56th St 3
May 07, 2026 03:06
· 10:05
· English
· Whisper Turbo
· 5 speakers
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0:00
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Speaker 1 (56th St 3)
It seems to me you have more of an explanation of the context here, because you're trying to summarize the history of this project.
0:07
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Speaker 1 (56th St 3)
Instead, what I think would be better is to focus in on one moment that it changes.
0:12
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Speaker 1 (56th St 3)
It meant this, although there are other reasons, here's one way, here's an aspect of the story development that changed
0:20
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Speaker 1 (56th St 3)
this into what it's being viewed as.
0:23
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Speaker 1 (56th St 3)
If you try to summarize, like, and I'm sure the history of the symbol is far more complex than can be represented in 300 words, but you can say one thing
0:32
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Speaker 1 (56th St 3)
that contributed to the changing knowledge that shaped new, current, contemporary knowledge was
0:40
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Speaker 1 (56th St 3)
this, and then fully explaining that, that's better than, you know, that's better than trying to summarize the history of language.
0:47
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Speaker 3 (56th St 3)
Does that make sense?
0:48
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Speaker 1 (56th St 3)
Yeah. Okay, so that'll be more important for the first.
0:51
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Speaker 1 (56th St 3)
What is the, how would you call that, what do you think is the most important event that could do that?
0:59
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Speaker 2 (56th St 3)
I think I wrote about it in the third
1:07
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Speaker 2 (56th St 3)
paragraph where I talked about the British occupation and that was kind of like the main changing point
1:15
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Speaker 2 (56th St 3)
from where it turned into.
1:20
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Speaker 2 (56th St 3)
what it means today, of like unity and equality.
1:24
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Speaker 2 (56th St 3)
Yeah, another thing about my...
1:28
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Speaker 1 (56th St 3)
I actually do see how you're summarized.
1:30
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Speaker 1 (56th St 3)
Like, here's what it means today.
1:32
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Speaker 1 (56th St 3)
It didn't mean that.
1:33
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Speaker 1 (56th St 3)
This is what it should.
1:36
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Speaker 1 (56th St 3)
I wonder how that could be more...
1:40
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Speaker 1 (56th St 3)
Like, I actually don't think you're trying to tell.
1:42
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Speaker 1 (56th St 3)
So that's going to be my big piece of advice.
1:50
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Speaker 1 (56th St 3)
Let's talk about the next one.
1:51
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Speaker 1 (56th St 3)
Ah, Maynard Keynes.
1:53
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Speaker 1 (56th St 3)
Okay. So what's the contemporary knowledge there?
1:58
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Speaker 2 (56th St 3)
So that, for that book, I was using...
2:05
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Speaker 2 (56th St 3)
I was looking at current knowledge from when the book was published and taking how current
2:15
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Speaker 2 (56th St 3)
knowledge then, how the book was current knowledge, and the development behind the
2:23
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Speaker 2 (56th St 3)
book. So I was looking at the Great Depression changing the
2:32
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Speaker 2 (56th St 3)
beliefs and the knowledge before.
2:38
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Speaker 2 (56th St 3)
the writing of the book and how it came to sort of a conclusion at the time of the
2:46
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Speaker 2 (56th St 3)
writing of the book.
3:16
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Speaker 2 (56th St 3)
Before the Great Depression, there was a specific
3:24
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Speaker 2 (56th St 3)
view or belief about economic theory, and then the
3:32
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Speaker 2 (56th St 3)
historical development of the Great Depression challenged and changed that knowledge, proved
3:44
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Speaker 2 (56th St 3)
a lot of their ideas to be, I guess, faulty.
4:14
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Speaker 2 (56th St 3)
with the first one it wasn't
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Speaker 2 (56th St 3)
necessarily an idea proved
4:31
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Speaker 2 (56th St 3)
incorrect it was more on the side of people viewing it differently so it wasn't the
4:40
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Speaker 2 (56th St 3)
actual like ideas didn't change but people's
4:47
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Speaker 2 (56th St 3)
viewpoints changed with how the object was involved in its historical development.
5:01
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Speaker 1 (56th St 3)
Sort of. Yeah, I feel that one needs to be developed.
5:04
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Speaker 3 (56th St 3)
I'm going to stop there with that one, because I feel like in the second one, you've got a much clearer, this is what I mean by the historical development.
5:12
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Speaker 3 (56th St 3)
In the first one, you're just kind of going, like, it developed.
