ben with your fingers. That is wonderful.


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[Assistant] Now, we also have some words. Take a look. What word is this again? C-A-T. Cat. And what's the girl doing? Here's an arrow, so first we do this. Then we do this. That means cat.


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[Assistant] That is cat in sign language. And look at this one. Look at the boy.


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[Assistant] The boy has his fingers like this, and he goes, muuuh. What is that? Muuh. That is a smile. Usum, miso, smile. Right. Cat, muuuh. Right? Because it looks like the cat's whiskers, right?


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[Assistant] The sign for cat looks like a cat's.


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[Assistant] Whiskers. That means cat. Alright, we can't see it very well there, but it looks like the cat's


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[Assistant] Whiskers. And the sign for smile looks like a, a smile. Mhmm.


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[Assistant] Many words have a sign. 나는 단어.


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[Assistant] People have a name sign. Hmm. 사람들이 이름사인 있어요. Alright.


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[Assistant] Molly's name sign is a smile.


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[Assistant] She is always smiling. So if I want to say, Hello Molly, I can say,


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[Assistant] Wow, that's really interesting. What should my name sign be? Mmm, I know.


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[Assistant] Because it looks like a bow tie, and I wear a bow tie. Mmm, Jesse. That's my name sign.


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[Assistant] Alright, what are they doing in this picture? Here is Ben.


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[Assistant] And here is Ben's teacher, or maybe his mom. I don't know.


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[Assistant] And they are moving their mouth. Are they doing sign language?


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[Assistant] Nooo. Moving your mouth is for speaking, right? Speaking. Malhagi. Speak. Malhada.


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[Assistant] Maybe they are learning how to speak.


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[Assistant] Okay, this is Ben's teacher.


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[Assistant] Our class has a speech teacher. Speech는 말하기, speaking.


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[Assistant] She helps us with our speech. 말하기에 도와주시다. We watch her mouth. We listen to her talk. Alright, they watch her mouth. She's saying, 아. And the kids say, 아. Alright, we watch her mouth. 입을 보고 말하기를 들어요.


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[Assistant] We watch her mouth, we listen to her talk. See? He is watching her mouth.


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[Assistant] Hmm, what are they doing in these pictures?


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[Assistant] It looks like they're playing a game here, right? Are they playing a game?


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[Assistant] It must be fun. They're playing a game. They play a game.


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[Assistant] And what are they doing here? Hmm. It looks like they're doing the alphabet. All right. Ben is studying the alphabet. Alphabetsu gongbuhaeyo. Ben studies the alphabet. Hmm. Let's read.


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[Assistant] Our speech teacher, remember? 말하기 선생님.


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[Assistant] helps us say sounds, letters, and words. 음, 말하기 선생님이 sounds, 소리, letters, 글자, and words. 단어, 다 도와주셔요.


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[Assistant] Mmm, our speech teacher helps us say sounds.


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[Assistant] Letters and words. Alright, remember, a letter. A is a letter. T is a letter. C is a letter. And this, T is a word.


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[Assistant] She helps Molly with her speech too.


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[Assistant] Our speech teacher uses puzzles and games to help us, right? Here is a game.


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[Assistant] Then it's more fun to study speech if you use a puzzle or a game.


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[Assistant] Alright, part two is finished. Join me next time for part three. Bye bye.


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[Assistant] And then saying that something is cuter than that thing. And then looking at like, I don't know, let's say we're looking at a puppy or a mushroom. A little mushroom with a smiley face. And you say, oh, that's the world's cutest mushroom!


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[Assistant] Right, that's the comparative. We've already covered that. I would like to talk about something I think is a really interesting topic. What's that you say? A really interesting topic. Now what's that really?


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[Assistant] Doing there in, in this little, in this little phrase, in a really interesting topic. Uhm, well it's modifying interesting. We recognize that this is an adverb, right? Uhm, really is modifying interesting, which is an adjective. Uhm, interesting in turn is modifying topic. But, the question is, what, what does really mean? What is its function?


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[Assistant] And the answer is that it's a type of word we call an intensifier. So, so the function of really is to just double down on the idea of interesting. So it's not just an interesting topic, it's a really interesting topic. You could also say it's a very interesting topic. Or even an extreme.


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[Assistant] Interesting topic. Uhm, and that kind of gets us into this other category, which is called adverbs of degree.


