►
From YouTube: Oplerno ◐ Team Meeting 79
Description
Articles for discussion:
How to learn things you’re not interested in
https://higheredrevolution.com/how-to-learn-things-you-re-not-interested-in-79af5ce3e88c
Are Chinese Students Driving Educational Imperialism?
https://www.insidehighered.com/views/2015/10/19/professors-experience-unprepared-chinese-students-essay
Last week's articles:
https://higheredrevolution.com/happy-friday-everyone-48ede77fa3fb
Couldn't make this week's meeting, join us next week here: https://www.youtube.com/watch?v=wOMnaPKtxG8
--
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Or mail us at: questions@oplerno.com
B
A
I'm,
every
single
set
now
every
single
time,
I
name
the
team
meeting
number,
and
just
so
amazed
that
we've
been
that
we
lasted
so
long
after
that
we
have
we've
been
doing
a
solo
if
we're
reaching
7979
is
barring
a
couple
of
weeks
that
we
put
that
we've
missed,
we've
been
going
for
almost
one
and
a
half
years
for
that
amusing.
So
so
completely
amazing.
Oh.
A
Hello,
oh,
don't
be
so
mating,
it
we'll
see
if
we
can
get
connected
in
and
so
this
week
we're
going
to
be
talking
about
some.
The
updates
on
the
onboarding
we're
going
to
show
a
newfag
11,
boring
pages,
we're
going
to
discuss
the
certificate
philosophy,
and
we
have
a
set
us
some
discussion
on
some
articles
that
we
read
this
week.
Rock.
Would
you
like
to
discuss
the
have
talked
about
the
updates
on
the
unborn.
B
A
B
Okay,
we
should
be
now
working
much
better
because
guess
what
I
had
the
live
stream
going,
while
it
was
on
the
meeting
just
to
check
it,
and
so
it
was
echoing
through
no,
let's
now
go
through
the
we've
already
gone
through
the
agenda.
So
let
me
talk
we're
on
the
first
piece,
which
is
on
the
onboarding.
So
look
we're
going
to
just
talk
a
little
bit
about
about
that
which
is
dawn
born,
is
going
really
well.
B
We've
changed
on
both
the
way
in
which
we're
using
po
do
our
database
to
track
much
more
closely
faculty
moving
through
our
system.
Now
before
we
instituted
this,
we
had
kind
of
a
for
those
of
you
familiar
with
the
movie
on
that
famous
baseball
movie.
Where
they
talk
about.
If
you
build
it,
they
will
come,
which
is
about
a
guy
who
builds
a
baseball
field
in
the
middle
of
Kansas.
And
then
all
these
you
know,
famous
baseball
ghosts,
appear
and
play
games
on
this
on
this
field,
field
of
dreams
was
called.
B
That
type
of
our
idea
was
that
this
was
going,
that
that
was
going
to
work
and
it
would
cut
down
on
our
the
amount
of
time
we
had
to
spend
the
faculty,
because
there
were
all
these.
You
know:
free
resources
now
for
a
good
twenty
percent
of
faculty.
They
can
move
through
twenty
percent
of
the
people
who
engage
with
us.
B
They
can
move
through,
develop
a
course
and
work
through
how
to
use
canvas
and-
and
it's
been
really
successful,
because
that's
the
way
we've
developed
on
about
49
/,
sorry
49
of
our
courses
that
we
have
now
approved,
then
that
were
on
selling
that
we're
working
with
other
institutions
to
offer.
However,
what
we're
doing
now
is
a
little
bit
different.
When
someone
sends
us
an
inquiry,
we
literally
are
in
much
more
constant
contact
with
them.
B
Touhy
classes
with
linda
kaiser
that
help
faculty
develop
other
pedagogical
skills
or
a
much
more
focused
work
that
they
can
use
with.
Canvas
know
that
they
can
do
with
canvas
to
learn
how
to
use
that
that
platform
and
then,
of
course,
we
also
have
service
that
we
offer,
which
is,
if
you
need
a
lot
of
help
or
you
need
polishing
your
classes,
graphics,
added,
graphic
design
or
chart
we're
charging
twenty-five
dollars
per
hour
to
help
you
do
that
in
terms
of
a
course
development
work,
and
so
that's
helping.
