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@@ -1,628 +1,708 @@
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-It's honestly an honor to be here. Many thanks to the faculty for including me.
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+It's honestly an honor to be here.
 
 2
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-Welcome to all of the parents and the friends who were able to come and more
+00:00:06,560 --> 00:00:08,340
+Many thanks to the faculty for including me.
 
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-than anything congratulations to the class of 2023. I was sitting essentially
+00:00:09,000 --> 00:00:11,559
+Welcome to all of the parents and the friends who were able to 
 
 4
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-where you are right now about eight years ago. I was receiving the same
+00:00:11,559 --> 00:00:14,200
+come and more than anything congratulations to the class of 2023.
 
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-degree and in the time since then I devoted myself to trying to share math
+00:00:15,000 --> 00:00:18,280
+I was sitting essentially where you are right now about eight years ago.
 
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-with others mainly through YouTube but also through some other avenues and what
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+I was receiving the same degree and in the time since then I devoted myself to trying 
 
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-I want to talk to you about today is a small way that my relationship with math
+00:00:23,028 --> 00:00:27,325
+to share math with others mainly through YouTube but also through some other avenues 
 
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-has changed during that time and a way that I hope that it continues to change.
+00:00:27,325 --> 00:00:31,572
+and what I want to talk to you about today is a small way that my relationship with 
 
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-The change is personal but it's something that might just apply to you
+00:00:31,572 --> 00:00:35,820
+math has changed during that time and a way that I hope that it continues to change.
 
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-too and if so it might actually help in shaping your future. I was reflecting
+00:00:36,500 --> 00:00:39,128
+The change is personal but it's something that might just apply 
 
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-before today on what it was that pulled me into the subject in the first place.
+00:00:39,128 --> 00:00:41,880
+to you too and if so it might actually help in shaping your future.
 
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-Why is it that I fell in love with the subject? Why is it that I chose to major
+00:00:42,520 --> 00:00:45,061
+I was reflecting before today on what it was that 
 
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-in it when I was here? Why is it that I've spent the last eight years in this
+00:00:45,061 --> 00:00:47,400
+pulled me into the subject in the first place.
 
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-sort of weird unorthodox career path of explaining it online? And you see there's
+00:00:47,720 --> 00:00:49,780
+Why is it that I fell in love with the subject?
 
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-a story that I think a lot of us tell and the story is centered on things like
+00:00:49,920 --> 00:00:52,100
+Why is it that I chose to major in it when I was here?
 
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-the inescapable beauty of the subject or the fact that it's very charming just
+00:00:52,380 --> 00:00:55,224
+Why is it that I've spent the last eight years in this sort 
 
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-how well applied it is to not just physics and not just computer science
+00:00:55,224 --> 00:00:57,880
+of weird unorthodox career path of explaining it online?
 
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-but a plethora of different technical fields. But that story at least for me
+00:00:58,900 --> 00:01:02,432
+And you see there's a story that I think a lot of us tell and the story is 
 
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-would gloss over another factor that might be just as influential but which
+00:01:02,432 --> 00:01:05,917
+centered on things like the inescapable beauty of the subject or the fact 
 
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-is a lot more awkward to talk about. Ego. I don't know if you remember what it was
+00:01:05,917 --> 00:01:09,307
+that it's very charming just how well applied it is to not just physics 
 
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-like to be a child. If you remember what it was like maybe in elementary school
+00:01:09,307 --> 00:01:12,840
+and not just computer science but a plethora of different technical fields.
 
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-and the way it came across to us. If I look back to my earliest memories of
+00:01:13,860 --> 00:01:17,369
+But that story at least for me would gloss over another factor that 
 
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-math I think I was very lucky because it felt to me like a game and I think this
+00:01:17,369 --> 00:01:21,240
+might be just as influential but which is a lot more awkward to talk about.
 
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-had to do with how my dad would present it to me. But in the context of school it
+00:01:21,900 --> 00:01:22,160
+Ego.
 
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-had a very different character. It felt competitive. I don't think this was the
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+I don't know if you remember what it was like to be a child.
 
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-intention of the teachers. I don't think it was the intention of any of the
+00:01:26,140 --> 00:01:28,248
+If you remember what it was like maybe in elementary 
 
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-adults around. But there was a certain unspoken assumption that the subject was
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+school and the way it came across to us.
 
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-supposed to be hard. That many of us were going to struggle with it. And no
+00:01:30,260 --> 00:01:34,240
+If I look back to my earliest memories of math I think I was very lucky because it felt 
 
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-doubt thanks to the games that I would play with my dad I was one of the
+00:01:34,240 --> 00:01:38,040
+to me like a game and I think this had to do with how my dad would present it to me.
 
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-fortunate ones who found it a little bit easier. And because I found it a little
+00:01:38,520 --> 00:01:41,200
+But in the context of school it had a very different character.
 
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-bit easier I think I came to like the subject not because it was beautiful and
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+It felt competitive.
 
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-not because it was useful and not even because it was playful but frankly
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+I don't think this was the intention of the teachers.
 
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-because of that childish self-satisfaction that comes from
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+I don't think it was the intention of any of the adults around.
 
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-feeling like you're doing well at something that the adults tell you
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+But there was a certain unspoken assumption that the subject was supposed to be hard.
 
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-you're supposed to be doing well at. And for a long time in school this sort of
+00:01:52,880 --> 00:01:54,620
+That many of us were going to struggle with it.
 
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-kicked off a positive feedback loop. I spent a lot of time with the subject
+00:01:55,200 --> 00:01:57,818
+And no doubt thanks to the games that I would play with my dad 
 
 37
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-because I liked it. I liked it because I felt good at it. And to the extent that I
+00:01:57,818 --> 00:02:00,520
+I was one of the fortunate ones who found it a little bit easier.
 
 38
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-actually wasn't any good at it it was because I was spending so much time with
+00:02:01,400 --> 00:02:05,933
+And because I found it a little bit easier I think I came to like the subject not because 
 
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-it. And I don't want to suggest that this is true for everyone who likes math and
+00:02:05,933 --> 00:02:10,315
+it was beautiful and not because it was useful and not even because it was playful but 
 
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-I also don't want to suggest that this is the the kind of loop that doesn't
+00:02:10,315 --> 00:02:14,698
+frankly because of that childish self-satisfaction that comes from feeling like you're 
 
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-have struggles involved with it. Because there absolutely are struggles any way
+00:02:14,698 --> 00:02:18,980
+doing well at something that the adults tell you you're supposed to be doing well at.
 
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-that you learn math. It's more that if I'm honest the forces that kept me
+00:02:19,840 --> 00:02:22,840
+And for a long time in school this sort of kicked off a positive feedback loop.
 
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-pushing through some of the struggles and putting in the time and the practice
+00:02:23,420 --> 00:02:25,840
+I spent a lot of time with the subject because I liked it.
 
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-and the effort that's necessary to get better at the subject were at least in
+00:02:26,180 --> 00:02:28,000
+I liked it because I felt good at it.
 
 45
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-part motivated by a desire to be seen as being good at it. And you know I was a
+00:02:28,240 --> 00:02:30,102
+And to the extent that I actually wasn't any good at 
 
 46
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-teenager it's hard to escape a little bit of ego but ego is an awkward motive
+00:02:30,102 --> 00:02:32,000
+it it was because I was spending so much time with it.
 
 47
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-to talk about. And if I'm fair the beauty in the application really did play some
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+And I don't want to suggest that this is true for everyone who 
 
 48
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-role. It's not like they weren't there at all but they came in a lot later. Because
+00:02:35,375 --> 00:02:37,946
+likes math and I also don't want to suggest that this is the 
 
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-of this positive feedback loop I was spending time in the subject I would
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+the kind of loop that doesn't have struggles involved with it.
 
 50
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-chat with my teachers after school about it. I would go to local math circles
+00:02:40,600 --> 00:02:42,980
+Because there absolutely are struggles any way that you learn math.
 
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-events. I learned what a mathematician was. I would read books about problem
+00:02:43,440 --> 00:02:47,477
+It's more that if I'm honest the forces that kept me pushing through some of the 
 
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-solving. And in that kind of immersion it's hard not to fall in love with the
+00:02:47,477 --> 00:02:51,964
+struggles and putting in the time and the practice and the effort that's necessary to get 
 
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-actual beauty of the subject. So even if the passion began for these slightly
+00:02:51,964 --> 00:02:56,251
+better at the subject were at least in part motivated by a desire to be seen as being 
 
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-more self-centered and slightly more childish reasons that started to give
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+good at it.
 
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-away to something a little bit purer something more like an aesthetic sense
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+And you know I was a teenager it's hard to escape a little 
 
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-something a little more outward focused. It's a little like a fossil where you
+00:03:00,269 --> 00:03:02,840
+bit of ego but ego is an awkward motive to talk about.
 
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-know the organic molecules slowly start to give way for a longer term sturdier
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+And if I'm fair the beauty in the application really did play some role 
 
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-mineral that'll be there be there to the end. For me it became a little bit
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+it's not like they weren't there at all but they came in a lot later.
 
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-less about perceived success and a little bit more about the subject itself.
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+Because of this positive feedback loop I was spending time in 
 
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-But that's not actually the change that I want to talk to you about. This shift
+00:03:12,340 --> 00:03:14,880
+the subject I would chat with my teachers after school about it.
 
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-in motivation the fossilization process probably happened maybe towards the end
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+I would go to local math circles events.
 
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-of high school started my time here at Stanford. But what I want to talk about
+00:03:17,060 --> 00:03:18,540
+I learned what a mathematician was.
 
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-is how analogous to the way that the new minerals of a fossil still take on the
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+I would read books about problem solving and in that kind of immersion 
 
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-same general shape as the original bone. I think there might have been some
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+it's hard not to fall in love with the actual beauty of the subject.
 
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-lingering after effects associated with the less pure original motivations for
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+So even if the passion began for these slightly more self-centered and slightly 
 
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-the subject. See while I was here at Stanford I remember a lot of my peers
+00:03:29,648 --> 00:03:33,377
+more childish reasons that started to give away to something a little bit purer 
 
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-would use the word interesting. Now why is it that you chose to go to that
+00:03:33,377 --> 00:03:37,060
+something more like an aesthetic sense something a little more outward focused.
 
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-internship that you did this summer or why did you choose to work with this
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+It's a little like a fossil where you know the organic molecules slowly start to 
 
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-professor that you did? Oh it seemed like they were working on very interesting
+00:03:41,480 --> 00:03:45,180
+give way for a longer term sturdier mineral that'll be there be there to the end.
 
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-problems. But what does the word interesting mean? Interesting to whom? I
+00:03:45,800 --> 00:03:48,157
+For me it became a little bit less about perceived 
 
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-think if I was to look back on myself and how I was using the word at least
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+success and a little bit more about the subject itself.
 
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-part of what I meant by it was that a problem seemed hard. It seemed
+00:03:51,480 --> 00:03:54,280
+But that's not actually the change that I want to talk to you about.
 
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-recognizably hard but not so hard that I couldn't sink my teeth into it a little
+00:03:54,300 --> 00:03:58,042
+This shift in motivation the fossilization process probably happened 
 
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-bit. Utility had a strange backseat for me and it really was about the challenge
+00:03:58,042 --> 00:04:01,840
+maybe towards the end of high school started my time here at Stanford.
 
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-in and of itself. And I don't think this was just me. If we fast forward by the
+00:04:02,920 --> 00:04:06,507
+But what I want to talk about is how analogous to the way that the new 
 
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-time I was making YouTube videos for a long time one of the most popular videos
+00:04:06,507 --> 00:04:10,500
+minerals of a fossil still take on the same general shape as the original bone.
 
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-on the channel was one that had the title the hardest problem on the hardest
+00:04:10,800 --> 00:04:13,515
+I think there might have been some lingering after effects 
 
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-test which admittedly is blatant clickbait. And it was about a problem
+00:04:13,515 --> 00:04:16,600
+associated with the less pure original motivations for the subject.
 
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-from the Putnam and between you and me it wasn't really the hardest problem
+00:04:17,600 --> 00:04:19,301
+See while I was here at Stanford I remember a 
 
 80
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-that the Putnam's ever shown but it was positioned as number six. But if we think
+00:04:19,301 --> 00:04:21,040
+lot of my peers would use the word interesting.
 
 81
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-about the fact that it was clickbait why would that work? Why is it that something
+00:04:21,660 --> 00:04:24,164
+Now why is it that you chose to go to that internship that you did this 
 
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-on the order of 10 million people outside the usual subscriber base were
+00:04:24,164 --> 00:04:26,600
+summer or why did you choose to work with this professor that you did?
 
 83
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-curious to click on a topic not because it was beautiful or not because it
+00:04:26,900 --> 00:04:29,160
+Oh it seemed like they were working on very interesting problems.
 
 84
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-promised anything useful but merely because it promised that something was
+00:04:30,080 --> 00:04:31,720
+But what does the word interesting mean?
 
 85
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-challenging. Now to be fair sometimes difficulty does correspond with
+00:04:32,220 --> 00:04:33,200
+Interesting to whom?
 
 86
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-something that's useful maybe there's a field that's blocked by a puzzle that
+00:04:34,560 --> 00:04:38,639
+I think if I was to look back on myself and how I was using the word 
 
 87
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-nobody knows how to solve and if someone could solve it it would unlock more
+00:04:38,639 --> 00:04:42,600
+at least part of what I meant by it was that a problem seemed hard.
 
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-utility in that field. But the question is whether the reason for caring about
+00:04:43,200 --> 00:04:45,933
+It seemed recognizably hard but not so hard that 
 
 89
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-the problem fundamentally was about that utility or if it was about the fact that
+00:04:45,933 --> 00:04:48,500
+I couldn't sink my teeth into it a little bit.
 
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-it's widely recognized to be challenging and because of what that might imply for
+00:04:49,720 --> 00:04:51,978
+Utility had a strange backseat for me and it really 
 
 91
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-the person who does solve it and how they might be perceived. So I'll give you
+00:04:51,978 --> 00:04:53,760
+was about the challenge in and of itself.
 