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[Assistant] So an intensifier, let me step back a little bit. So an intensifier is a type of adverb that modifies an adjective or another adverb in a way that doubles down on


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[Assistant] The modified things meaning. So it's not just an interesting topic, it's a really interesting topic. So it's like extra special, extra interesting. It makes, it intensifies, it really accentuates or makes clear the fact that you're trying to drive home the interestingness of this topic.


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[Assistant] But frankly, talking about how interesting a topic is is a pretty good shortcut for boring. So in order to talk about adverbs of degree, I'm going to talk instead about, uh, the incredibly deadly viper.


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[Assistant] Which, uh, is a creature, uh, from a series of unfortunate events by Lemony Snicket. So, the incredibly deadly viper.


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[Assistant] There it is, there's your terrifying horned viper yonder. Voop. And what the word incredibly is doing here is it is serving as an intensifier. Right? But it is also what we like to call an adverb of degree. Because it's saying the extent to which


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[Assistant] This viper is so very deadly. However, if this viper had a cousin,


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[Assistant] You know, maybe we can blunt its teeth somewhat. Maybe it's got like square teeth. Doop. That's the somewhat deadly viper.


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[Assistant] You know, we can see that somewhat, this word here is changing the meaning of the phrase. It's not just the deadly viper, it's the somewhat deadly viper. Its import has been blunted slightly as have, as have its teeth.


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[Assistant] And you could also say, you know, what if he didn't have any teeth at all? This ostensibly deadly viper. What if he just had little gums? Well then he's the barely deadly viper.


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[Assistant] And these words like incredibly and somewhat and barely, these are adverbs of degree. So they illustrate the degree to which the viper is deadly dangerous.


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[Assistant] So that's basically what intensifiers and adverbs of degree do.


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[Assistant] You know, and when you're trying to figure out what an adverb of degree is, well that kind of answers the question, how much?


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[Assistant] So if you want to double down on the meaning of something, you use an intensifier like very or extremely. And if you want to express a degree of something, you know, you could say, uhm,


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[Assistant] Let's say we're talking about like a cup of tea or something. You want to express how warm it is. Uhm, you could say it's too hot. You could say it's slightly hot. You could say somewhat.


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[Assistant] Or almost hot. There are a lot of different adverbs of degree. But that's basically the distinction.


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[Assistant] Is an intensifier, uh, is powerful, but it has a very narrow usage, and adverbs of degree you can use for a wide range of uses, uh, to express a variety of different meanings. That's intensifiers and adverbs of degree. You can learn anything. David out.


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[Assistant] In northwestern China, there is a chain of undulating hills called colourful Zhangye Dangxia.


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[Assistant] The terrain is so hostile that even grass struggles to survive.


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[Assistant] It's hard to imagine, but this area was once a lake.


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[Assistant] The multicoloured hills are the result of the long geological evolution of the lake bed. Changes in temperature and humidity. As well as the existence of various mineral elements,


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[Assistant] And the different iron content in lake sediments especially gave rise to the spectrum of colours.


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[Assistant] Hello everyone, I am your teacher Jesse and today we are going to read a book called The Yard Sale. Yard Sale? What's that?


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[Assistant] Let's read The Yard Sale by Mary Atkinson.


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[Assistant] Here again it says the yard sale. And who is this?


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[Assistant] It looks like a grandmother. Yes. See? Her hair is a little bit white. Maybe she's a grandmother.


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[Assistant] I don't think so. Alright, let's read the yard sale.


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[Assistant] Grandma was moving to a new house.


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[Assistant] Grandma was moving to a new house. Uh-huh. Yes. See? They're taking many things.


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[Assistant] What will they sell? 뭐 팔 거예요? A clock, a tennis racket, a lamp. They will sell many things.


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[Assistant] So, she had a yard sale.


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[Assistant] I helped her set it up. See? Here is grandma. Here is I. I. Me.


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[Assistant] Who is this lady? Is this grandma? Noooo. No, this is gogaegnim, customer at the yard sale. Gogaegnimun?


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[Assistant] She is a customer. And what does she have? She has a dress.


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[Assistant] What is the customer's name? Her name is Mrs. Jones.


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[Assistant] Mrs. Jones came to the yard sale.


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[Assistant] Mrs. Jones came to the yard sale.