B
You
know
us
generate
some
income
which
helps
us.
You
know
with
them.
You
know
keeping
the
lights
on
and
deferring
costs,
and
the
system
is
working
out
a
lot
better.
We're
seeing
a
lot
more
movement
and
engagement
from
faculty
in
terms
of
the
interaction
I,
really
like
the
system
as
it
is
now,
because
it's
really
high
touch.
We
also
get
to
talk
with
the
faculty
a
whole
lot
more
to
figure
out
their
strengths
and
also
on
some
amazing
connections
that
people
have
in
terms
of
wanting
to
develop
courses
in
women's
studies
on
sexual
violence.
B
On
campus
programs.
In
that,
which
is,
you
know,
really
really
important,
programs
and
philosophy,
some
also
some
sciences
and
some
history
classes
this
morning,
I
fielded
a
call
from
a
faculty
member
about
a
big
history
class
on
that
he
would
like
to
develop.
So
all
of
those
are
making
you
know
again,
it's
fun
to
get
back
to
while
working
with
people,
and
rather
than
just
you
know,
I'm
talking
with
institutions.
Oh.
A
Go
ahead,
much
hearing
about
you,
what
about
the
updates
on
the
morning
is
also
the
things
that
we've
been
said
that
we've
been
saying
to
our
faculty
members
well,
I
keep.
It
was
a
very,
very
important
for
whatever
class
that
you're
doing
this
to
keep
here.
Keep
your
keep
the
class
high
touch.
I
mean
we.
A
We
have
a
small
selection
for
students
which
people
get
in
the
class
and
we
just
make
sure
that
we
can
communicate
into
each
of
the
students
rather
than
in
a
big
MOOC
environment
where
you
have
100,000
and
a
million
definite
about
to
22,000
students,
whatever
it
is,
but
then
you
have
what
you,
rather
than
not
being
able
to
focus
on
anybody
at
all.
This
is
actually
gives
people
a
lot
of
ability
of
give
you
and
me
the
ability
to
really
focus
on
what
the
issues
are.
A
That's
that
faculty
are
having
and
actually
be
able
to
help
them
with
the
issues
that
they're,
having
not
have
somebody
say
of
holding
up
the
hand
saying
please
help
me
and
just
missing
them
just
because
the
amount
of
work
that's
the
amount
of
other
students
that
are
around
you.
So
it's
really
really
advantageous
as
well.
I
think
that
it
really
helps
us
now
to
have
a
smaller,
tighter,
knit,
a
faculty
and,
of
course,
each
other.
A
B
And
it's
also
changing
sort
of
our
our
idea
of
scale
and,
of
course,
you
know
the
sustainability
I
mean
the
business
models
designed
where
we
have
about
a
hundred
faculty
teaching.
You
know
a
hundred
classes
and
working
interacting
with
a
thousand
students
who
are
taking
1,000
people
taking
one
class
or
any
combination
thereof
and
really
again,
you
know,
as
we
limit
class
size
to
25
students,
it
will
be
interesting
to
see
if
we're
going
to
limit
on
sort
of
the
size
of
a
pod.
B
Okay,
for
example,
you
know
we're
gonna,
we're
working
to
get
this
up
to
that
thousand
and
that
hundred,
but
then
I'm
creating
smaller
communities
of
then
groups
of
people
where
we
can
be
constantly
interacting,
and
we
know
the
people
that
were
working
with
rather
than
what
happens
at
a
lot
of
places.
Where
you
know
you,
you
get
your
call
your
issue
assigned
to
a
particular
queue
with
somebody
who
you've
never
worked
with.
You
know
you
I,
think
we're
going
to
be.
You
know
seeing
that
the
technology
can
re-engage
community
in
these.
B
You
know,
high-touch,
you
know
environments.
Is
that
scalable?
Yes,
with
good
protocols
on
where
you're
creating
these
smaller
learning
communities,
it's
certainly
not
going
to
be.
You
know
the
an
amorphous
on
huge
blob
like
you
know,
Facebook,
you
know
where
you're
just
interacting
with
a
program
and
in
terms
of
my
sort
of
take
on
different,
you
know
venture
capitalists
or
funding
markets
that
they
are
still
really
looking
for
the
arm.