 92
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-another example for where you know origins of a slightly more youthful and
+00:04:54,580 --> 00:04:55,740
+And I don't think this was just me.
 
 93
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-competitive spirited motivation for math might have had these lingering after
+00:04:55,840 --> 00:04:59,769
+If we fast forward by the time I was making YouTube videos for a long time 
 
 94
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-effects even after that motivation was no longer the dominant one. When I
+00:04:59,769 --> 00:05:03,593
+one of the most popular videos on the channel was one that had the title 
 
 95
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-started making videos about math I was actually a senior here at Stanford when
+00:05:03,593 --> 00:05:07,680
+the hardest problem on the hardest test which admittedly is blatant clickbait.
 
 96
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-I very first began I was uploading them to a channel that I had given the very
+00:05:08,660 --> 00:05:12,286
+And it was about a problem from the Putnam and between you and me it wasn't really 
 
 97
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-strange name of three blue and brown and at that time I cared a lot about the
+00:05:12,286 --> 00:05:16,000
+the hardest problem that the Putnam's ever shown but it was positioned as number six.
 
 98
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-content seeming very different from traditional lessons out there. I cared a
+00:05:16,680 --> 00:05:20,180
+But if we think about the fact that it was clickbait why would that work?
 
 99
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-lot that it was showing something students wouldn't see in the usual
+00:05:20,680 --> 00:05:25,161
+Why is it that something on the order of 10 million people outside the usual subscriber 
 
 100
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-linear track of school and I think I cared a lot about being perceived as
+00:05:25,161 --> 00:05:29,489
+base were curious to click on a topic not because it was beautiful or not because it 
 
 101
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-providing something that was original something that was distinct. Now if we
+00:05:29,489 --> 00:05:33,920
+promised anything useful but merely because it promised that something was challenging.
 
 102
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-contrast this after I graduated I spent time working at Khan Academy and there
+00:05:36,160 --> 00:05:39,753
+Now to be fair sometimes difficulty does correspond with something that's useful 
 
 103
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-the goal was very explicitly to make content that met students where they are
+00:05:39,753 --> 00:05:43,301
+maybe there's a field that's blocked by a puzzle that nobody knows how to solve 
 
 104
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-then. I made a couple hundred pieces of content mostly centered around
+00:05:43,301 --> 00:05:46,540
+and if someone could solve it it would unlock more utility in that field.
 
 105
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-multivariable calculus and I was choosing topics not based on originality or a
+00:05:46,920 --> 00:05:50,109
+But the question is whether the reason for caring about the problem 
 
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-desire to stand out more than anything I was choosing topics simply because
+00:05:50,109 --> 00:05:53,392
+fundamentally was about that utility or if it was about the fact that 
 
 107
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-they were on the list of what students had asked to know about what they needed
+00:05:53,392 --> 00:05:56,769
+it's widely recognized to be challenging and because of what that might 
 
 108
-00:07:03,000 --> 00:07:07,140
-to know and the feedback in both categories of these videos was positive
+00:05:56,769 --> 00:06:00,100
+imply for the person who does solve it and how they might be perceived.
 
 109
-00:07:07,140 --> 00:07:11,680
-but with a different character and one of them was a lot deeper. Those on early
+00:06:01,120 --> 00:06:04,802
+So I'll give you another example for where you know origins of a slightly more 
 
 110
-00:07:11,680 --> 00:07:15,520
-three blue and brown felt like people watching a shared sport something that
+00:06:04,802 --> 00:06:08,297
+youthful and competitive spirited motivation for math might have had these 
 
 111
-00:07:15,520 --> 00:07:19,320
-we all enjoyed watching together but those on Khan Academy had a very
+00:06:08,297 --> 00:06:12,120
+lingering after effects even after that motivation was no longer the dominant one.
 
 112
-00:07:19,320 --> 00:07:23,880
-different flavor they were characterized more than anything by gratitude. I felt
+00:06:12,820 --> 00:06:16,925
+When I started making videos about math I was actually a senior here at Stanford 
 
 113
-00:07:23,880 --> 00:07:28,560
-that I actually helped people and they found them genuinely useful. So later on
+00:06:16,925 --> 00:06:20,726
+when I very first began I was uploading them to a channel that I had given 
 
 114
-00:07:28,560 --> 00:07:31,920
-on three blue and brown I started to prioritize lessons that met learners
+00:06:20,726 --> 00:06:24,628
+the very strange name of three blue and brown and at that time I cared a lot 
 
 115
-00:07:31,920 --> 00:07:35,240
-where they were. I did a series about linear algebra I did a series about
+00:06:24,628 --> 00:06:28,480
+about the content seeming very different from traditional lessons out there.
 
 116
-00:07:35,240 --> 00:07:38,920
-calculus people asked if I could explain what is a Fourier transform or how do
+00:06:28,740 --> 00:06:32,186
+I cared a lot that it was showing something students wouldn't see in the 
 
 117
-00:07:38,920 --> 00:07:43,680
-neural networks work and so I obliged. Now the topics weren't original you know
+00:06:32,186 --> 00:06:35,822
+usual linear track of school and I think I cared a lot about being perceived 
 
 118
-00:07:43,680 --> 00:07:46,960
-there's lots and lots of other videos and pieces of content online that
+00:06:35,822 --> 00:06:39,080
+as providing something that was original something that was distinct.
 
 119
-00:07:46,960 --> 00:07:51,760
-explained those but these are by far the ones that have received the most
+00:06:39,860 --> 00:06:44,164
+Now if we contrast this after I graduated I spent time working at Khan Academy and 
 
 120
-00:07:51,760 --> 00:07:54,800
-gratitude in that time and which have accounted for any success that I've
+00:06:44,164 --> 00:06:48,780
+there the goal was very explicitly to make content that met students where they are then.
 
 121
-00:07:54,800 --> 00:07:58,800
-found since then. There's always room for novelty in the specific approach after a
+00:06:49,220 --> 00:06:53,432
+I made a couple hundred pieces of content mostly centered around multivariable calculus 
 
 122
-00:07:58,800 --> 00:08:03,880
-topic is chosen but the thing that took me an embarrassingly long time to really
+00:06:53,432 --> 00:06:57,549
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 123
-00:08:03,880 --> 00:08:08,920
-learn the lesson that took a long time to genuinely sink in is that when topics
+00:06:57,549 --> 00:07:01,618
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 124
-00:08:08,920 --> 00:08:13,040
-are chosen primarily because of how they'll help people and concerns like
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 125
-00:08:13,040 --> 00:08:17,720
-novelty and originality and whether something is capital I interesting are
+00:07:05,831 --> 00:07:10,140
+these videos was positive but with a different character and one of them was a lot deeper.
 
 126
-00:08:17,720 --> 00:08:21,160
-all relevant only insofar as they help the goal of meeting a learner where they
+00:07:11,140 --> 00:07:15,012
+Those on early three blue and brown felt like people watching a shared sport 
 
 127
-00:08:21,160 --> 00:08:25,640
-are. That's when the reach feels genuinely meaningful and for what it's
+00:07:15,012 --> 00:07:18,936
+something that we all enjoyed watching together but those on Khan Academy had 
 
 128
-00:08:25,640 --> 00:08:28,400
-worth I do think that shift in focus is probably what made the difference
+00:07:18,936 --> 00:07:22,960
+a very different flavor they were characterized more than anything by gratitude.
 
 129
-00:08:28,400 --> 00:08:32,840
-between videos being a hobby and videos being a career. Now for every one of you
+00:07:23,680 --> 00:07:27,160
+I felt that I actually helped people and they found them genuinely useful.
 
 130
-00:08:32,840 --> 00:08:36,400
-who's sitting here right now whatever it is that you choose to do moving forward
+00:07:28,060 --> 00:07:30,144
+So later on on three blue and brown I started to 
 
 131
-00:08:36,400 --> 00:08:39,000
-with the math that you've learned here and the other skills that you've learned
+00:07:30,144 --> 00:07:32,400
+prioritize lessons that met learners where they were.
 
 132
-00:08:39,000 --> 00:08:43,840
-here the future fulfillment that you derive from that work is going to have
+00:07:32,860 --> 00:07:36,702
+I did a series about linear algebra I did a series about calculus people asked if I 
 
 133
-00:08:43,840 --> 00:08:48,480
-as much to do with how you evaluate what's worth working on as it does with
+00:07:36,702 --> 00:07:40,820
+could explain what is a Fourier transform or how do neural networks work and so I obliged.
 
 134
-00:08:48,480 --> 00:08:52,360
-the strengths that you're bringing to the table. The future mark that your work
+00:07:41,640 --> 00:07:45,001
+Now the topics weren't original you know there's lots and lots of 
 
 135
-00:08:52,360 --> 00:08:56,040
-leaves on the world has as much to do with how you're evaluating what you're
+00:07:45,001 --> 00:07:48,414
+other videos and pieces of content online that explained those but 
 
 136
-00:08:56,040 --> 00:09:00,440
-working on as it does anything else and my advice to you right now and you're at
+00:07:48,414 --> 00:07:51,827
+these are by far the ones that have received the most gratitude in 
 
 137
-00:09:00,440 --> 00:09:04,800
-this very pivotal juncture in your life is to be especially mindful of where
+00:07:51,827 --> 00:07:55,800
+that time and which have accounted for any success that I've found since then.
 
 138
-00:09:04,800 --> 00:09:09,480
-that evaluation function comes from. If after today you're going into industry
+00:07:56,120 --> 00:08:00,463
+There's always room for novelty in the specific approach after a topic is chosen 
 
 139
-00:09:09,480 --> 00:09:13,360
-you might ask yourself how are you choosing where to work? How did you
+00:08:00,463 --> 00:08:04,859
+but the thing that took me an embarrassingly long time to really learn the lesson 
 
 140
-00:09:13,360 --> 00:09:17,080
-choose who to work with? How are you choosing what to build? If you are going
+00:08:04,859 --> 00:08:09,363
+that took a long time to genuinely sink in is that when topics are chosen primarily 
 
 141
-00:09:17,080 --> 00:09:20,880
-into academia ask yourself if it's for the right reasons and how you'll choose
+00:08:09,363 --> 00:08:13,706
+because of how they'll help people and concerns like novelty and originality and 
 
 142
-00:09:20,880 --> 00:09:25,040
-which problems to work on. How much of it depends on the way that you'll be
+00:08:13,706 --> 00:08:18,049
+whether something is capital I interesting are all relevant only insofar as they 
 
 143
-00:09:25,040 --> 00:09:28,560
-perceived for solving the problems and how much depends on the value that other
+00:08:18,049 --> 00:08:22,232
+help the goal of meeting a learner where they are that's when the reach feels 
 
 144
-00:09:28,560 --> 00:09:33,200
-people will find from it. Now if you're going into teaching, well honestly if
+00:08:22,232 --> 00:08:26,467
+genuinely meaningful and for what it's worth I do think that shift in focus is 
 
 145
-00:09:33,200 --> 00:09:35,600
-you're going into teaching you're probably wiser than the rest of us so I
+00:08:26,467 --> 00:08:31,240
+probably what made the difference between videos being a hobby and videos being a career.
 
 146
-00:09:35,600 --> 00:09:40,320
-don't have much to say. See in the last eight years I felt a shift in my own
+00:08:31,860 --> 00:08:35,529
+Now for every one of you who's sitting here right now whatever it is that you 
 
 147
-00:09:40,320 --> 00:09:45,640
-evaluation function. Hardness in and of itself that doesn't cut it. Originality
+00:08:35,529 --> 00:08:39,058
+choose to do moving forward with the math that you've learned here and the 
 
 148
-00:09:45,680 --> 00:09:49,560
-for its own sake is hollow and math still has an intrinsic beauty but
+00:08:39,058 --> 00:08:42,680
+other skills that you've learned here the future fulfillment that you derive 
 
 149
-00:09:49,560 --> 00:09:53,520
-honestly these days that beauty is all the more potent if there's at least a
+00:08:42,680 --> 00:08:46,209
+from that work is going to have as much to do with how you evaluate what's 
 
 150
-00:09:53,520 --> 00:09:57,800
-whisper of something genuinely useful in sight. I can't tell you what the right
+00:08:46,209 --> 00:08:50,020
+worth working on as it does with the strengths that you're bringing to the table.
 
 151
-00:09:57,800 --> 00:10:02,600
-evaluation function is for you. I can suggest that it probably will matter
+00:08:50,880 --> 00:08:54,869
+The future mark that your work leaves on the world has as much to do with 
 
 152
-00:10:02,600 --> 00:10:05,840
-more when it depends less on yourself and it depends a little bit more on
+00:08:54,869 --> 00:08:58,858
+how you're evaluating what you're working on as it does anything else and 
 
 153
-00:10:05,840 --> 00:10:10,320
-others and what you're doing for them but what I am sure of is that time spent
+00:08:58,858 --> 00:09:02,955
+my advice to you right now and you're at this very pivotal juncture in your 
 
 154
-00:10:10,320 --> 00:10:14,520
-right now today seriously reassessing where the evaluation function comes from
+00:09:02,955 --> 00:09:07,160
+life is to be especially mindful of where that evaluation function comes from.
 
 155
-00:10:14,560 --> 00:10:19,840
-stands to make your future richer. So congratulations once again all of us
+00:09:07,620 --> 00:09:10,209
+If after today you're going into industry you might 
 
 156
-00:10:19,840 --> 00:10:22,960
-here are anxiously awaiting what that future looks like for each and every one
+00:09:10,209 --> 00:09:12,600
+ask yourself how are you choosing where to work?
 