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[Assistant] She bought a green dress. Ah.


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[Assistant] She bought a green dress. She bought some plastic flowers. Hmm. Plastic flowers. 여기다. 꽃. Flower is 꽃. Plastic. Plastic. Plastic.


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[Assistant] Wonderful. Let's move on. Alright, so here we have the green dress.


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[Assistant] The plastic flowers and the ribbons. And of course, Mrs. Jones. Hmm.


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[Assistant] What do you think she did with them? Green dress, plastic flower, ribbons. What do you think she did with them? What did she do with them?


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[Assistant] Oh ho! Look what she did! Where is she? She is at a...


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[Assistant] She went to a party and she danced. Let's find out.


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[Assistant] Mrs. Jones made a party dress. Right. Here is the green dress. Here are the plastic flowers. And here is a ribbon. Mrs. Jones made a party dress. Party dress. 만들었어요. Made.


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[Assistant] Mrs. Jones made a party jess.


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[Assistant] Wow. It looks wonderful. Very pretty.


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[Assistant] Wear. I wear a blue shirt and a bow tie.


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[Assistant] Mrs. Jones wore a party dress.


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[Assistant] Fantastic, fantastic. She looked fantastic. Understand?


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[Assistant] Great! Or, fantastic! Yes! Join me again for part two of the yard sale. Bye bye.


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[Assistant] Hi everyone, I'm Jesse and this is part two of the Fix It Mom.


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[Assistant] Alright, so far the mom has fixed the door handle and she has fixed Toby's bike. Wow, what an amazing fix-it mom.


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[Assistant] Let's look at what she fixes next. Here is who? 이름이 뭐여? 도, 도, 도비. Excellent. This is 도비. And...


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[Assistant] What's happening to Toby? Oh no! What is this? Water. And what's happening with the water?


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[Assistant] Oh no! We say the water is...


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[Assistant] 그렇게, you can say, the water


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[Assistant] Toby, in the face! Oh no! Why?


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[Assistant] Is it a water gun? Yes. It's not a water gun. No, no, no. What is it? Let's check.


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[Assistant] Tobi went to turn on the faucet. Mmhm, the faucet. But water squirted. Mmhm, see.


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[Assistant] Water squirted everywhere. 여기, 저기, 물이 어디나 다 나왔어요. Okay? 물이 갑자기 나오면 squirt.


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[Assistant] This is a faucet. Water comes out of the faucet. The faucet is broken! Toby cried.


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[Assistant] The faucet is broken! Oh no! Right? If the faucet is broken, water will squirt out everywhere. So, who will help? Will Teddy Bear help? No. Will Mom help? Yes. Alright, let's look.


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[Assistant] Here is mom, right? And look what mom did!


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[Assistant] She's using a new tool. What tool is that? Is it a screwdriver? No, no, no. Is it pliers? I guess we should read and find out.


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[Assistant] She looked in the toolbox. Remember, ggongu sangja. Toolbox. She looked in the toolbox.


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[Assistant] She found a wrench! Aha! Here it is.


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[Assistant] Wrench. Say it with me. Wrench. Wrench. Wrench. Wrench. Wonderful. Now, quickly. Wrench.


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[Assistant] She found a wrench and she fixed the faucet.


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[Assistant] She fixed the faucet with the wrench. There you go, Toby, Mom said. Mom said.


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[Assistant] Now we have a new problem for Toby. Wow! 오늘은, 토비가 문제 진짜 많이 생겼죠? Right, there's been so many problems. 문제 너무 많아요.


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[Assistant] What happened this time? This is what.


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[Assistant] Chair. That's a chair. And what happened? The chair is...


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[Assistant] Broken, oh no. The chair is broken. Toby looks very scared. Ah! The chair is broken. What will he do? Will he call mom? Yep, let's read.


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[Assistant] Tobi went to sit on the chair. Sit and ta.


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[Assistant] Fall down. Crash. The chair went, wibble wobble, wibble wobble, crash. What did Tony say?


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[Assistant] The chair is broken! Toby cried. Again, he cried. Why? Because the chair is broken. Who came? Was it daddy? Noooo. It was...


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[Assistant] Fix It Mom! Here is Fix It Mom.


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[Assistant] And what does she have now? Is it a screwdriver? Nope. Pliers? Nope. A wrench? Nope. It is this.