What
is
it
deca?
Corns?
B
You
know
the
10
billion
dollar
companies
or
the
unicorns,
the
billion
dollar
companies,
but
they're
focused
in
on
the
app
and
the
technology
p
searching
for
that
magic
bullet.
We're
really
you
know
what
we're
doing
here
is
you
know,
disintermediated
sort
of
you
know
bureaucracy
and
really
trying
to
to
connect
with
the
faculty
and
the
students.
So
that's
good,
just
a
little
feedback
from
you
know.
B
The
interactions
is
that
and
the
classes
is
that
I
think
the
biggest
trouble
that
people
have
in
terms
of
the
course
development
is
relying
a
little
bit
too
much
on
text.
In
terms
of
you
know,
they're
there
page
placement,
how
they're
you
know
creating
their
pages
and
not
thinking
that
you
know
what
you
really
need
is
to
be
thinking
of
pictures,
video,
audio
extra
resources
that
students
can.
You
know,
take
advantage
of
and
remember
it's
all
high-touch.
You
use
the
pages.
B
You
use
the
discussions
to
create
opportunities
where
you
can
interact
with
people
and
talk
to
them
and
make
their
educational
experience
really
really
good
and
again
that's
a
little
bit
different
skill
set.
Then
most
academics
are
trained
with,
and
so
you
know
it's
going
to
be
interesting
to
see
over
the
next
couple
years.
The
shake-up,
in
terms
of
the
people
are
that
are
able
to
make
the
transition
and
the
people
that
are
not
so
all
good
stuff.
B
A
Here
so
we've
been
what
I've
been
working
with
a
current
leaf.
I
think
you've
seen
you
previously
from
Professor
Ferraro,
but
I've
been
working
recently
with
dr.
Sutter
and
I'm
going
to
in
doing
two
courses
or
to
designing
to
Porsche
spring.
So
one
is
of
course,
of
course,
for
his
existentialist
philosophy,
literature,
which
is
one
of
the
one
of
my
one
of
my
favorite
courses
that
he
teaches,
although
haven't
seen
the
other
course,
but
this
one
is
a
good
to
this
is
nice
course
and
basically
we
take
it.
A
We're
taking
the
same
path,
the
same
type
of
layouts
that
we
have
with
the
israel-palestinian,
of
course
that
we,
as
I
said
we
saw
that
I
put
together
for
of
the
letter
done
of
the
landing
page
for
the
Israeli
fascinating
course
that
I
put
together
for
a
professor
Ferrara,
and
we
just
made
it
listen,
there's
more,
some
small
changes
to
its
end.
It
is
so
dr.
Sadler,
config-if
thinking
that
and
I've
designed
have
for
you
can't
dr.
A
Sanders
courses
in
a
very
far
away
or
in
quite
some
time,
but
we
have
been
discussing
some
additional
layers
to
this
and
so
that
people
don't
write
redirected
to
your
course,
which
isn't
going
to
happen
for
another
six
months,
but
it
actually
being
a
led
to
a
place
whether
yeah,
where
they
had,
can
give
up
the
email
rather
than
immediate,
immediate
signing
up
for
a
course.
Maybe
writing
for
it.
Maybe
getting
some
occasions
collecting
some
email
addresses
from
people,
so
they
can.
Actually.
A
So
you
have
so
you
can
actually
talk
to
them
over
a
longer
period
and
actually
keep
them
informed
of
all
the
processes
of
the
courses
on
what
perhaps,
what
other
courses
that
you
might
be
doing,
whether
that
be
with
a
play
now,
whether
it
be
in
another
player,
is
somewhere
else.
So
you
can
keep
it
exchanged
a
lot
of
information
there
in
that
way.
So
if
we've
been
discussing
this
and
death
I've
also
been
working
on
a
course
I've
been
cleaning
up
or
to
make
you
some
changes
to
this
this
course
or
dr.
A
Ferris
course,
and
I've
also,
I'm
also
working
with
two
other
faculty
members,
or
I
will
be
working
too
bad.