 157
-00:10:22,960 --> 00:10:25,240
-of you.
+00:09:12,900 --> 00:09:14,320
+How did you choose who to work with?
+
+158
+00:09:14,400 --> 00:09:15,640
+How are you choosing what to build?
+
+159
+00:09:16,180 --> 00:09:19,199
+If you are going into academia ask yourself if it's for the 
+
+160
+00:09:19,199 --> 00:09:22,320
+right reasons and how you'll choose which problems to work on.
+
+161
+00:09:23,080 --> 00:09:26,430
+How much of it depends on the way that you'll be perceived for solving the 
+
+162
+00:09:26,430 --> 00:09:29,960
+problems and how much depends on the value that other people will find from it.
+
+163
+00:09:30,800 --> 00:09:33,684
+Now if you're going into teaching, well honestly if you're going into 
+
+164
+00:09:33,684 --> 00:09:36,940
+teaching you're probably wiser than the rest of us so I don't have much to say.
+
+165
+00:09:37,900 --> 00:09:41,420
+See in the last eight years I felt a shift in my own evaluation function.
+
+166
+00:09:41,940 --> 00:09:44,780
+Hardness in and of itself that doesn't cut it.
+
+167
+00:09:45,260 --> 00:09:48,885
+Originality for its own sake is hollow and math still has an intrinsic 
+
+168
+00:09:48,885 --> 00:09:52,409
+beauty but honestly these days that beauty is all the more potent if 
+
+169
+00:09:52,409 --> 00:09:55,780
+there's at least a whisper of something genuinely useful in sight.
+
+170
+00:09:56,960 --> 00:09:59,500
+I can't tell you what the right evaluation function is for you.
+
+171
+00:10:00,160 --> 00:10:04,459
+I can suggest that it probably will matter more when it depends less on yourself 
+
+172
+00:10:04,459 --> 00:10:08,598
+and it depends a little bit more on others and what you're doing for them but 
+
+173
+00:10:08,598 --> 00:10:12,579
+what I am sure of is that time spent right now today seriously reassessing 
+
+174
+00:10:12,579 --> 00:10:16,560
+where the evaluation function comes from stands to make your future richer.
+
+175
+00:10:17,640 --> 00:10:19,100
+So congratulations once again.
+
+176
+00:10:19,560 --> 00:10:21,339
+All of us here are anxiously awaiting what that 
+
+177
+00:10:21,339 --> 00:10:23,120
+future looks like for each and every one of you.
 