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[Assistant] Mmhm, that's um, you're right. Good job. Let's check. I can fix it. I can fix it, mom said.


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[Assistant] She looked in the toolbox. She looked in the toolbox and she found some


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[Assistant] Glue, aha. This is glue. Say it with me. Glue. Right. glue neun nomen buchida. glue. magic.


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[Assistant] She found some glue. She fixed the chair. There you go, Toby, mom said. There you go, Toby. Wow.


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[Assistant] Mom can fix many things. Mom fixed a door handle. Mom fixed a faucet. Mom fixed a bike.


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[Assistant] Mom fixed the chair. Mom can fix everything. That's why she's the Fix It Mom.


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[Assistant] Join me again for part three of the Fix It Mom next time.


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[Assistant] Written by Anthony Curran Illustrated by Brian Dumb


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[Assistant] Bonkers likes to bark at cars.


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[Assistant] Bonkers likes to bark at bikes.


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[Assistant] Bonkers likes to bark at kids.


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[Assistant] Bonkers likes to bark at birds.


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[Assistant] Bonkers likes to bark at bonkers.


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[Assistant] Hello boys and girls. My name is Larry and today we will study Brain Bank Science Book Number 20. The title of this book is Crickets. This is a cricket. Is it a spider? No. Is it a human? No. This is an insect. Let's look at this insect.


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[Assistant] The kind of insect is called a cricket. Do you know what these are called? They look like wings. And what color is this cricket? Black. Maybe a little bit of brown on the top. What are these long things? I don't know. We'll have to read the book to find out. Can you count how many legs


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[Assistant] Probably has six legs. We just can't see them. There's a lot we can learn about crickets. Let's read the story to find out.


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[Assistant] Wow. Is this cricket flying?


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[Assistant] No. He has no wings here.


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[Assistant] What is he doing? He is jumping with these very big legs. Maybe it's like a frog.


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[Assistant] Well in this book, we are going to learn lots of information about crickets. We'll learn what they are,


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[Assistant] We'll learn about little cute baby crickets. We'll see where they live. We'll see what they eat. Do crickets eat children? No. What do you think a cricket eats? I don't know. Ooh. Do crickets sing? Fa la la la la. I can't sing.


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[Assistant] And then we might go over some important words. We have a lot to learn about crickets. So what are crickets?


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[Assistant] Crickets are insects. Now we learned in unit 16 the difference between an insect and a spider.


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[Assistant] That insects are the largest animal group on the planet.


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[Assistant] They have more than 900,000 different kinds of insects. There are probably more than 1


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[Assistant] Or two million, but we have not found them all. They have long antennae. Intennae are here, one, two.


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[Assistant] And we use, they use this as a sensory organ. They have an exoskeleton.


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[Assistant] This is their bones. Where are your bones? Your bones are inside.


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[Assistant] For insects, their bones are outside. We can see them.


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[Assistant] They hear with an organ on their front legs. So maybe they have an ear here. They can listen through their legs. Wow, that's pretty cool. Can you listen with your legs? I can't.


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[Assistant] And they breathe through holes along their sides. They have holes here. We can't see them, but this is where they breathe. Kinda maybe it could be like a fish or something.


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[Assistant] Most crickets have four wings.


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[Assistant] Does this mean all of them do? No, but most of them do.


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[Assistant] But they almost never fly. What do crickets do? They jump. Can they fly? Yes.


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[Assistant] A cricket can jump up to 20 times its length. Its back legs are very strong. 20 times?


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[Assistant] Let's think about you jumping 20 times. If you...


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[Assistant] Twenty times, that means you jump thirty meters. Can you jump thirty meters? Wow, that's really far. Crickets can jump very far. Twenty times their length.


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[Assistant] Let's learn more about this interesting insect.


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[Assistant] In unit 16, we compared three very important parts that make up an insect. Different than a spider. We have the head, that was one.


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[Assistant] The thorax, that was two, and the abdomen, that was three. Those three special parts are what insects are made of. They also have their legs here. You can see their back legs are very big. And they have their antennae here.


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[Assistant] One, two, their eyes, and you can see...


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[Assistant] They're not smooth back legs. They have little, uh, spikes or something on them. I wonder what those are used for. And we can see their wings here. They're folded over.