The
faculty
member
said
this
week
to
be
able
to
implement
their
courses
because
the
all
these
courses
are
being
implemented
because
of
or
dakota
the
philosophy
courses
are
currently
being
we're
currently
concentrating
on
the
philosophy
for
because
a
rubbish
weapon
or
something
racial
wrong.
What
is
the
thing
that
you're
working
on
there
so.
B
Right
now,
we've
had
you
know:
it's
really
interesting
the
Burlington
College
relationship
as
it
develops
by
the
way
on
Tuesday
they're,
having
a
very
big
press
conference
with
the
mayor
of
Burlington
and
talking
about
a
new
design.
They
have
for
Burlington
College
and
making
it
much
more
open
to
the
community
and
open
globally
so
check
that
out,
they've
asked
about
a
certificate
in
philosophy
using
a
lot
of
the
materials
and
the
professors
that
that
we
arm.
B
B
To
you
know,
21
on
the
traditional
you
know
in
the
in
North
America
in
the
state's
leave
home
go
to
a
residential
college
on
potentially
and
but
afterwards
you
know
you
may
need
to
go
to
graduate
school,
but
most
likely,
you're,
not
and
but
you're
still
going
to
need
the
ability
to
access
training
and
so
by
them.
Saying
taking
it
on.
Look
you
need
to
take
an
online
class.
People
will
already
be
familiar
with
that
and
that's
pretty
cool.
A
B
Yeah
you
can
yeah,
you
can
sign
up.
For
those
I
mean
it's
a
lot
of
content
that
we've
got.
You
know
again,
it's
just
we've
got
to
get
the
word
out,
we're
doing
that
through
institutional
affiliations,
okay
arm,
yeah,
those
landing
pages,
look
great
Daniel!
It's
going
to
be
interesting
to
see
how
they
develop
with
some
a
be
testing
to
see.
You
know,
like
you,
said
sign.
You
know
subscribe
to
an
mail
list
for
that,
professor
and
also
for
a
plateau,
and
also
you
know
that
intermediate
step,
which
is
that's
a
great
idea.
B
A
Sign
up,
for
example,
for
in
a
philosophy
trunk
you
can
feel
you
said
that
you
guys,
if
you
find
a
see,
you
sign
up
for
a
certificate
of
philosophy,
so
that
you
get
information
on
all
the
courses
which
might
relate
this
difficult
to
take.
So
whether
this
course
that's
going
to
starting
a
month
time,
which
is
a
on
essentially
similar,
whether
it's
in
six
months
time
and
it's
on
ethics
either
of
these
course.
A
You
just
get
the
information
of
it
and
when
it
affects
you
so
that
we
actually
gets,
creates
a
interest
group
server
for
people
who
were
everybody
kind
of
already,
can
look
fat
a
lot
like
faculty,
or
was
it
a
faltar
that
we
can
offer
faculties
and
self
sorta
groups
of
people
who
can
notate?
Who
can
send
the
information
to.
B
Yeah,
it's
interesting
we're
getting
back
to
the
you
know
in
the
medieval
University.
The
group
of
people
who
ran
the
school
were
actually
the
students
in
terms
of
they
were
the
ones
who
chose
the
professor,
so
they
wanted
to
learn
with,
but
you
called
them
from
the
latin
word
Collegium,
which
was
a
group
of
people
who
were
kind
of
in
charge
of
the
particular
part
of
the
the
hills
in
robe
sort
of
your
mafias
and
these
hills
in
Rome.
B
Were
these
places
we're
concentrating
certain
hills
and
places
concentrated
on
you
know,
leatherwork
aid
or
or
silversmith,
or
you
know,
furniture
making,
building,
etc
and
we're
going
kind
of
back
to
that
same
model
where
you've
got
these
small
groups
of
these
Collegium.
You
know
collegio,
colleagues,
okay,
people
working
together
on,
in
particular
disciplines
and
sort
of
from
feeding
off
of
the
connections
and
the
materials
that
they
create.
Difference.
Beam,
though,
that
now
its
global
and
it's
open
versus
having
to
go
through
a
bunch
of
different
steps
to
apply
or
get
into
that
college
or
university.
B
A
We'll
have
the
first
article
that
we
know
where
that
I
took,
as
I
said,
was
one
of
our
current
popular
articles
in
the
inherent
revolution,
I'll
post,
a
link
in
the
description
of
in
the
description
below
for
the
video.