diff --git a/2023/ego-and-math/english/transcript.txt b/2023/ego-and-math/english/transcript.txt
index 1b1fd9c14..848c8cf7b 100644
--- a/2023/ego-and-math/english/transcript.txt
+++ b/2023/ego-and-math/english/transcript.txt
@@ -1,87 +1,85 @@
-It's honestly an honor to be here.
-Many thanks to the faculty for including me.
-Welcome to all of the parents and the friends who were able to come and more than anything congratulations to the class of 2023.
-I was sitting essentially where you are right now about eight years ago.
-I was receiving the same degree and in the time since then I devoted myself to trying to share math with others mainly through YouTube but also through some other avenues and what I want to talk to you about today is a small way that my relationship with math has changed during that time and a way that I hope that it continues to change.
-The change is personal but it's something that might just apply to you too and if so it might actually help in shaping your future.
-I was reflecting before today on what it was that pulled me into the subject in the first place.
-Why is it that I fell in love with the subject?
-Why is it that I chose to major in it when I was here?
-Why is it that I've spent the last eight years in this sort of weird unorthodox career path of explaining it online?
-And you see there's a story that I think a lot of us tell and the story is centered on things like the inescapable beauty of the subject or the fact that it's very charming just how well applied it is to not just physics and not just computer science but a plethora of different technical fields.
-But that story at least for me would gloss over another factor that might be just as influential but which is a lot more awkward to talk about.
-Ego.
-I don't know if you remember what it was like to be a child.
-If you remember what it was like maybe in elementary school and the way it came across to us.
-If I look back to my earliest memories of math I think I was very lucky because it felt to me like a game and I think this had to do with how my dad would present it to me.
-But in the context of school it had a very different character.
-It felt competitive.
-I don't think this was the intention of the teachers.
-I don't think it was the intention of any of the adults around.
-But there was a certain unspoken assumption that the subject was supposed to be hard.
-That many of us were going to struggle with it.
-And no doubt thanks to the games that I would play with my dad I was one of the fortunate ones who found it a little bit easier.
-And because I found it a little bit easier I think I came to like the subject not because it was beautiful and not because it was useful and not even because it was playful but frankly because of that childish self-satisfaction that comes from feeling like you're doing well at something that the adults tell you you're supposed to be doing well at.
-And for a long time in school this sort of kicked off a positive feedback loop.
-I spent a lot of time with the subject because I liked it.
-I liked it because I felt good at it.
-And to the extent that I actually wasn't any good at it it was because I was spending so much time with it.
-And I don't want to suggest that this is true for everyone who likes math and I also don't want to suggest that this is the the kind of loop that doesn't have struggles involved with it.
-Because there absolutely are struggles any way that you learn math.
-It's more that if I'm honest the forces that kept me pushing through some of the struggles and putting in the time and the practice and the effort that's necessary to get better at the subject were at least in part motivated by a desire to be seen as being good at it.
-And you know I was a teenager it's hard to escape a little bit of ego but ego is an awkward motive to talk about.
-And if I'm fair the beauty in the application really did play some role.
-It's not like they weren't there at all but they came in a lot later.
-Because of this positive feedback loop I was spending time in the subject I would chat with my teachers after school about it.
-I would go to local math circles events.
-I learned what a mathematician was.
-I would read books about problem solving.
-And in that kind of immersion it's hard not to fall in love with the actual beauty of the subject.
-So even if the passion began for these slightly more self-centered and slightly more childish reasons that started to give away to something a little bit purer something more like an aesthetic sense something a little more outward focused.
-It's a little like a fossil where you know the organic molecules slowly start to give way for a longer term sturdier mineral that'll be there be there to the end.
-For me it became a little bit less about perceived success and a little bit more about the subject itself.
-But that's not actually the change that I want to talk to you about.
-This shift in motivation the fossilization process probably happened maybe towards the end of high school started my time here at Stanford.
-But what I want to talk about is how analogous to the way that the new minerals of a fossil still take on the same general shape as the original bone.
-I think there might have been some lingering after effects associated with the less pure original motivations for the subject.
-See while I was here at Stanford I remember a lot of my peers would use the word interesting.
-Now why is it that you chose to go to that internship that you did this summer or why did you choose to work with this professor that you did?
-Oh it seemed like they were working on very interesting problems.
-But what does the word interesting mean?
-Interesting to whom?
-I think if I was to look back on myself and how I was using the word at least part of what I meant by it was that a problem seemed hard.
-It seemed recognizably hard but not so hard that I couldn't sink my teeth into it a little bit.
-Utility had a strange backseat for me and it really was about the challenge in and of itself.
-And I don't think this was just me.
-If we fast forward by the time I was making YouTube videos for a long time one of the most popular videos on the channel was one that had the title the hardest problem on the hardest test which admittedly is blatant clickbait.
-And it was about a problem from the Putnam and between you and me it wasn't really the hardest problem that the Putnam's ever shown but it was positioned as number six.
-But if we think about the fact that it was clickbait why would that work?
-Why is it that something on the order of 10 million people outside the usual subscriber base were curious to click on a topic not because it was beautiful or not because it promised anything useful but merely because it promised that something was challenging.
-Now to be fair sometimes difficulty does correspond with something that's useful maybe there's a field that's blocked by a puzzle that nobody knows how to solve and if someone could solve it it would unlock more utility in that field.
-But the question is whether the reason for caring about the problem fundamentally was about that utility or if it was about the fact that it's widely recognized to be challenging and because of what that might imply for the person who does solve it and how they might be perceived.
-So I'll give you another example for where you know origins of a slightly more youthful and competitive spirited motivation for math might have had these lingering after effects even after that motivation was no longer the dominant one.
-When I started making videos about math I was actually a senior here at Stanford when I very first began I was uploading them to a channel that I had given the very strange name of three blue and brown and at that time I cared a lot about the content seeming very different from traditional lessons out there.
-I cared a lot that it was showing something students wouldn't see in the usual linear track of school and I think I cared a lot about being perceived as providing something that was original something that was distinct.
-Now if we contrast this after I graduated I spent time working at Khan Academy and there the goal was very explicitly to make content that met students where they are then.
-I made a couple hundred pieces of content mostly centered around multivariable calculus and I was choosing topics not based on originality or a desire to stand out more than anything I was choosing topics simply because they were on the list of what students had asked to know about what they needed to know and the feedback in both categories of these videos was positive but with a different character and one of them was a lot deeper.
-Those on early three blue and brown felt like people watching a shared sport something that we all enjoyed watching together but those on Khan Academy had a very different flavor they were characterized more than anything by gratitude.
-I felt that I actually helped people and they found them genuinely useful.
-So later on on three blue and brown I started to prioritize lessons that met learners where they were.
-I did a series about linear algebra I did a series about calculus people asked if I could explain what is a Fourier transform or how do neural networks work and so I obliged.
-Now the topics weren't original you know there's lots and lots of other videos and pieces of content online that explained those but these are by far the ones that have received the most gratitude in that time and which have accounted for any success that I've found since then.
-There's always room for novelty in the specific approach after a topic is chosen but the thing that took me an embarrassingly long time to really learn the lesson that took a long time to genuinely sink in is that when topics are chosen primarily because of how they'll help people and concerns like novelty and originality and whether something is capital I interesting are all relevant only insofar as they help the goal of meeting a learner where they are.
-That's when the reach feels genuinely meaningful and for what it's worth I do think that shift in focus is probably what made the difference between videos being a hobby and videos being a career.
-Now for every one of you who's sitting here right now whatever it is that you choose to do moving forward with the math that you've learned here and the other skills that you've learned here the future fulfillment that you derive from that work is going to have as much to do with how you evaluate what's worth working on as it does with the strengths that you're bringing to the table.
-The future mark that your work leaves on the world has as much to do with how you're evaluating what you're working on as it does anything else and my advice to you right now and you're at this very pivotal juncture in your life is to be especially mindful of where that evaluation function comes from.
-If after today you're going into industry you might ask yourself how are you choosing where to work?
-How did you choose who to work with?
-How are you choosing what to build?
-If you are going into academia ask yourself if it's for the right reasons and how you'll choose which problems to work on.
-How much of it depends on the way that you'll be perceived for solving the problems and how much depends on the value that other people will find from it.
-Now if you're going into teaching, well honestly if you're going into teaching you're probably wiser than the rest of us so I don't have much to say.
-See in the last eight years I felt a shift in my own evaluation function.
-Hardness in and of itself that doesn't cut it.
-Originality for its own sake is hollow and math still has an intrinsic beauty but honestly these days that beauty is all the more potent if there's at least a whisper of something genuinely useful in sight.
-I can't tell you what the right evaluation function is for you.
-I can suggest that it probably will matter more when it depends less on yourself and it depends a little bit more on others and what you're doing for them but what I am sure of is that time spent right now today seriously reassessing where the evaluation function comes from stands to make your future richer.
-So congratulations once again all of us here are anxiously awaiting what that future looks like for each and every one of you.
+It's honestly an honor to be here. 
+Many thanks to the faculty for including me. 
+Welcome to all of the parents and the friends who were able to come and more than anything congratulations to the class of 2023. 
+I was sitting essentially where you are right now about eight years ago. 
+I was receiving the same degree and in the time since then I devoted myself to trying to share math with others mainly through YouTube but also through some other avenues and what I want to talk to you about today is a small way that my relationship with math has changed during that time and a way that I hope that it continues to change. 
+The change is personal but it's something that might just apply to you too and if so it might actually help in shaping your future. 
+I was reflecting before today on what it was that pulled me into the subject in the first place. 
+Why is it that I fell in love with the subject? 
+Why is it that I chose to major in it when I was here? 
+Why is it that I've spent the last eight years in this sort of weird unorthodox career path of explaining it online? 
+And you see there's a story that I think a lot of us tell and the story is centered on things like the inescapable beauty of the subject or the fact that it's very charming just how well applied it is to not just physics and not just computer science but a plethora of different technical fields. 
+But that story at least for me would gloss over another factor that might be just as influential but which is a lot more awkward to talk about. 
+Ego. 
+I don't know if you remember what it was like to be a child. 
+If you remember what it was like maybe in elementary school and the way it came across to us. 
+If I look back to my earliest memories of math I think I was very lucky because it felt to me like a game and I think this had to do with how my dad would present it to me. 
+But in the context of school it had a very different character. 
+It felt competitive. 