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[Assistant] Very interesting. Now we can see their legs. One, two, three.


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[Assistant] And then they have three on the other side. Six legs. All insects have six legs.


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[Assistant] So let's learn about baby crickets.


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[Assistant] Baby crickets are called nymphs. This is a difficult word to pronounce. Let's try it together. Nymphs. Nymphs. The pH sound sounds like an F. Nymphs. Now, what do these baby crickets look like?


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[Assistant] They look very similar to the adult crickets.


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[Assistant] They look like small adult crickets. Almost the same.


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[Assistant] Maybe it's kind of like babies, human babies. As they get older into children, they just look like tiny adults.


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[Assistant] Now crickets molt several times as they grow. This is a difficult word.


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[Assistant] You don't molt, I don't molt, but insects do. What they do is they grow out of this skeleton and they have a new one.


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[Assistant] So if you ever see a video of an insect molting, you might see them grow out of this skeleton, like a whole new insect. It's really interesting.


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[Assistant] So then, once they come out of this nice hard shell,


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[Assistant] The new exoskeleton is soft and pale.


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[Assistant] It hardens and gets darker as it dries.


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[Assistant] So, it hardens and gets darker. It changes in color.


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[Assistant] Do you think this is an old exoskeleton or a new exoskeleton?


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[Assistant] It's an old one because it is darker. It is not pale. Pale is light in color.


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[Assistant] Look down here and let's find out something about Did You Know?


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[Assistant] At first, nymphs do not have wings.


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[Assistant] Their wings grow later. So they are not born with wings. They grow later. Maybe it's kind of like...


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[Assistant] Little babies. Sometimes they're not grown with hair, but the hair grows later.


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[Assistant] Let's continue reading about crickets.


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[Assistant] Let's learn about the life cycle of a cricket.


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[Assistant] As a baby, a very, very tiny cricket, we have the egg. And then it grows into a nymph.


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[Assistant] It returns into an adult cricket.


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[Assistant] Now, let's look, how many crickets can you find on this page? Even if it's just part of a cricket. How many do you see? One, two, three, and half of one. Four.


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[Assistant] More. Five. And maybe six. That's an egg of a cricket. Now look at this one. What color is this? It's kind of see-through.


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[Assistant] We can almost see through this cricket.


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[Assistant] What color is this cricket? Black. So, is this a new exoskeleton or an old exoskeleton?


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[Assistant] This one is the new one. It is pale in color. And is it soft or hard? This is soft and pale. Hard and dark, hard and dark. Soft and pale, hard and dark. For all the different exoskeletons.


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[Assistant] We've learned a lot about crickets in part one.


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[Assistant] Let's turn, come back for part two and we will learn more about these amazing insects.


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[Assistant] Welcome back to part two of Cricuts.


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[Assistant] In part one, we learned a lot about crickets.


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[Assistant] We learned about their body a little bit. We learned about baby crickets. They're also called what? Nymphs.


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[Assistant] We learned about the skeleton of a cricket or the skeletons of crickets inside or outside.


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[Assistant] They are outside. They are called exoskeleton. We also learn that crickets are insects. Are spiders insects? No, they are different.


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[Assistant] So let's learn more about crickets. For example, where do crickets live? Do they live in a house like you? Maybe an apartment. How about in this picture? Where is this cricket living?


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[Assistant] No TV, no internet, no books.


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[Assistant] And this cricket looks different. Remember, there are many different kinds of insects, and there are also many different kinds of crickets. Let's find out where crickets live.


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[Assistant] Crickets live in many places, just like people.


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[Assistant] Some people live in houses or apartments. Some people live on boats. And some people live over the water or on land. In different countries. Crickets live all around the world too.


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[Assistant] Some live under logs and rocks.


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[Assistant] Do you know what a log is? A log is a piece of wood.


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[Assistant] Sometimes if you go walking through the woods, you pick up a log and crickets will be living underneath. We'll find out why in a minute. Some live in burrows.


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[Assistant] Do you remember the hole in the ground from the previous picture?


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[Assistant] That is called a burrow. A burrow is a hole in the ground that is made by an animal and it's usually an animal's home.


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[Assistant] Maybe snakes, they can live in burrows, or rabbits, or field mice, or crickets.