It's
basically
a
story
of
that's
a
neat
lint
has
on
how
he
how
he
lounged
things
that
he
doesn't
want
to
learn
or
that
he
doesn't.
It
is
not
interesting,
then
so
things
like
itself
sophie
has
heat.
A
In
his
college
years
he
had
a
geology
lab
as
part
of
a
science
science
requirements
and
his
and
his
exam
was
something
completely
stupid,
which
was
well
I,
mean
if
you're
into
the
etiology.
Of
course
it
isn't,
but
he
thought
it
was
stupid,
identified
30
lakhs
and
that
wasn't
it
just
identified
as
she
walks
so
was
it
so
write
down
the
color
and
she,
the
Filofax,
but
ghosts
think
that
goes
through
a
coaster.
A
A
So
I
want
this
one,
so
I'm
going
to
go,
have
studied,
and
so
just
SAT
there
and
try
to
do
is
just
read
these
lists
and
look
to
the
rocks
in
the
geology,
lab
and
just
really
couldn't
get
in
and
I
said
of
and
waiting
and
waiting
of
just
he
would
new
he's
going
to
fail
and
then
suddenly
was.
It's
only
thought.
Would
you
know
what
I'm
going
to
switch
it
around
and
I'm
going
to
switch
it
around
and
rather
than
what
I'm
gonna
actually
created
something
within
the
within
these
rocks?
A
That
is
going
to
interest
me.
It
was
going
to
be
something
where
I'm
going
to,
rather
than
treating
it
as
something
that
I
want
to
push
away
from
myself
and
not
interested
in
it
not
interested
in
learning.
It
I'm
actually
going
to
turn
it
around
and
try
and
get
myself
interested.
So
he
took
it
so
he
turned
it
around
and
he
convinced
himself
that
he
really
really
really
care
do
this
and
it
was
obviously
possibly
says,
but
it
didn't
taste
the
final,
a
really
really
really
about
dedicating
yourself
a
meaning.
A
This
would
really
one
that
really
inspired
me
also
to
think
okay.
This
is
what
these
are
actually
also
something
about
myself,
one
of
the
things
that
I'm
going
said
that
I'm
not
interested
in
or
that
I
get
bored
with
whether
to
see
my
work
or
whether
justin
has
something
else,
whether
she
learning
various
courses
that
I
do
worry
us
and
learning
to
take.
What
is
he
said?
Well,
how
can
I
apply
this
and
if
I
know
that
this
was
very
very
an
easy,
if
I
say
an
easy,
what
are
you
doing?
It
how.
A
B
Doing
it
clean
yeah,
the
I,
like
the
the
list,
part
in
the
fact
that
what
he
also
did
you
know
again
he
flipped
on
the
responsibility
for
learning
from
the
you
know
too
often
it's
the
faculty
presentation
or
or
some
outside
force.
That's
you
know
kind
of
like
forcing
you
to
do
something.
You
have
to
really
remember
that
you
know
you're
working
on
this,
for
yourself,
I
mean
you
have
to
be
engaged
with
it.
Yet
no,
it's
good
stuff.
B
B
Inside
higher
read-
and
it's
really
interesting
in
its
discussion
of
it's
called
our
Chinese
students
driving
educational
imperialism-
there's
a
lot
in
the
article
that
it's
an
opinion
piece,
there's
a
lot
in
the
article
that
really
isn't
you
know.
Kind
of
you
know
hits
up
particular
preconceived
notions
that
we
have
of
students,
especially
students
from
China
over
coming
to
the
US,
and
the
failure
rate
are
being
really
really
high,
especially
because
of
the
language
issues.
B
Well,
what
the
article
does
point
out
is
the
dependency
that
US
educational
institutions
have
on
overseas
outside
the
US
students
coming
into
their
institutions
and
paying
full
tuition.
Remember
that
in
the
US,
our
programs
are
subsidized
by
the
federal
government
form
of
student
loans
on
more
Pell
grants
and
state
sponsorship.
B
So
if
you
are
from
that
particular
state
you're
going
to
be
paying
less
than
if
you
were
from
outside
on
that
state,
and
so
a
lot
of
institutions
as
state
support
has
fallen,
have
been
looking
outside
to
non-us
citizens
to
supplement
their
incomes
because
they
pay
the
full
rate
on
which
doesn't
happen
too
too
often
in
States.