+I don't think this was the intention of the teachers. 
+I don't think it was the intention of any of the adults around. 
+But there was a certain unspoken assumption that the subject was supposed to be hard. 
+That many of us were going to struggle with it. 
+And no doubt thanks to the games that I would play with my dad I was one of the fortunate ones who found it a little bit easier. 
+And because I found it a little bit easier I think I came to like the subject not because it was beautiful and not because it was useful and not even because it was playful but frankly because of that childish self-satisfaction that comes from feeling like you're doing well at something that the adults tell you you're supposed to be doing well at. 
+And for a long time in school this sort of kicked off a positive feedback loop. 
+I spent a lot of time with the subject because I liked it. 
+I liked it because I felt good at it. 
+And to the extent that I actually wasn't any good at it it was because I was spending so much time with it. 
+And I don't want to suggest that this is true for everyone who likes math and I also don't want to suggest that this is the the kind of loop that doesn't have struggles involved with it. 
+Because there absolutely are struggles any way that you learn math. 
+It's more that if I'm honest the forces that kept me pushing through some of the struggles and putting in the time and the practice and the effort that's necessary to get better at the subject were at least in part motivated by a desire to be seen as being good at it. 
+And you know I was a teenager it's hard to escape a little bit of ego but ego is an awkward motive to talk about. 
+And if I'm fair the beauty in the application really did play some role it's not like they weren't there at all but they came in a lot later. 
+Because of this positive feedback loop I was spending time in the subject I would chat with my teachers after school about it. 
+I would go to local math circles events. 
+I learned what a mathematician was. 
+I would read books about problem solving and in that kind of immersion it's hard not to fall in love with the actual beauty of the subject. 
+So even if the passion began for these slightly more self-centered and slightly more childish reasons that started to give away to something a little bit purer something more like an aesthetic sense something a little more outward focused. 
+It's a little like a fossil where you know the organic molecules slowly start to give way for a longer term sturdier mineral that'll be there be there to the end. 
+For me it became a little bit less about perceived success and a little bit more about the subject itself. 
+But that's not actually the change that I want to talk to you about. 
+This shift in motivation the fossilization process probably happened maybe towards the end of high school started my time here at Stanford. 
+But what I want to talk about is how analogous to the way that the new minerals of a fossil still take on the same general shape as the original bone. 
+I think there might have been some lingering after effects associated with the less pure original motivations for the subject. 
+See while I was here at Stanford I remember a lot of my peers would use the word interesting. 
+Now why is it that you chose to go to that internship that you did this summer or why did you choose to work with this professor that you did? 
+Oh it seemed like they were working on very interesting problems. 
+But what does the word interesting mean? 
+Interesting to whom? 
+I think if I was to look back on myself and how I was using the word at least part of what I meant by it was that a problem seemed hard. 
+It seemed recognizably hard but not so hard that I couldn't sink my teeth into it a little bit. 
+Utility had a strange backseat for me and it really was about the challenge in and of itself. 
+And I don't think this was just me. 
+If we fast forward by the time I was making YouTube videos for a long time one of the most popular videos on the channel was one that had the title the hardest problem on the hardest test which admittedly is blatant clickbait. 
+And it was about a problem from the Putnam and between you and me it wasn't really the hardest problem that the Putnam's ever shown but it was positioned as number six. 
+But if we think about the fact that it was clickbait why would that work? 
+Why is it that something on the order of 10 million people outside the usual subscriber base were curious to click on a topic not because it was beautiful or not because it promised anything useful but merely because it promised that something was challenging. 
+Now to be fair sometimes difficulty does correspond with something that's useful maybe there's a field that's blocked by a puzzle that nobody knows how to solve and if someone could solve it it would unlock more utility in that field. 
+But the question is whether the reason for caring about the problem fundamentally was about that utility or if it was about the fact that it's widely recognized to be challenging and because of what that might imply for the person who does solve it and how they might be perceived. 
+So I'll give you another example for where you know origins of a slightly more youthful and competitive spirited motivation for math might have had these lingering after effects even after that motivation was no longer the dominant one. 
+When I started making videos about math I was actually a senior here at Stanford when I very first began I was uploading them to a channel that I had given the very strange name of three blue and brown and at that time I cared a lot about the content seeming very different from traditional lessons out there. 
+I cared a lot that it was showing something students wouldn't see in the usual linear track of school and I think I cared a lot about being perceived as providing something that was original something that was distinct. 
+Now if we contrast this after I graduated I spent time working at Khan Academy and there the goal was very explicitly to make content that met students where they are then. 
+I made a couple hundred pieces of content mostly centered around multivariable calculus and I was choosing topics not based on originality or a desire to stand out more than anything I was choosing topics simply because they were on the list of what students had asked to know about what they needed to know and the feedback in both categories of these videos was positive but with a different character and one of them was a lot deeper. 
+Those on early three blue and brown felt like people watching a shared sport something that we all enjoyed watching together but those on Khan Academy had a very different flavor they were characterized more than anything by gratitude. 
+I felt that I actually helped people and they found them genuinely useful. 
+So later on on three blue and brown I started to prioritize lessons that met learners where they were. 
+I did a series about linear algebra I did a series about calculus people asked if I could explain what is a Fourier transform or how do neural networks work and so I obliged. 
+Now the topics weren't original you know there's lots and lots of other videos and pieces of content online that explained those but these are by far the ones that have received the most gratitude in that time and which have accounted for any success that I've found since then. 
+There's always room for novelty in the specific approach after a topic is chosen but the thing that took me an embarrassingly long time to really learn the lesson that took a long time to genuinely sink in is that when topics are chosen primarily because of how they'll help people and concerns like novelty and originality and whether something is capital I interesting are all relevant only insofar as they help the goal of meeting a learner where they are that's when the reach feels genuinely meaningful and for what it's worth I do think that shift in focus is probably what made the difference between videos being a hobby and videos being a career. 
+Now for every one of you who's sitting here right now whatever it is that you choose to do moving forward with the math that you've learned here and the other skills that you've learned here the future fulfillment that you derive from that work is going to have as much to do with how you evaluate what's worth working on as it does with the strengths that you're bringing to the table. 
+The future mark that your work leaves on the world has as much to do with how you're evaluating what you're working on as it does anything else and my advice to you right now and you're at this very pivotal juncture in your life is to be especially mindful of where that evaluation function comes from. 
+If after today you're going into industry you might ask yourself how are you choosing where to work? 
+How did you choose who to work with? 
+How are you choosing what to build? 
+If you are going into academia ask yourself if it's for the right reasons and how you'll choose which problems to work on. 
+How much of it depends on the way that you'll be perceived for solving the problems and how much depends on the value that other people will find from it. 
+Now if you're going into teaching, well honestly if you're going into teaching you're probably wiser than the rest of us so I don't have much to say. 
+See in the last eight years I felt a shift in my own evaluation function. 
+Hardness in and of itself that doesn't cut it. 
+Originality for its own sake is hollow and math still has an intrinsic beauty but honestly these days that beauty is all the more potent if there's at least a whisper of something genuinely useful in sight. 
+I can't tell you what the right evaluation function is for you. 
+I can suggest that it probably will matter more when it depends less on yourself and it depends a little bit more on others and what you're doing for them but what I am sure of is that time spent right now today seriously reassessing where the evaluation function comes from stands to make your future richer. 
+So congratulations once again. 
+All of us here are anxiously awaiting what that future looks like for each and every one of you.
\ No newline at end of file
diff --git a/2023/ego-and-math/english/word_timings.json b/2023/ego-and-math/english/word_timings.json
new file mode 100644
index 000000000..4b4579017
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522.6], [" work", 522.6, 522.88], [" is", 522.88, 523.5], [" going", 523.5, 523.64], [" to", 523.64, 523.72], [" have", 523.72, 523.92], [" as", 523.92, 524.34], [" much", 524.34, 524.52], [" to", 524.52, 524.72], [" do", 524.72, 524.84], [" with", 524.84, 525.02], [" how", 525.02, 525.3], [" you", 525.3, 525.52], [" evaluate", 525.52, 526.16], [" what's", 526.16, 526.72], [" worth", 526.72, 526.86], [" working", 526.86, 527.18], [" on", 527.18, 527.54], [" as", 527.54, 528.06], [" it", 528.06, 528.18], [" does", 528.18, 528.34], [" with", 528.34, 528.5], [" the", 528.5, 528.68], [" strengths", 528.68, 528.92], [" that", 528.92, 529.1], [" you're", 529.1, 529.26], [" bringing", 529.26, 529.42], [" to", 529.42, 529.6], [" the", 529.6, 530.02], [" table.", 530.02, 530.02], [" The", 530.88, 531.08], [" future", 531.08, 531.38], [" mark", 531.38, 531.84], [" that", 531.84, 532.06], [" your", 532.06, 532.22], [" work", 532.22, 532.42], [" leaves", 532.42, 532.66], [" on", 532.66, 532.82], [" the", 532.82, 532.96], [" world", 532.96, 533.24], [" has", 533.24, 533.58], [" as", 533.58, 533.76], [" much", 533.76, 533.92], [" to", 533.92, 534.14], [" do", 534.14, 534.32], [" with", 534.32, 534.66], [" how", 534.66, 534.82], [" you're", 534.82, 535.1], [" evaluating", 535.1, 535.56], [" what", 535.56, 535.9], [" you're", 535.9, 536.1], [" working", 536.1, 536.3], [" on", 536.3, 536.62], [" as", 536.62, 536.9], [" it", 536.9, 537.02], [" does", 537.02, 537.18], [" anything", 537.18, 537.48], [" else", 537.48, 537.9], [" and", 537.9, 538.96], [" my", 538.96, 539.12], [" advice", 539.12, 539.32], [" to", 539.32, 539.52], [" you", 539.52, 539.64], [" right", 539.64, 539.78], [" now", 539.78, 540.08], [" and", 540.08, 540.26], [" you're", 540.26, 540.4], [" at", 540.4, 540.5], [" this", 540.5, 540.7], [" very", 540.7, 540.9], [" pivotal", 540.9, 541.24], [" juncture", 541.24, 541.6], [" in", 541.6, 541.74], [" your", 541.74, 541.9], [" life", 541.9, 542.2], [" is", 542.2, 542.94], [" to", 542.94, 543.1], [" be", 543.1, 543.24], [" especially", 543.24, 543.7], [" mindful", 543.7, 544.14], [" of", 544.14, 544.5], [" where", 544.5, 544.84], [" that", 544.84, 545.04], [" evaluation", 545.04, 545.6], [" function", 545.6, 546.04], [" comes", 546.04, 546.48], [" from.", 546.48, 547.16], [" If", 547.62, 548.06], [" after", 548.06, 548.3], [" today", 548.3, 548.58], [" you're", 548.58, 548.76], [" going", 548.76, 548.9], [" into", 548.9, 549.12], [" industry", 549.12, 549.52], [" you", 549.52, 550.16], [" might", 550.16, 550.28], [" ask", 550.28, 550.46], [" yourself", 550.46, 550.86], [" how", 550.86, 551.52], [" are", 551.52, 551.64], [" you", 551.64, 551.76], [" choosing", 551.76, 552.02], [" where", 552.02, 552.2], [" to", 552.2, 552.34], [" work?", 552.34, 552.6], [" How", 552.9, 553.16], [" did", 553.16, 553.28], [" you", 553.28, 553.4], [" choose", 553.4, 553.62], [" who", 553.62, 553.8], [" to", 553.8, 553.98], [" work", 553.98, 554.1], [" with?", 554.1, 554.32], [" How", 554.4, 554.5], [" are", 554.5, 554.62], [" you", 554.62, 554.74], [" choosing", 554.74, 555.02], [" what", 555.02, 555.2], [" to", 555.2, 555.34], [" build?", 555.34, 555.64], [" If", 556.18, 556.56], [" you", 556.56, 556.68], [" are", 556.68, 556.84], [" going", 556.84, 557.08], [" into", 557.08, 557.32], [" academia", 557.32, 557.82], [" ask", 557.82, 558.54], [" yourself", 558.54, 558.9], [" if", 558.9, 559.2], [" it's", 559.2, 559.34], [" for", 559.34, 559.46], [" the", 559.46, 559.54], [" right", 559.54, 559.66], [" reasons", 559.66, 559.98], [" and", 559.98, 560.32], [" how", 560.32, 560.56], [" you'll", 560.56, 560.82], [" choose", 560.82, 560.98], [" which", 560.98, 561.22], [" problems", 561.22, 561.58], [" to", 561.58, 561.82], [" work", 561.82, 561.94], [" on.", 561.94, 562.32], [" How", 563.08, 563.18], [" much", 563.18, 