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[Assistant] Others live in cracks in the ground. Cracks are just little, they're not made, they're just made by the ground, uh, maybe made by water, and they get inside, they like it dark in there. Some crickets live in houses. Hmm, crickets can build houses? Really?


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[Assistant] No, they mean crickets can live in your house.


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[Assistant] Yeah, they can live in different parts of your house if you live in the countryside. If you live in the city, it might be difficult to find a cricket, but maybe they're there. Others live in trees.


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[Assistant] Do you know any other kinds of animals or insects that live in trees? Birds, monkeys, maybe


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[Assistant] Caterpillars or spiders. There's lots of different creatures that live in trees. And so do crickets.


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[Assistant] They like damp places. Damp. Do you know this word? Damp means it's a little bit wet. So, lots of damp places like Antarctica? No. Or the desert? No, those places aren't very damp.


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[Assistant] Maybe like a rainforest or a tropical area. Maybe like underneath a log or in the ground where there's some water.


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[Assistant] So crickets like damp places. They like the place to be a little bit wet and not too dry.


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[Assistant] Some crickets live in ant nests. They eat the young ants. This is an ant eating cricket.


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[Assistant] This cricket likes to eat little tiny baby ants.


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[Assistant] In this picture, we have a field cricket in a burrow.


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[Assistant] Now this little hole here is what we call a burrow.


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[Assistant] Maybe the cricket made it, or maybe some other animal made this hole in the ground.


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[Assistant] Now can you see all of this around? What do you think that stuff is? It looks like dirt


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[Assistant] Maybe some branches or some grass, and this little cricket, he digs a hole and that's where he lives.


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[Assistant] He probably lives in a field, a field perhaps on a farm or somewhere in the countryside.


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[Assistant] Probably not in the city, but it is possible.


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[Assistant] Now, what do crickets eat?


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[Assistant] We learned some crickets eat baby ants.


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[Assistant] Do all crickets eat ants or do they eat something else? Let's find out.


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[Assistant] This is a cricket eating mushroom. Do you eat mushrooms? I do.


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[Assistant] So, we can eat the same food as crickets. Wow. He is on top of this mushroom. And it looks like he is eating down here, taking little bites from this mushroom. And you can see his legs are very long.


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[Assistant] Crickets eat many different things.


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[Assistant] You eat many things and I eat many different things. So do crickets. They feed on small plants. Do you eat plants? I do. They feed on other insects. Hmm. Do you eat insects?


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[Assistant] I don't, but people around the world sometimes do eat insects. They eat garbage. Okay.


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[Assistant] So maybe they eat something that you have left over and you throw it in the trash and they eat it. They eat fruit. Do you eat fruit?


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[Assistant] Can you tell me three different kinds of fruit?


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[Assistant] Grapes, watermelon. Those are three different kinds. Maybe this cricket eats those too. Many crickets are nocturnal. Nocturnal. This means they live or they do things at night. You can see it's very dark here. So they like to move around and eat and do things at night time.


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[Assistant] Now maybe some students are nocturnal, but most of us are not. We do things during the day.


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[Assistant] Most crickets are black or brown.


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[Assistant] Green crickets when I was a child. They used to hop around the grass all the time.


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[Assistant] So we have four different colours of crickets. Black, brown, white, and green. Let's continue reading.


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[Assistant] Now, let's look at the body of this cricket. Do you remember what this part is here? This is the head. Very good. And here we have, give you a hint, these are the wings. This part here, underneath, is called


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[Assistant] The abdomen, just like we have here. Abdomen. This part is special. Do you remember what that is called? The thorax. Thorax. And look at these! Wow! This is huge! What is that?


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[Assistant] Our very big back legs.


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[Assistant] Why does this cricket have such big back legs? Very good.


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[Assistant] So, he or she can jump very far. Remember.


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[Assistant] Crickets can jump 20 times their length. 20 times. That's very, very far.


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[Assistant] And we have two more smaller legs, we have the eyes, and we have one antenna and a second one, or antennae.


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[Assistant] Well that's it for part two of Crickets. I'll see you again shortly for part three.


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[Assistant] Welcome back to part three of Crickets.


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[Assistant] Now if you remember in part one, we learned a lot of information about crickets. We learned that they are insects.


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[Assistant] We learned that the baby cricket is called the nymph, and we learned the life cycle of a cricket.