The
problem
is
that
what
they're
not
doing
is
adequate
they're
chasing
the
dollar
to
be
perfectly
board
they're
doing
some.
B
You
know
screening
to
make
sure
that
the
students
can
actually
do
the
work,
but
in
many
cases
they
are
kind
of
ignoring
that
and
just
taking
their
money,
and
they
fail
out
after
a
year
or
two
because
they
can't
keep
up
with
the
language
requirements
and
it's
a
pretty
sad
system.
It's
a
really
interesting
article
if
you're
not
familiar
with
sort
of
the
way
in
which
the
u.s.
is
armed,
you
know
engaged
in
you
know
importing
foreign
nationals
to
basically
subsidize
their
educational
ventures.
B
Thus,
the
only
solution
to
it
really
is
being
it
is
for
students
to
receive
their
money
back
on
in
term.
You
know,
after
a
certain
amount
of
time,
if
they
aren't
succeeding
in
doing
well
in
the
classes,
especially
if
it's
the
case
of
miss
miss
placement
of
those
students
because
of
their
English
ability.
The
other
solution
is,
of
course,
why
not
bring
the
the
class
the
classes
to
them
and
also
in
Mandarin?
B
There's
really.
You
know
no
reason
why
more
classes
can't
be
made
available,
especially
as
the
computer
translation
programs
become
better
and
better,
but
also
there
are
a
lot
of
really
great
faculty
members
who
speak
Chinese,
who
would
love
to
be
making
a
whole
lot
more
money
and
they
can
act
as
a
great
guide
and
faculty
members
to
help
these
students
acquire
the
particular
English
language
skills,
because
the
students
back
ten
years
ago
when
I
was
doing
work
with
the
Vermont
common
school,
the
school
that
I
started.
B
B
Sometimes
the
English
was
an
issue,
but
it
forced
our
school
to
create
a
Chinese
language
program
and
it
also
forced
us
to
become
much
more
sophisticated
in
terms
of
dealing
with
on
people
who
weren't
speaking
English
and
that's
a
great
skill
and
on
the
opposite
side
on
it,
forced
that
that
province
to
adopt
different
policies.
In
terms
of
communication,
they
opened
up
on
their
networks
and
their
students
to
be
able
to
have
unfettered
access
to
to
the
net,
and
some
of
these
students
are
communicating.
B
B
It's
got
to
make
sense
from
a
business
and
financial
standpoint,
but
you
can't
be
harvesting
students
from
overseas
and
just
collecting
their
money
and
using
it
to
supplement
your
budgets
without
having
the
support
systems
in
place
to
help
those
students
be
successful
at
those
colleges
and
universities
so
check
out
the
article.
It's
really
an
interesting
one
and
it's
going
to
generate
a
lot
of
debate.
Yes,.
A
All
the
papers
in
is
all
English
all
the
mean
all
the
security
they
have,
because
it's
such
a
international
field,
they
really
have
to
concentrate,
and
they
really
have
to
make
that
English
language
skills,
but
I
think
that's
also
one
of
the
reasons
I
think
one
of
the
people
that
we've
been
talking
to
is
what
helps
students
in
China
to
to
come
to
to
my
great
chief
to
American
universities
and
you.
He
really
says
that
a
lot
for
a
lot
of
them.
A
They
really
there
are
thoughts
about
the
English
language
and
the
skills
that
they're
going
to
have
to
develop
to
for
the
English
language
or
was
it
are,
are
secondary
to
actually
being
able
to
get
to
the
into
the
u.s.
skills.
So
lots
of
them
are
for
a
lot
of
the.
There
is
language
skills
aren't
that
have
top-notch
there
was
that
they
do
really
need
to
have
helped
in
my
dream.
You
think
that
sir,
it's
really
amazing
I
mean
that
there's
also
some
some
people
have
been
talking
to
recently.