563.34], [" of", 563.34, 563.42], [" it", 563.42, 563.52], [" depends", 563.52, 563.8], [" on", 563.8, 564.2], [" the", 564.2, 564.6], [" way", 564.6, 564.72], [" that", 564.72, 564.86], [" you'll", 564.86, 564.98], [" be", 564.98, 565.08], [" perceived", 565.08, 565.4], [" for", 565.4, 565.64], [" solving", 565.64, 565.86], [" the", 565.86, 566.04], [" problems", 566.04, 566.3], [" and", 566.3, 566.5], [" how", 566.5, 566.66], [" much", 566.66, 566.82], [" depends", 566.82, 567.12], [" on", 567.12, 567.5], [" the", 567.5, 568.02], [" value", 568.02, 568.3], [" that", 568.3, 568.48], [" other", 568.48, 568.66], [" people", 568.66, 568.9], [" will", 568.9, 569.08], [" find", 569.08, 569.24], [" from", 569.24, 569.48], [" it.", 569.48, 569.96], [" Now", 570.8, 570.86], [" if", 570.86, 570.94], [" you're", 570.94, 571.06], [" going", 571.06, 571.18], [" into", 571.18, 571.38], [" teaching,", 571.38, 571.78], [" well", 572.72, 572.82], [" honestly", 572.82, 573.12], [" if", 573.12, 573.24], [" you're", 573.24, 573.38], [" going", 573.38, 573.48], [" into", 573.48, 573.68], [" teaching", 573.68, 573.9], [" you're", 573.9, 574.1], [" probably", 574.1, 574.4], [" wiser", 574.4, 574.7], [" than", 574.7, 574.9], [" the", 574.9, 575.0], [" rest", 575.0, 575.16], [" of", 575.16, 575.3], [" us", 575.3, 575.46], [" so", 575.46, 575.6], [" I", 575.6, 575.82], [" don't", 575.82, 576.14], [" have", 576.14, 576.28], [" much", 576.28, 576.46], [" to", 576.46, 576.64], [" say.", 576.64, 576.94], [" See", 577.9, 578.0], [" in", 578.0, 578.1], [" the", 578.1, 578.18], [" last", 578.18, 578.36], [" eight", 578.36, 578.54], [" years", 578.54, 578.78], [" I", 578.78, 579.32], [" felt", 579.32, 579.52], [" a", 579.52, 579.7], [" shift", 579.7, 579.88], [" in", 579.88, 580.12], [" my", 580.12, 580.26], [" own", 580.26, 580.38], [" evaluation", 580.38, 580.9], [" function.", 580.9, 581.42], [" Hardness", 581.94, 582.26], [" in", 582.26, 582.44], [" and", 582.44, 582.58], [" of", 582.58, 582.66], [" itself", 582.66, 583.02], [" that", 583.02, 584.0], [" doesn't", 584.0, 584.24], [" cut", 584.24, 584.42], [" it.", 584.42, 584.78], [" 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595.78], [" I", 596.96, 596.98], [" can't", 596.98, 597.22], [" tell", 597.22, 597.36], [" you", 597.36, 597.48], [" what", 597.48, 597.58], [" the", 597.58, 597.68], [" right", 597.68, 597.84], [" evaluation", 597.84, 598.32], [" function", 598.32, 598.66], [" is", 598.66, 598.92], [" for", 598.92, 599.22], [" you.", 599.22, 599.5], [" I", 600.16, 600.36], [" can", 600.36, 600.5], [" suggest", 600.5, 600.84], [" that", 600.84, 601.12], [" it", 601.12, 601.26], [" probably", 601.26, 601.66], [" will", 601.66, 602.42], [" matter", 602.42, 602.66], [" more", 602.66, 603.02], [" when", 603.02, 603.28], [" it", 603.28, 603.42], [" depends", 603.42, 603.68], [" less", 603.68, 603.88], [" on", 603.88, 604.08], [" yourself", 604.08, 604.38], [" and", 604.38, 604.74], [" it", 604.74, 604.9], [" depends", 604.9, 605.14], [" a", 605.14, 605.26], [" little", 605.26, 605.38], [" bit", 605.38, 605.52], [" more", 605.52, 605.68], [" on", 605.68, 605.88], [" others", 605.88, 606.18], [" and", 606.18, 606.38], [" what", 606.38, 606.5], [" you're", 606.5, 606.64], [" doing", 606.64, 606.78], [" for", 606.78, 607.0], [" them", 607.0, 607.34], [" but", 607.34, 608.3], [" what", 608.3, 608.42], [" I", 608.42, 608.56], [" am", 608.56, 608.72], [" sure", 608.72, 608.9], [" of", 608.9, 609.12], [" is", 609.12, 609.3], [" that", 609.3, 609.56], [" time", 609.56, 610.0], [" spent", 610.0, 610.28], [" right", 610.28, 610.5], [" now", 610.5, 610.9], [" today", 610.9, 611.38], [" seriously", 611.38, 612.18], [" reassessing", 612.18, 612.74], [" where", 612.74, 613.02], [" the", 613.02, 613.18], [" evaluation", 613.18, 613.62], [" function", 613.62, 613.96], [" comes", 613.96, 614.24], [" from", 614.24, 614.94], [" stands", 614.94, 615.48], [" to", 615.48, 615.68], [" make", 615.68, 615.8], [" your", 615.8, 615.98], [" future", 615.98, 616.22], [" richer.", 616.22, 616.56], [" So", 617.64, 617.74], [" congratulations", 617.74, 618.42], [" once", 618.42, 618.76], [" again.", 618.76, 619.1], [" 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\ No newline at end of file
diff --git a/2023/ego-and-math/hebrew/auto_generated.srt b/2023/ego-and-math/hebrew/auto_generated.srt
new file mode 100644
index 000000000..6af89e1f8
--- /dev/null
+++ b/2023/ego-and-math/hebrew/auto_generated.srt
@@ -0,0 +1,560 @@
+1
+00:00:04,260 --> 00:00:05,940
+זה באמת כבוד להיות כאן.
+
+2
+00:00:06,560 --> 00:00:08,340
+תודה רבה לסגל על הכללת אותי.
+
+3
+00:00:09,000 --> 00:00:14,200
+ברוכים הבאים לכל ההורים והחברים שהצליחו להגיע ויותר מכל מזל טוב למחזור 2023.
+
+4
+00:00:15,000 --> 00:00:18,280
+ישבתי בעצם איפה שאתה נמצא עכשיו לפני כשמונה שנים.
+
+5
+00:00:18,680 --> 00:00:24,164
+קיבלתי את אותו תואר ובזמן שחלפו מאז הקדשתי את עצמי לנסות לחלוק מתמטיקה עם אחרים 
+
+6
+00:00:24,164 --> 00:00:29,786
+בעיקר דרך יוטיוב אבל גם דרך כמה דרכים אחרות ומה שאני רוצה לדבר איתך עליו היום הוא 
+
+7
+00:00:29,786 --> 00:00:35,820
+דרך קטנה שהיחסים שלי עם מתמטיקה השתנה במהלך הזמן הזה ודרך שאני מקווה שהיא תמשיך להשתנות.
+
+8
+00:00:36,500 --> 00:00:41,880
+השינוי הוא אישי אבל זה משהו שאולי יחול רק עליך ואם כן הוא עשוי לעזור בעיצוב העתיד שלך.
+
+9
+00:00:42,520 --> 00:00:47,400
+הרהרתי לפני היום מה זה שמשך אותי לנושא מלכתחילה.
+
+10
+00:00:47,720 --> 00:00:49,780
+למה התאהבתי בנושא?
+
+11
+00:00:49,920 --> 00:00:52,100
+למה בחרתי ללמוד בזה כשהייתי כאן?
+
+12
+00:00:52,380 --> 00:00:57,880
+למה ביליתי את שמונה השנים האחרונות בנתיב קריירה לא שגרתי מוזר כזה של הסבר באינטרנט?
+
+13
+00:00:58,900 --> 00:01:03,546
+ואתה רואה שיש סיפור שאני חושב שרבים מאיתנו מספרים והסיפור מתרכז בדברים 
+
+14
+00:01:03,546 --> 00:01:08,324
+כמו היופי הבלתי נמנע של הנושא או העובדה שהוא מאוד מקסים עד כמה הוא מיושם 
+
+15
+00:01:08,324 --> 00:01:12,840
+היטב לא רק לפיזיקה ולא רק למדעי המחשב אלא שפע של תחומים טכניים שונים.
+
+16
+00:01:13,860 --> 00:01:19,111
+אבל הסיפור הזה, לפחות עבורי, יסתיר גורם אחר שעשוי להיות משפיע באותה מידה, 
+
+17
+00:01:19,111 --> 00:01:21,240
+אבל שהרבה יותר מביך לדבר עליו.
+
+18
+00:01:21,900 --> 00:01:22,160
+אֶגוֹ.
+
+19
+00:01:23,320 --> 00:01:25,360
+אני לא יודע אם אתה זוכר איך זה היה להיות ילד.
+
+20
+00:01:26,140 --> 00:01:29,840
+אם אתה זוכר איך זה היה אולי בבית הספר היסודי ואיך זה הגיע אלינו.
+
+21
+00:01:30,260 --> 00:01:32,947
+אם אני מסתכל אחורה לזכרונות המוקדמים ביותר שלי במתמטיקה, 
+
+22
+00:01:32,947 --> 00:01:36,861
+אני חושב שהיה לי מזל גדול כי זה הרגיש לי כמו משחק ואני חושב שזה קשור לאופן שבו אבא 
+
+23
+00:01:36,861 --> 00:01:38,040
+שלי היה מציג את זה בפניי.
+
+24
+00:01:38,520 --> 00:01:41,200
+אבל בהקשר של בית הספר היה לזה אופי שונה מאוד.
+
+25
+00:01:41,700 --> 00:01:42,700
+זה הרגיש תחרותי.
+
+26
+00:01:43,360 --> 00:01:45,100
+אני לא חושב שזו הייתה כוונת המורים.
+
+27
+00:01:45,280 --> 00:01:47,380
+אני לא חושב שזו הייתה הכוונה של אף אחד מהמבוגרים בסביבה.
+
+28
+00:01:47,720 --> 00:01:52,420
+אבל הייתה הנחה מסויימת שלא נאמרה שהנושא אמור להיות קשה.
+
+29
+00:01:52,880 --> 00:01:54,620
+שרבים מאיתנו הולכים להיאבק בזה.
+
+30
+00:01:55,200 --> 00:02:00,520
+וללא ספק הודות למשחקים שהייתי משחק עם אבא שלי הייתי אחד מבני המזל שהיה להם קצת יותר קל.
+
+31
+00:02:01,400 --> 00:02:07,236
+ובגלל שהיה לי קצת יותר קל, אני חושב שבא לי לאהוב את הנושא לא בגלל שהוא היה יפה ולא 
+
+32
+00:02:07,236 --> 00:02:10,822
+בגלל שהוא היה שימושי ואפילו לא בגלל שהוא היה שובב, 
+
+33
+00:02:10,822 --> 00:02:16,870
+אלא למען האמת בגלל הסיפוק העצמי הילדותי הזה שנובע מהרגשה כמוך מצליחים במשהו שהמבוגרים 
+
+34
+00:02:16,870 --> 00:02:18,980
+אומרים לך שאתה אמור להצליח בו.
+
+35
+00:02:19,840 --> 00:02:22,840
+ובמשך זמן רב בבית הספר, סוג זה הניע לולאת משוב חיובית.
+
+36
+00:02:23,420 --> 00:02:25,840
+ביליתי הרבה זמן עם הנושא כי אהבתי אותו.
+
+37
+00:02:26,180 --> 00:02:28,000
+אהבתי את זה כי הרגשתי טוב בזה.
+
+38
+00:02:28,240 --> 00:02:32,000
+ובמידה שבעצם לא הייתי טוב בזה זה היה בגלל שביליתי עם זה כל כך הרבה זמן.
+
+39
+00:02:32,720 --> 00:02:36,561
+ואני לא רוצה להציע שזה נכון לכל מי שאוהב מתמטיקה 
+
+40
+00:02:36,561 --> 00:02:40,560
+ואני גם לא רוצה להציע שזה מסוג הלופ שאין בו מאבקים.
+
+41
+00:02:40,600 --> 00:02:42,980
+כי בהחלט יש מאבקים בכל דרך שבה אתה לומד מתמטיקה.
+
+42
+00:02:43,440 --> 00:02:50,200
+זה יותר מכך שאם אני כנה, הכוחות שגרמו לי לדחוף חלק מההתמודדויות ולהשקיע את הזמן ואת 
+
+43
+00:02:50,200 --> 00:02:56,800
+התרגול והמאמץ הדרוש כדי להשתפר בנושא נבעו לפחות בחלקם מהרצון להיראות בתור טוב בזה.
+
+44
+00:02:57,460 --> 00:03:02,840
+ואתה יודע שהייתי נער קשה לברוח קצת מאגו אבל אגו הוא מניע מביך לדבר עליו.
+
+45
+00:03:03,260 --> 00:03:06,159
+ואם אני הוגן היופי באפליקציה באמת שיחק תפקיד זה 
+
+46
+00:03:06,159 --> 00:03:09,240
+לא שהם לא היו שם בכלל אבל הם הגיעו הרבה יותר מאוחר.
+
+47
+00:03:09,880 --> 00:03:14,880
+בגלל לולאת המשוב החיובית הזו ביליתי בנושא, הייתי משוחחת עם המורים שלי אחרי הלימודים על זה.
+
+48
+00:03:14,960 --> 00:03:16,560
+הייתי הולך לאירועי חוגי מתמטיקה מקומיים.
+
+49
+00:03:17,060 --> 00:03:18,540
+למדתי מה זה מתמטיקאי.
+
+50
+00:03:18,860 --> 00:03:25,220
+הייתי קורא ספרים על פתרון בעיות ובסוג כזה של טבילה קשה שלא להתאהב ביופיו האמיתי של הנושא.
+
+51
+00:03:25,920 --> 00:03:31,665
+אז גם אם התשוקה התחילה מהסיבות המעט יותר מרוכזות בעצמן וקצת יותר ילדותיות שהתחילו 
+
+52
+00:03:31,665 --> 00:03:37,060
+לתת למשהו קצת יותר טהור משהו יותר כמו חוש אסתטי משהו קצת יותר ממוקד כלפי חוץ.
+
+53
+00:03:37,780 --> 00:03:41,338
+זה קצת כמו מאובן שבו אתה יודע שהמולקולות האורגניות מתחילות לאט 
+
+54
+00:03:41,338 --> 00:03:45,180
+לאט לפנות את מקומן למינרל חזק יותר לטווח ארוך יותר שיהיה שם עד הסוף.
+
+55
+00:03:45,800 --> 00:03:50,700
+אצלי זה נהיה קצת פחות על ההצלחה הנתפסת וקצת יותר על הנושא עצמו.
+
+56
+00:03:51,480 --> 00:03:54,280
+אבל זה לא בעצם השינוי שאני רוצה לדבר איתך עליו.
+
+57
+00:03:54,300 --> 00:03:58,184
+השינוי הזה במוטיבציה תהליך ההתאבנות כנראה קרה אולי 
+
+58
+00:03:58,184 --> 00:04:01,840
+לקראת סוף התיכון התחיל את הזמן שלי כאן בסטנפורד.
+
+59
+00:04:02,920 --> 00:04:06,620
+אבל מה שאני רוצה לדבר עליו הוא עד כמה דומה לאופן שבו המינרלים 
+
+60
+00:04:06,620 --> 00:04:10,500
+החדשים של מאובן עדיין מקבלים את אותה צורה כללית כמו העצם המקורית.
+
+61
+00:04:10,800 --> 00:04:16,600
+אני חושב שאולי היו כמה השפעות מתמשכות הקשורות למניעים המקוריים הפחות טהורים לנושא.
+
+62
+00:04:17,600 --> 00:04:21,040
+תראה בזמן שהייתי כאן בסטנפורד, אני זוכר שהרבה מבני גילי היו משתמשים במילה מעניין.
+
+63
+00:04:21,660 --> 00:04:26,600
+עכשיו למה בחרת ללכת להתמחות שעשית הקיץ או למה בחרת לעבוד עם הפרופסור הזה שעשית?
+
+64
+00:04:26,900 --> 00:04:29,160
+אה, זה נראה כאילו הם עובדים על בעיות מאוד מעניינות.
+
+65
+00:04:30,080 --> 00:04:31,720
+אבל מה פירוש המילה מעניין?
+
+66
+00:04:32,220 --> 00:04:33,200
+מעניין את מי?
+
+67
+00:04:34,560 --> 00:04:38,504
+אני חושב שאם הייתי מסתכל אחורה על עצמי ואיך השתמשתי 
+
+68
+00:04:38,504 --> 00:04:42,600
+במילה לפחות חלק ממה שהתכוונתי בה הוא שהבעיה נראתה קשה.
+
+69
+00:04:43,200 --> 00:04:48,500
+זה נראה קשה לזיהוי אבל לא כל כך קשה שלא יכולתי לנעוץ בו שיניים קצת.
+
+70
+00:04:49,720 --> 00:04:53,760
+ל-Utility היה מושב אחורי מוזר עבורי וזה באמת היה על האתגר כשלעצמו.
+
+71
+00:04:54,580 --> 00:04:55,740
+ואני לא חושב שזה רק אני.
+
+72
+00:04:55,840 --> 00:04:59,531
+אם נצוץ קדימה בזמן שעשיתי סרטוני יוטיוב במשך זמן רב, 
+
+73
+00:04:59,531 --> 00:05:05,520
+אחד הסרטונים הפופולריים ביותר בערוץ היה אחד שכותרתו הייתה הבעיה הקשה ביותר במבחן הקשה 
+
+74
+00:05:05,520 --> 00:05:07,680
+ביותר, שאמנם הוא קליקבייט בוטה.
+
+75
+00:05:08,660 --> 00:05:14,165
+וזה היה בקשר לבעיה מהפוטנאם וביניכם, זו לא באמת הייתה הבעיה הכי קשה שהפוטנאם הראו אי פעם, 
+
+76
+00:05:14,165 --> 00:05:16,000
+אבל היא הייתה ממוקמת כמספר שש.
+
+77
+00:05:16,680 --> 00:05:20,180
+אבל אם נחשוב על העובדה שזה היה קליקבייט למה שזה יעבוד?
+
+78
+00:05:20,680 --> 00:05:27,112
+למה זה משהו בסדר גודל של 10 מיליון אנשים מחוץ לבסיס המנויים הרגיל היו סקרנים ללחוץ על 
+
+79
+00:05:27,112 --> 00:05:33,471
+נושא לא בגלל שהוא יפה או לא בגלל שהוא הבטיח משהו שימושי אלא רק בגלל שהוא הבטיח שמשהו 
+
+80
+00:05:33,471 --> 00:05:33,920
+מאתגר.
+
+81
+00:05:36,160 --> 00:05:41,408
+עכשיו למען ההגינות לפעמים הקושי כן מתכתב עם משהו שימושי אולי יש שדה שנחסם על ידי חידה שאף 
+
+82
+00:05:41,408 --> 00:05:46,540
+אחד לא יודע איך לפתור ואם מישהו היה יכול לפתור אותה זה היה פותח יותר שימושיות בתחום הזה.
+
+83
+00:05:46,920 --> 00:05:51,074
+אבל השאלה היא האם הסיבה לדאגה לבעיה ביסודה הייתה לגבי כלי 
+
+84
+00:05:51,074 --> 00:05:55,515
+השירות הזה או אם זה היה בגלל העובדה שהיא מוכרת כאתגר ובגלל מה 
+
+85
+00:05:55,515 --> 00:06:00,100
+זה עשוי לרמוז על האדם שכן פותר אותה וכיצד הם עשויים להיות. נתפס.
+
+86
+00:06:01,120 --> 00:06:04,766
+אז אני אתן לך דוגמה נוספת שבה אתה יודע שמקורותיה של מוטיבציה 
+
+87
+00:06:04,766 --> 00:06:08,413
+קצת יותר צעירה ותחרותית למתמטיקה היו עשויות להשפיע על תופעות 
+
+88
+00:06:08,413 --> 00:06:12,120
+האפטר המתמשכות גם לאחר שהמוטיבציה הזו כבר לא הייתה הדומיננטית.
+
+89
+00:06:12,820 --> 00:06:17,873
+כשהתחלתי לצלם סרטונים על מתמטיקה, הייתי ממש בכיר כאן בסטנפורד כשהתחלתי 
+
+90
+00:06:17,873 --> 00:06:22,999
+לראשונה העליתי אותם לערוץ שנתתי לו את השם המוזר מאוד של שלושה כחול וחום 
+
+91
+00:06:22,999 --> 00:06:28,480
+ובאותה תקופה היה אכפת לי מאוד מה תוכן שנראה שונה מאוד משיעורים מסורתיים בחוץ.
+
+92
+00:06:28,740 --> 00:06:34,741
+היה אכפת לי מאוד שזה מראה משהו שתלמידים לא יראו במסלול הליניארי הרגיל של בית הספר, 
+
+93
+00:06:34,741 --> 00:06:39,080
+ואני חושב שדאגתי מאוד להיתפס כמי שמספק משהו מקורי משהו נבדל.
+
+94
+00:06:39,860 --> 00:06:42,943
+עכשיו, אם אנחנו מנוגדים את זה אחרי שסיימתי את הלימודים, 
+
+95
+00:06:42,943 --> 00:06:47,238
+ביליתי זמן בעבודה באקדמיית חאן ושם המטרה הייתה מאוד מפורשת ליצור תוכן שפגש את 
+
+96
+00:06:47,238 --> 00:06:48,780
+התלמידים איפה שהם נמצאים אז.
+
+97
+00:06:49,220 --> 00:06:54,293
+הכנתי כמה מאות קטעי תוכן בעיקר מרוכזים סביב חשבון רב-משתני ובחרתי נושאים 
+
+98
+00:06:54,293 --> 00:06:57,560
+שלא על סמך מקוריות או רצון לבלוט יותר מכל דבר. 
+
+99
+00:06:57,560 --> 00:07:02,772
+בחרתי נושאים פשוט כי הם היו ברשימה של מה שהתלמידים ביקשו לדעת עליהם מה שהם 
+
+100
+00:07:02,772 --> 00:07:07,846
+צריכים לדעת והמשוב בשתי הקטגוריות של הסרטונים האלה היה חיובי אבל עם אופי 
+
+101
+00:07:07,846 --> 00:07:10,140
+שונה ואחד מהם היה הרבה יותר עמוק.
+
+102
+00:07:11,140 --> 00:07:16,909