5:15
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Speaker 4 (56th St 3)
Why?
5:16
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Speaker 1 (56th St 3)
How? What does that mean?
5:17
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Speaker 3 (56th St 3)
So I think that's the variable that you're going to want to fill.
5:20
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Speaker 3 (56th St 3)
Okay, in 30 seconds or less, can we talk about the last one?
5:23
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Speaker 3 (56th St 3)
So this is your photo of your lab report.
5:26
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Speaker 3 (56th St 3)
So what is the current knowledge?
5:30
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Speaker 3 (56th St 3)
Is it the knowledge that builds over time and certain knowledge?
5:36
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Speaker 2 (56th St 3)
Yeah, it's kind of like current knowledge.
5:45
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Speaker 2 (56th St 3)
The current knowledge that the lab report shows is a product of enlightenment.
5:50
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Speaker 2 (56th St 3)
And I was saying the scientific method.
5:59
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Speaker 2 (56th St 3)
or the development of the scientific method is the historical development that's happening with that object.
6:05
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Speaker 2 (56th St 3)
But I think it's...
6:08
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Speaker 1 (56th St 3)
Sorry, that object is...
6:09
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Speaker 3 (56th St 3)
Your chemistry lab is developing the scientific method?
6:13
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Speaker 2 (56th St 3)
Well, no. The development of the scientific method led to the current knowledge showed in the lab report.
6:21
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Speaker 1 (56th St 3)
What is the knowledge of the lab?
6:24
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Speaker 2 (56th St 3)
It's like the knowledge that the ways in which we test things is...
6:51
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Speaker 2 (56th St 3)
When I chose this object, I was thinking that it's not like the
7:00
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Speaker 2 (56th St 3)
current knowledge that we have of the sciences and our methods and tools came to us spontaneously.
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Speaker 2 (56th St 3)
and they came through historical development and that's the angle that I
7:16
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Speaker 2 (56th St 3)
was looking at it at and I would talk about the historical development of like
7:24
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Speaker 2 (56th St 3)
how our current knowledge relies on accepted past
7:32
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Speaker 2 (56th St 3)
knowledge but I think it's definitely something I need to clarify more because
7:58
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Speaker 2 (56th St 3)
Why is that?
8:02
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Speaker 2 (56th St 3)
Is it because I typed it all
8:10
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Speaker 3 (56th St 3)
up in a short time? I use
8:30
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Speaker 2 (56th St 3)
the spell check a lot but I know like
8:39
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Speaker 2 (56th St 3)
It's like the red underlines, but I know if I...
8:41
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Speaker 2 (56th St 3)
I tried to avoid clicking these blue underlines, which...
8:45
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Speaker 1 (56th St 3)
What is that? That's Grammarly.
8:47
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Speaker 3 (56th St 3)
This is Grammarly, yeah. I'm
8:58
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Speaker 3 (56th St 3)
not sure. Well, you
9:07
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Speaker 3 (56th St 3)
send letters off to universities for applications and things like that.
9:17
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Speaker 3 (56th St 3)
So I'm not too worried about this, because of the way in which we discuss things, the comfort that we have in discussing it, but at the same
9:25
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Speaker 3 (56th St 3)
time, I would be very cautious about using those tools, you know what I mean?
9:29
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Speaker 3 (56th St 3)
And maybe even like, you know, writing it up, your draft up, and then taking it, copying and pasting the
9:37
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Speaker 3 (56th St 3)
whole paragraph, and then saying, like, okay, if I run this, you could end up with that.
9:40
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Speaker 3 (56th St 3)
But then having a record.
9:43
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Speaker 3 (56th St 3)
These are my ideas before I filter them through here.
9:46
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Speaker 3 (56th St 3)
But anyone like me who's like, well, wait a second.
9:49
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Speaker 1 (56th St 3)
I have an issue with how much is being flagged here.
9:52
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Speaker 3 (56th St 3)
I can then say, well, those were his ideas.
9:54
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Speaker 3 (56th St 3)
I believe what did it do to adjust that.
9:58
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Speaker 5 (56th St 3)
So be careful about that.
10:00
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Speaker 1 (56th St 3)
Can I have a number between one and ten?
10:01
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Speaker 1 (56th St 3)
Four. Will you send me an angel?
This transcript was generated by AI (automatic speech recognition). May contain errors — verify against the original audio for critical use. AI policy
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