A
We
were
doing
a
similar
thing
with
Vietnamese
shoes
also
get
ready
first
year
getting
vietnamese
students,
the
US,
and
also
saying
when
we
in
Vietnam
they
all
of
their
level
of
English,
is
perhaps
and
slightly
slightly
better
than
never
said
than
the
United
of
them
that
the
China,
though
compensate
but
they
he
said,
also
said.
He
was
also
saying
they
really
need
to
have
additional
help
before
they
are
really
able
to
properly
fit
into
usf
school
or
us
University.
So
I.
B
Mean
if
you
were
to
reverse
that
you
know
reverse
the
circumstances
I
mean
it
would
be
absolutely
unrealistic
to
think
that
a
student
I'm
coming
from
the
US
with
you
know,
first
or
second
year
of
Chinese,
could
go
to
Beijing.
University
patient
not
going
to
happen,
or
you
know,
nanjing
normal.
They
wouldn't
be
successful
at
all,
there's
all
kinds
of
different.
You
know
social,
cultural,
linguistic
issues
and
you
really
have
to
have
sort
of
a
transition
time
year.
B
So,
where
you
are,
you
know
where
its
intensive
language,
training
and
also
you
know,
learning
about
the
different
cultural
norms,
because
you
know
there
are
all
kinds
of
different
things
that
are
different
cultural
expectations
in
a
Chinese
classroom
that
are
different
than
in
an
American,
a
u.s.
classroom
like
there's,
you
know,
there's
going
to
be
differences
in
terms
of
the
European
classrooms
or
wherever
you
live,
then.
A
They
even
the
smallest
small
thing
of
saying
thank
you,
I
mean
American
students
and
a
lot
of
Western
students
say
thank
you
for
everything.
Doesn't
matter
what
they
do.
This
was
all
the
one
of
the
first
languages
they
learn
in
another
language
of
the
first
word
for
learning
another
language
and
sage
in
Chinese.
The
way
of
the
same
thanking
is
not
it's
not
common.
At
all,
I
mean
the
way
where
we
s'matter
is
in
between
our
speech
and
in
South
Asia
but
occasions
not
as
common
or
is
not
common
at
all.
To
say.
A
B
And
you
only
you
only
become
sensitive
to
that
when
you
from
lived
outside
of
your
culture
or
your
nation
state,
and
you
realize
that
you're,
your
common
sense
that
you
grew
up
with
is
now
irrelevant.
That's
why
I
loved
you
know
spending
a
bunch
of
time
in
Southeast,
Asia
and
then
living
in
Ecuador,
because
yeah
there
were
all
kinds
of
different
things
that
that
have
you.
B
You
know
one
thing
that
also
may
be
potentially
playing
in
to
this
is
that
remember
at
most
institutions
of
higher
education
the
first
year
the
classes
are
large
and
they're
full
of
introductory
classes.
You
know
100
250,
this
article
cites
I,
think
five
hundred
to
a
thousand
people
in
a
class
on
your
only
interaction
is
with
with
graduate
assistants
who
are
generally,
you
know
not
even
first-year
teachers
and
that
whole
piece
creates.
B
You
know,
makes
a
lot
of
money
for
the
universities
and,
as
you
go
up
in
years,
they
until
your
junior
and
senior
year,
where
they
actually
losing
money
in
terms
of
the
classes,
are
a
whole
lot,
smaller,
much
more
specialized,
taught
by
very
expensive
professors.
So
there's
actually
an
incentive.
Okay,
perverse
warned
that
you
don't
really
care
about
the
first
years.
You've
already
they've
paid
their
money,
and
you
know
whoever
stays
stays.
Whoever
doesn't
well.
You
still
made
a
lot
of
money
and
that's
a
that's
a
big
problem.
B
Okay,
people!
Well,
listen!
If
you
have
any
that's
it
for
this
week.
If
you've
got
any
questions,
please
send
them
into
questions
of
the
player
own
calm
and
please
make
sure
that
you
subscribe
to
high
red
revolution
and
that
you're
also
checking
out
would
block
our
blog
periodically
and
make
sure
you
check
your
emails,
because
you
do
get
emails
from
Daniel
and
I
about
monthly
updates
and
all
kinds
of
fun,
all
kinds
of
cool
stuff.
We're
working
hard
behind
the
scenes
to
create
more
traction,
more
faculty
and
get
those
students
on
for
our
classes.