+אלה בתחילת שלוש כחול וחום הרגישו כמו אנשים שצופים בספורט משותף משהו שכולנו נהנינו 
+
+103
+00:07:16,909 --> 00:07:22,960
+לצפות בו יחד, אבל לאלה באקדמיית חאן היה טעם שונה מאוד, הם אופיינו יותר מכל בהכרת תודה.
+
+104
+00:07:23,680 --> 00:07:27,160
+הרגשתי שבאמת עזרתי לאנשים והם מצאו שהם שימושיים באמת.
+
+105
+00:07:28,060 --> 00:07:32,400
+אז מאוחר יותר בשלושה כחולים וחום התחלתי לתעדף שיעורים שפגשו את הלומדים היכן שהם היו.
+
+106
+00:07:32,860 --> 00:07:36,785
+עשיתי סדרה על אלגברה לינארית עשיתי סדרה על חשבון אנשים שאלו אם אני יכול 
+
+107
+00:07:36,785 --> 00:07:40,820
+להסביר מהי טרנספורמציה של פורייה או איך עובדות רשתות עצביות ולכן התחייבתי.
+
+108
+00:07:41,640 --> 00:07:46,360
+עכשיו הנושאים לא היו מקוריים, אתה יודע שיש המון המון סרטונים וקטעי 
+
+109
+00:07:46,360 --> 00:07:51,150
+תוכן אחרים באינטרנט שהסבירו אותם, אבל אלה הם ללא ספק הנושאים שקיבלו 
+
+110
+00:07:51,150 --> 00:07:55,800
+את הכרת הטוב ביותר בתקופה ההיא ואשר היוו כל הצלחה שאני. מצאתי מאז.
+
+111
+00:07:56,120 --> 00:08:00,087
+תמיד יש מקום לחידושים בגישה הספציפית לאחר בחירת נושא, 
+
+112
+00:08:00,087 --> 00:08:05,891
+אבל הדבר שלקח לי הרבה זמן מביך ללמוד באמת את הלקח שלקח הרבה זמן לשקוע באמת הוא 
+
+113
+00:08:05,891 --> 00:08:09,638
+שכאשר נושאים נבחרים בעיקר בגלל האופן שבו הם " 
+
+114
+00:08:09,638 --> 00:08:14,782
+אעזור לאנשים ודאגות כמו חידוש ומקוריות והאם משהו הוא הון שאני מעניין, 
+
+115
+00:08:14,782 --> 00:08:20,145
+כולם רלוונטיים רק במידה שהם עוזרים למטרה לפגוש את הלומד היכן שהם נמצאים, 
+
+116
+00:08:20,145 --> 00:08:25,876
+אז ההישג מרגיש משמעותי באמת ובעבור מה זה שווה אני חושב שהשינוי הזה בפוקוס הוא 
+
+117
+00:08:25,876 --> 00:08:31,240
+כנראה מה שעשה את ההבדל בין סרטונים להיות תחביב לבין סרטונים להיות קריירה.
+
+118
+00:08:31,860 --> 00:08:37,641
+עכשיו לכל אחד מכם שיושב כאן עכשיו מה שלא יהיה שתבחר לעשות ולהתקדם עם המתמטיקה 
+
+119
+00:08:37,641 --> 00:08:43,793
+שלמדת כאן ושאר המיומנויות שלמדת כאן, ההגשמה העתידית שאתה שואב מהעבודה הזו היא יהיה 
+
+120
+00:08:43,793 --> 00:08:50,020
+קשר לא פחות עם האופן שבו אתה מעריך על מה כדאי לעבוד כמו עם החוזקות שאתה מביא לשולחן.
+
+121
+00:08:50,880 --> 00:08:56,354
+הסימן העתידי שהעבודה שלך מותירה על העולם קשור לא פחות לאופן שבו אתה מעריך את 
+
+122
+00:08:56,354 --> 00:09:01,685
+מה שאתה עובד עליו כמו שהוא עושה כל דבר אחר והעצה שלי אליך עכשיו ואתה בצומת 
+
+123
+00:09:01,685 --> 00:09:07,160
+מאוד מרכזי זה שלך החיים צריכים להיות מודעים במיוחד למקור פונקציית ההערכה הזו.
+
+124
+00:09:07,620 --> 00:09:12,600
+אם אחרי היום אתה הולך לתעשייה אולי תשאל את עצמך איך אתה בוחר איפה לעבוד?
+
+125
+00:09:12,900 --> 00:09:14,320
+איך בחרת עם מי לעבוד?
+
+126
+00:09:14,400 --> 00:09:15,640
+איך אתה בוחר מה לבנות?
+
+127
+00:09:16,180 --> 00:09:22,320
+אם אתה הולך לאקדמיה שאל את עצמך אם זה מהסיבות הנכונות וכיצד תבחר על אילו בעיות לעבוד.
+
+128
+00:09:23,080 --> 00:09:29,960
+כמה זה תלוי בדרך שבה תיתפס כפתרון הבעיות וכמה תלוי בערך שאנשים אחרים ימצאו מזה.
+
+129
+00:09:30,800 --> 00:09:33,931
+עכשיו אם אתה הולך להוראה, ובכן, אם אתה הולך להוראה 
+
+130
+00:09:33,931 --> 00:09:36,940
+אתה כנראה חכם יותר מכולנו אז אין לי הרבה מה לומר.
+
+131
+00:09:37,900 --> 00:09:41,420
+ראה בשמונה השנים האחרונות הרגשתי שינוי בתפקוד ההערכה שלי.
+
+132
+00:09:41,940 --> 00:09:44,780
+קשיחות כשלעצמה שלא חותכת אותו.
+
+133
+00:09:45,260 --> 00:09:49,499
+מקוריות לשמה היא חלולה ולמתמטיקה עדיין יש יופי מהותי, 
+
+134
+00:09:49,499 --> 00:09:55,780
+אבל בכנות בימינו היופי הזה חזק יותר אם יש לפחות לחישה של משהו שימושי באמת באופק.
+
+135
+00:09:56,960 --> 00:09:59,500
+אני לא יכול להגיד לך מהי פונקציית ההערכה הנכונה עבורך.
+
+136
+00:10:00,160 --> 00:10:05,399
+אני יכול להציע שזה כנראה ישנה יותר כאשר זה תלוי פחות בעצמך וזה תלוי קצת יותר 
+
+137
+00:10:05,399 --> 00:10:10,979
+באחרים ובמה שאתה עושה למענם, אבל מה שאני בטוח בו זה הזמן המושקע עכשיו היום בהערכה 
+
+138
+00:10:10,979 --> 00:10:16,560
+מחדש ברצינות איפה ההערכה הפונקציה מגיעה מדוכנים כדי להפוך את העתיד שלך לעשיר יותר.
+
+139
+00:10:17,640 --> 00:10:19,100
+אז מזל טוב שוב.
+
+140
+00:10:19,560 --> 00:10:23,120
+כולנו כאן מחכים בקוצר רוח איך נראה העתיד הזה עבור כל אחד ואחת מכם.
+
diff --git a/2023/ego-and-math/hebrew/description.json b/2023/ego-and-math/hebrew/description.json
new file mode 100644
index 000000000..263e132e0
--- /dev/null
+++ b/2023/ego-and-math/hebrew/description.json
@@ -0,0 +1,7 @@
+[
+ {
+  "translatedText": "היה לי הכבוד והעונג להיות מוזמן לשאת נאום לטקס סיום לימודי המתמטיקה בסטנפורד. בו בחרתי לדבר על אחד המניעים הפחות מטופלים ומסורבלים לדבר עליהם להיכנס למתמטיקה.",
+  "input": "I had the honor and pleasure of being invited to deliver an address for the mathematics graduation ceremony at Stanford. In it, I chose to talk about one of the lesser-addressed and awkward-to-talk-about motivations for getting into math.",
+  "model": "google_nmt"
+ }
+]
\ No newline at end of file
diff --git a/2023/ego-and-math/hebrew/sentence_translations.json b/2023/ego-and-math/hebrew/sentence_translations.json
new file mode 100644
index 000000000..1f302778a
--- /dev/null
+++ b/2023/ego-and-math/hebrew/sentence_translations.json
@@ -0,0 +1,767 @@
+[
+ {
+  "translatedText": "זה באמת כבוד להיות כאן.",
+  "input": "It's honestly an honor to be here.",
+  "model": "google_nmt",
+  "time_range": [
+   4.26,
+   5.94
+  ]
+ },
+ {
+  "translatedText": "תודה רבה לסגל על הכללת אותי.",
+  "input": "Many thanks to the faculty for including me.",
+  "model": "google_nmt",
+  "time_range": [
+   6.56,
+   8.34
+  ]
+ },
+ {
+  "translatedText": "ברוכים הבאים לכל ההורים והחברים שהצליחו להגיע ויותר מכל מזל טוב למחזור 2023.",
+  "input": "Welcome to all of the parents and the friends who were able to come and more than anything congratulations to the class of 2023.",
+  "model": "google_nmt",
+  "time_range": [
+   9.0,
+   14.2
+  ]
+ },
+ {
+  "translatedText": "ישבתי בעצם איפה שאתה נמצא עכשיו לפני כשמונה שנים.",
+  "input": "I was sitting essentially where you are right now about eight years ago.",
+  "model": "google_nmt",
+  "time_range": [
+   15.0,
+   18.28
+  ]
+ },
+ {
+  "translatedText": "קיבלתי את אותו תואר ובזמן שחלפו מאז הקדשתי את עצמי לנסות לחלוק מתמטיקה עם אחרים בעיקר דרך יוטיוב אבל גם דרך כמה דרכים אחרות ומה שאני רוצה לדבר איתך עליו היום הוא דרך קטנה שהיחסים שלי עם מתמטיקה השתנה במהלך הזמן הזה ודרך שאני מקווה שהיא תמשיך להשתנות.",
+  "input": "I was receiving the same degree and in the time since then I devoted myself to trying to share math with others mainly through YouTube but also through some other avenues and what I want to talk to you about today is a small way that my relationship with math has changed during that time and a way that I hope that it continues to change.",
+  "model": "google_nmt",
+  "time_range": [
+   18.68,
+   35.82
+  ]
+ },
+ {
+  "translatedText": "השינוי הוא אישי אבל זה משהו שאולי יחול רק עליך ואם כן הוא עשוי לעזור בעיצוב העתיד שלך.",
+  "input": "The change is personal but it's something that might just apply to you too and if so it might actually help in shaping your future.",
+  "model": "google_nmt",
+  "time_range": [
+   36.5,
+   41.88
+  ]
+ },
+ {
+  "translatedText": "הרהרתי לפני היום מה זה שמשך אותי לנושא מלכתחילה.",
+  "input": "I was reflecting before today on what it was that pulled me into the subject in the first place.",
+  "model": "google_nmt",
+  "time_range": [
+   42.52,
+   47.4
+  ]
+ },
+ {
+  "translatedText": "למה התאהבתי בנושא?",
+  "input": "Why is it that I fell in love with the subject?",
+  "model": "google_nmt",
+  "time_range": [
+   47.72,
+   49.78
+  ]
+ },
+ {
+  "translatedText": "למה בחרתי ללמוד בזה כשהייתי כאן?",
+  "input": "Why is it that I chose to major in it when I was here?",
+  "model": "google_nmt",
+  "time_range": [
+   49.92,
+   52.1
+  ]
+ },
+ {
+  "translatedText": "למה ביליתי את שמונה השנים האחרונות בנתיב קריירה לא שגרתי מוזר כזה של הסבר באינטרנט?",
+  "input": "Why is it that I've spent the last eight years in this sort of weird unorthodox career path of explaining it online?",
+  "model": "google_nmt",
+  "time_range": [
+   52.38,
+   57.88
+  ]
+ },
+ {
+  "translatedText": "ואתה רואה שיש סיפור שאני חושב שרבים מאיתנו מספרים והסיפור מתרכז בדברים כמו היופי הבלתי נמנע של הנושא או העובדה שהוא מאוד מקסים עד כמה הוא מיושם היטב לא רק לפיזיקה ולא רק למדעי המחשב אלא שפע של תחומים טכניים שונים.",
+  "input": "And you see there's a story that I think a lot of us tell and the story is centered on things like the inescapable beauty of the subject or the fact that it's very charming just how well applied it is to not just physics and not just computer science but a plethora of different technical fields.",
+  "model": "google_nmt",
+  "time_range": [
+   58.9,
+   72.84
+  ]
+ },
+ {
+  "translatedText": "אבל הסיפור הזה, לפחות עבורי, יסתיר גורם אחר שעשוי להיות משפיע באותה מידה, אבל שהרבה יותר מביך לדבר עליו.",
+  "input": "But that story at least for me would gloss over another factor that might be just as influential but which is a lot more awkward to talk about.",
+  "model": "google_nmt",
+  "time_range": [
+   73.86,
+   81.24
+  ]
+ },
+ {
+  "translatedText": "אֶגוֹ.",
+  "input": "Ego.",
+  "model": "google_nmt",
+  "time_range": [
+   81.9,
+   82.16
+  ]
+ },
+ {
+  "translatedText": "אני לא יודע אם אתה זוכר איך זה היה להיות ילד.",
+  "input": "I don't know if you remember what it was like to be a child.",
+  "model": "google_nmt",
+  "time_range": [
+   83.32,
+   85.36
+  ]
+ },
+ {
+  "translatedText": "אם אתה זוכר איך זה היה אולי בבית הספר היסודי ואיך זה הגיע אלינו.",
+  "input": "If you remember what it was like maybe in elementary school and the way it came across to us.",
+  "model": "google_nmt",
+  "time_range": [
+   86.14,
+   89.84
+  ]
+ },
+ {
+  "translatedText": "אם אני מסתכל אחורה לזכרונות המוקדמים ביותר שלי במתמטיקה, אני חושב שהיה לי מזל גדול כי זה הרגיש לי כמו משחק ואני חושב שזה קשור לאופן שבו אבא שלי היה מציג את זה בפניי.",
+  "input": "If I look back to my earliest memories of math I think I was very lucky because it felt to me like a game and I think this had to do with how my dad would present it to me.",
+  "model": "google_nmt",
+  "time_range": [
+   90.26,
+   98.04
+  ]
+ },
+ {
+  "translatedText": "אבל בהקשר של בית הספר היה לזה אופי שונה מאוד.",
+  "input": "But in the context of school it had a very different character.",
+  "model": "google_nmt",
+  "time_range": [
+   98.52,
+   101.2
+  ]
+ },
+ {
+  "translatedText": "זה הרגיש תחרותי.",
+  "input": "It felt competitive.",
+  "model": "google_nmt",
+  "time_range": [
+   101.7,
+   102.7
+  ]
+ },
+ {
+  "translatedText": "אני לא חושב שזו הייתה כוונת המורים.",
+  "input": "I don't think this was the intention of the teachers.",
+  "model": "google_nmt",
+  "time_range": [
+   103.36,
+   105.1
+  ]
+ },
+ {
+  "translatedText": "אני לא חושב שזו הייתה הכוונה של אף אחד מהמבוגרים בסביבה.",
+  "input": "I don't think it was the intention of any of the adults around.",
+  "model": "google_nmt",
+  "time_range": [
+   105.28,
+   107.38
+  ]
+ },
+ {
+  "translatedText": "אבל הייתה הנחה מסויימת שלא נאמרה שהנושא אמור להיות קשה.",
+  "input": "But there was a certain unspoken assumption that the subject was supposed to be hard.",
+  "model": "google_nmt",
+  "time_range": [
+   107.72,
+   112.42
+  ]
+ },
+ {
+  "translatedText": "שרבים מאיתנו הולכים להיאבק בזה.",
+  "input": "That many of us were going to struggle with it.",
+  "model": "google_nmt",
+  "time_range": [
+   112.88,
+   114.62
+  ]
+ },
+ {
+  "translatedText": "וללא ספק הודות למשחקים שהייתי משחק עם אבא שלי הייתי אחד מבני המזל שהיה להם קצת יותר קל.",
+  "input": "And no doubt thanks to the games that I would play with my dad I was one of the fortunate ones who found it a little bit easier.",
+  "model": "google_nmt",
+  "time_range": [
+   115.2,
+   120.52
+  ]
+ },
+ {
+  "translatedText": "ובגלל שהיה לי קצת יותר קל, אני חושב שבא לי לאהוב את הנושא לא בגלל שהוא היה יפה ולא בגלל שהוא היה שימושי ואפילו לא בגלל שהוא היה שובב, אלא למען האמת בגלל הסיפוק העצמי הילדותי הזה שנובע מהרגשה כמוך מצליחים במשהו שהמבוגרים אומרים לך שאתה אמור להצליח בו.",
+  "input": "And because I found it a little bit easier I think I came to like the subject not because it was beautiful and not because it was useful and not even because it was playful but frankly because of that childish self-satisfaction that comes from feeling like you're doing well at something that the adults tell you you're supposed to be doing well at.",
+  "model": "google_nmt",
+  "time_range": [
+   121.4,
+   138.98
+  ]
+ },
+ {
+  "translatedText": "ובמשך זמן רב בבית הספר, סוג זה הניע לולאת משוב חיובית.",
+  "input": "And for a long time in school this sort of kicked off a positive feedback loop.",
+  "model": "google_nmt",
+  "time_range": [
+   139.84,
+   142.84
+  ]
+ },
+ {
+  "translatedText": "ביליתי הרבה זמן עם הנושא כי אהבתי אותו.",
+  "input": "I spent a lot of time with the subject because I liked it.",
+  "model": "google_nmt",
+  "time_range": [
+   143.42,
+   145.84
+  ]
+ },
+ {
+  "translatedText": "אהבתי את זה כי הרגשתי טוב בזה.",
+  "input": "I liked it because I felt good at it.",
+  "model": "google_nmt",
+  "time_range": [
+   146.18,
+   148.0
+  ]
+ },
+ {
+  "translatedText": "ובמידה שבעצם לא הייתי טוב בזה זה היה בגלל שביליתי עם זה כל כך הרבה זמן.",
+  "input": "And to the extent that I actually wasn't any good at it it was because I was spending so much time with it.",
+  "model": "google_nmt",
+  "time_range": [
+   148.24,
+   152.0
+  ]
+ },
+ {
+  "translatedText": "ואני לא רוצה להציע שזה נכון לכל מי שאוהב מתמטיקה ואני גם לא רוצה להציע שזה מסוג הלופ שאין בו מאבקים.",
+  "input": "And I don't want to suggest that this is true for everyone who likes math and I also don't want to suggest that this is the the kind of loop that doesn't have struggles involved with it.",
+  "model": "google_nmt",
+  "time_range": [
+   152.72,
+   160.56
+  ]
+ },
+ {
+  "translatedText": "כי בהחלט יש מאבקים בכל דרך שבה אתה לומד מתמטיקה.",
+  "input": "Because there absolutely are struggles any way that you learn math.",
+  "model": "google_nmt",
+  "time_range": [
+   160.6,
+   162.98
+  ]
+ },
+ {
+  "translatedText": "זה יותר מכך שאם אני כנה, הכוחות שגרמו לי לדחוף חלק מההתמודדויות ולהשקיע את הזמן ואת התרגול והמאמץ הדרוש כדי להשתפר בנושא נבעו לפחות בחלקם מהרצון להיראות בתור טוב בזה.",
+  "input": "It's more that if I'm honest the forces that kept me pushing through some of the struggles and putting in the time and the practice and the effort that's necessary to get better at the subject were at least in part motivated by a desire to be seen as being good at it.",
+  "model": "google_nmt",
+  "time_range": [
+   163.44,
+   176.8
+  ]
+ },
+ {
+  "translatedText": "ואתה יודע שהייתי נער קשה לברוח קצת מאגו אבל אגו הוא מניע מביך לדבר עליו.",
+  "input": "And you know I was a teenager it's hard to escape a little bit of ego but ego is an awkward motive to talk about.",
+  "model": "google_nmt",
+  "time_range": [
+   177.46,
+   182.84
+  ]
+ },
+ {
+  "translatedText": "ואם אני הוגן היופי באפליקציה באמת שיחק תפקיד זה לא שהם לא היו שם בכלל אבל הם הגיעו הרבה יותר מאוחר.",
+  "input": "And if I'm fair the beauty in the application really did play some role it's not like they weren't there at all but they came in a lot later.",
+  "model": "google_nmt",
+  "time_range": [
+   183.26,
+   189.24
+  ]
+ },
+ {
+  "translatedText": "בגלל לולאת המשוב החיובית הזו ביליתי בנושא, הייתי משוחחת עם המורים שלי אחרי הלימודים על זה.",
+  "input": "Because of this positive feedback loop I was spending time in the subject I would chat with my teachers after school about it.",
+  "model": "google_nmt",
+  "time_range": [
+   189.88,
+   194.88
+  ]
+ },
+ {
+  "translatedText": "הייתי הולך לאירועי חוגי מתמטיקה מקומיים.",
+  "input": "I would go to local math circles events.",
+  "model": "google_nmt",
+  "time_range": [
+   194.96,
+   196.56
+  ]
+ },
+ {
+  "translatedText": "למדתי מה זה מתמטיקאי.",
+  "input": "I learned what a mathematician was.",
+  "model": "google_nmt",
+  "time_range": [
+   197.06,
+   198.54
+  ]
+ },
+ {
+  "translatedText": "הייתי קורא ספרים על פתרון בעיות ובסוג כזה של טבילה קשה שלא להתאהב ביופיו האמיתי של הנושא.",
+  "input": "I would read books about problem solving and in that kind of immersion it's hard not to fall in love with the actual beauty of the subject.",
+  "model": "google_nmt",
+  "time_range": [
+   198.86,
+   205.22
+  ]
+ },
+ {
+  "translatedText": "אז גם אם התשוקה התחילה מהסיבות המעט יותר מרוכזות בעצמן וקצת יותר ילדותיות שהתחילו לתת למשהו קצת יותר טהור משהו יותר כמו חוש אסתטי משהו קצת יותר ממוקד כלפי חוץ.",
+  "input": "So even if the passion began for these slightly more self-centered and slightly more childish reasons that started to give away to something a little bit purer something more like an aesthetic sense something a little more outward focused.",
+  "model": "google_nmt",
+  "time_range": [
+   205.92,
+   217.06
+  ]
+ },
+ {
+  "translatedText": "זה קצת כמו מאובן שבו אתה יודע שהמולקולות האורגניות מתחילות לאט לאט לפנות את מקומן למינרל חזק יותר לטווח ארוך יותר שיהיה שם עד הסוף.",
+  "input": "It's a little like a fossil where you know the organic molecules slowly start to give way for a longer term sturdier mineral that'll be there be there to the end.",
+  "model": "google_nmt",
+  "time_range": [
+   217.78,
+   225.18
+  ]
+ },
+ {
+  "translatedText": "אצלי זה נהיה קצת פחות על ההצלחה הנתפסת וקצת יותר על הנושא עצמו.",
+  "input": "For me it became a little bit less about perceived success and a little bit more about the subject itself.",
+  "model": "google_nmt",
+  "time_range": [
+   225.8,
+   230.7
+  ]
+ },
+ {
+  "translatedText": "אבל זה לא בעצם השינוי שאני רוצה לדבר איתך עליו.",
+  "input": "But that's not actually the change that I want to talk to you about.",
+  "model": "google_nmt",
+  "time_range": [
+   231.48,
+   234.28
+  ]
+ },
+ {
+  "translatedText": "השינוי הזה במוטיבציה תהליך ההתאבנות כנראה קרה אולי לקראת סוף התיכון התחיל את הזמן שלי כאן בסטנפורד.",
+  "input": "This shift in motivation the fossilization process probably happened maybe towards the end of high school started my time here at Stanford.",
+  "model": "google_nmt",
+  "time_range": [
+   234.3,
+   241.84
+  ]
+ },
+ {
+  "translatedText": "אבל מה שאני רוצה לדבר עליו הוא עד כמה דומה לאופן שבו המינרלים החדשים של מאובן עדיין מקבלים את אותה צורה כללית כמו העצם המקורית.",
+  "input": "But what I want to talk about is how analogous to the way that the new minerals of a fossil still take on the same general shape as the original bone.",
+  "model": "google_nmt",
+  "time_range": [
+   242.92,
+   250.5
+  ]
+ },
+ {
+  "translatedText": "אני חושב שאולי היו כמה השפעות מתמשכות הקשורות למניעים המקוריים הפחות טהורים לנושא.",
+  "input": "I think there might have been some lingering after effects associated with the less pure original motivations for the subject.",
+  "model": "google_nmt",
+  "time_range": [
+   250.8,
+   256.6
+  ]
+ },
+ {
+  "translatedText": "תראה בזמן שהייתי כאן בסטנפורד, אני זוכר שהרבה מבני גילי היו משתמשים במילה מעניין.",
+  "input": "See while I was here at Stanford I remember a lot of my peers would use the word interesting.",
+  "model": "google_nmt",
+  "time_range": [
+   257.6,
+   261.04
+  ]
+ },
+ {
+  "translatedText": "עכשיו למה בחרת ללכת להתמחות שעשית הקיץ או למה בחרת לעבוד עם הפרופסור הזה שעשית?",
+  "input": "Now why is it that you chose to go to that internship that you did this summer or why did you choose to work with this professor that you did?",
+  "model": "google_nmt",
+  "time_range": [
+   261.66,
+   266.6
+  ]
+ },
+ {
+  "translatedText": "אה, זה נראה כאילו הם עובדים על בעיות מאוד מעניינות.",
+  "input": "Oh it seemed like they were working on very interesting problems.",
+  "model": "google_nmt",
+  "time_range": [
+   266.9,
+   269.16
+  ]
+ },
+ {
+  "translatedText": "אבל מה פירוש המילה מעניין?",
+  "input": "But what does the word interesting mean?",
+  "model": "google_nmt",
+  "time_range": [
+   270.08,
+   271.72
+  ]
+ },
+ {
+  "translatedText": "מעניין את מי?",
+  "input": "Interesting to whom?",
+  "model": "google_nmt",
+  "time_range": [
+   272.22,
+   273.2
+  ]
+ },
+ {
+  "translatedText": "אני חושב שאם הייתי מסתכל אחורה על עצמי ואיך השתמשתי במילה לפחות חלק ממה שהתכוונתי בה הוא שהבעיה נראתה קשה.",
+  "input": "I think if I was to look back on myself and how I was using the word at least part of what I meant by it was that a problem seemed hard.",
+  "model": "google_nmt",
+  "time_range": [
+   274.56,
+   282.6
+  ]
+ },
+ {
+  "translatedText": "זה נראה קשה לזיהוי אבל לא כל כך קשה שלא יכולתי לנעוץ בו שיניים קצת.",
+  "input": "It seemed recognizably hard but not so hard that I couldn't sink my teeth into it a little bit.",
+  "model": "google_nmt",
+  "time_range": [
+   283.2,
+   288.5
+  ]
+ },
+ {
+  "translatedText": "ל-Utility היה מושב אחורי מוזר עבורי וזה באמת היה על האתגר כשלעצמו.",
+  "input": "Utility had a strange backseat for me and it really was about the challenge in and of itself.",
+  "model": "google_nmt",
+  "time_range": [
+   289.72,
+   293.76
+  ]
+ },
+ {
+  "translatedText": "ואני לא חושב שזה רק אני.",
+  "input": "And I don't think this was just me.",
+  "model": "google_nmt",
+  "time_range": [
+   294.58,
+   295.74
+  ]
+ },
+ {
+  "translatedText": "אם נצוץ קדימה בזמן שעשיתי סרטוני יוטיוב במשך זמן רב, אחד הסרטונים הפופולריים ביותר בערוץ היה אחד שכותרתו הייתה הבעיה הקשה ביותר במבחן הקשה ביותר, שאמנם הוא קליקבייט בוטה.",
+  "input": "If we fast forward by the time I was making YouTube videos for a long time one of the most popular videos on the channel was one that had the title the hardest problem on the hardest test which admittedly is blatant clickbait.",
+  "model": "google_nmt",
+  "time_range": [
+   295.84,
+   307.68
+  ]
+ },
+ {
+  "translatedText": "וזה היה בקשר לבעיה מהפוטנאם וביניכם, זו לא באמת הייתה הבעיה הכי קשה שהפוטנאם הראו אי פעם, אבל היא הייתה ממוקמת כמספר שש.",
+  "input": "And it was about a problem from the Putnam and between you and me it wasn't really the hardest problem that the Putnam's ever shown but it was positioned as number six.",
+  "model": "google_nmt",
+  "time_range": [
+   308.66,
+   316.0
+  ]
+ },
+ {
+  "translatedText": "אבל אם נחשוב על העובדה שזה היה קליקבייט למה שזה יעבוד?",
+  "input": "But if we think about the fact that it was clickbait why would that work?",
+  "model": "google_nmt",
+  "time_range": [
+   316.68,
+   320.18
+  ]
+ },
+ {
+  "translatedText": "למה זה משהו בסדר גודל של 10 מיליון אנשים מחוץ לבסיס המנויים הרגיל היו סקרנים ללחוץ על נושא לא בגלל שהוא יפה או לא בגלל שהוא הבטיח משהו שימושי אלא רק בגלל שהוא הבטיח שמשהו מאתגר.",
+  "input": "Why is it that something on the order of 10 million people outside the usual subscriber base were curious to click on a topic not because it was beautiful or not because it promised anything useful but merely because it promised that something was challenging.",
+  "model": "google_nmt",
+  "time_range": [
+   320.68,
+   333.92
+  ]
+ },
+ {
+  "translatedText": "עכשיו למען ההגינות לפעמים הקושי כן מתכתב עם משהו שימושי אולי יש שדה שנחסם על ידי חידה שאף אחד לא יודע איך לפתור ואם מישהו היה יכול לפתור אותה זה היה פותח יותר שימושיות בתחום הזה.",
+  "input": "Now to be fair sometimes difficulty does correspond with something that's useful maybe there's a field that's blocked by a puzzle that nobody knows how to solve and if someone could solve it it would unlock more utility in that field.",
+  "model": "google_nmt",
+  "time_range": [
+   336.16,
+   346.54
+  ]
+ },
+ {
+  "translatedText": "אבל השאלה היא האם הסיבה לדאגה לבעיה ביסודה הייתה לגבי כלי השירות הזה או אם זה היה בגלל העובדה שהיא מוכרת כאתגר ובגלל מה זה עשוי לרמוז על האדם שכן פותר אותה וכיצד הם עשויים להיות. נתפס.",
+  "input": "But the question is whether the reason for caring about the problem fundamentally was about that utility or if it was about the fact that it's widely recognized to be challenging and because of what that might imply for the person who does solve it and how they might be perceived.",
+  "model": "google_nmt",
+  "time_range": [
+   346.92,
+   360.1
+  ]
+ },
+ {
+  "translatedText": "אז אני אתן לך דוגמה נוספת שבה אתה יודע שמקורותיה של מוטיבציה קצת יותר צעירה ותחרותית למתמטיקה היו עשויות להשפיע על תופעות האפטר המתמשכות גם לאחר שהמוטיבציה הזו כבר לא הייתה הדומיננטית.",
+  "input": "So I'll give you another example for where you know origins of a slightly more youthful and competitive spirited motivation for math might have had these lingering after effects even after that motivation was no longer the dominant one.",
+  "model": "google_nmt",
+  "time_range": [
+   361.12,
+   372.12
+  ]
+ },
+ {
+  "translatedText": "כשהתחלתי לצלם סרטונים על מתמטיקה, הייתי ממש בכיר כאן בסטנפורד כשהתחלתי לראשונה העליתי אותם לערוץ שנתתי לו את השם המוזר מאוד של שלושה כחול וחום ובאותה תקופה היה אכפת לי מאוד מה תוכן שנראה שונה מאוד משיעורים מסורתיים בחוץ.",
+  "input": "When I started making videos about math I was actually a senior here at Stanford when I very first began I was uploading them to a channel that I had given the very strange name of three blue and brown and at that time I cared a lot about the content seeming very different from traditional lessons out there.",
+  "model": "google_nmt",
+  "time_range": [
+   372.82,
+   388.48
+  ]
+ },
+ {
+  "translatedText": "היה אכפת לי מאוד שזה מראה משהו שתלמידים לא יראו במסלול הליניארי הרגיל של בית הספר, ואני חושב שדאגתי מאוד להיתפס כמי שמספק משהו מקורי משהו נבדל.",
+  "input": "I cared a lot that it was showing something students wouldn't see in the usual linear track of school and I think I cared a lot about being perceived as providing something that was original something that was distinct.",
+  "model": "google_nmt",
+  "time_range": [
+   388.74,
+   399.08
+  ]
+ },
+ {
+  "translatedText": "עכשיו, אם אנחנו מנוגדים את זה אחרי שסיימתי את הלימודים, ביליתי זמן בעבודה באקדמיית חאן ושם המטרה הייתה מאוד מפורשת ליצור תוכן שפגש את התלמידים איפה שהם נמצאים אז.",
+  "input": "Now if we contrast this after I graduated I spent time working at Khan Academy and there the goal was very explicitly to make content that met students where they are then.",
+  "model": "google_nmt",
+  "time_range": [
+   399.86,
+   408.78
+  ]
+ },
+ {
+  "translatedText": "הכנתי כמה מאות קטעי תוכן בעיקר מרוכזים סביב חשבון רב-משתני ובחרתי נושאים שלא על סמך מקוריות או רצון לבלוט יותר מכל דבר. בחרתי נושאים פשוט כי הם היו ברשימה של מה שהתלמידים ביקשו לדעת עליהם מה שהם צריכים לדעת והמשוב בשתי הקטגוריות של הסרטונים האלה היה חיובי אבל עם אופי שונה ואחד מהם היה הרבה יותר עמוק.",
+  "input": "I made a couple hundred pieces of content mostly centered around multivariable calculus and I was choosing topics not based on originality or a desire to stand out more than anything I was choosing topics simply because they were on the list of what students had asked to know about what they needed to know and the feedback in both categories of these videos was positive but with a different character and one of them was a lot deeper.",
+  "model": "google_nmt",
+  "time_range": [
+   409.22,
+   430.14
+  ]
+ },
+ {
+  "translatedText": "אלה בתחילת שלוש כחול וחום הרגישו כמו אנשים שצופים בספורט משותף משהו שכולנו נהנינו לצפות בו יחד, אבל לאלה באקדמיית חאן היה טעם שונה מאוד, הם אופיינו יותר מכל בהכרת תודה.",
+  "input": "Those on early three blue and brown felt like people watching a shared sport something that we all enjoyed watching together but those on Khan Academy had a very different flavor they were characterized more than anything by gratitude.",
+  "model": "google_nmt",
+  "time_range": [
+   431.14,
+   442.96
+  ]
+ },
+ {
+  "translatedText": "הרגשתי שבאמת עזרתי לאנשים והם מצאו שהם שימושיים באמת.",
+  "input": "I felt that I actually helped people and they found them genuinely useful.",
+  "model": "google_nmt",
+  "time_range": [
+   443.68,
+   447.16
+  ]
+ },
+ {
+  "translatedText": "אז מאוחר יותר בשלושה כחולים וחום התחלתי לתעדף שיעורים שפגשו את הלומדים היכן שהם היו.",
+  "input": "So later on on three blue and brown I started to prioritize lessons that met learners where they were.",
+  "model": "google_nmt",
+  "time_range": [
+   448.06,
+   452.4
+  ]
+ },
+ {
+  "translatedText": "עשיתי סדרה על אלגברה לינארית עשיתי סדרה על חשבון אנשים שאלו אם אני יכול להסביר מהי טרנספורמציה של פורייה או איך עובדות רשתות עצביות ולכן התחייבתי.",
+  "input": "I did a series about linear algebra I did a series about calculus people asked if I could explain what is a Fourier transform or how do neural networks work and so I obliged.",
+  "model": "google_nmt",
+  "time_range": [
+   452.86,
+   460.82
+  ]
+ },
+ {
+  "translatedText": "עכשיו הנושאים לא היו מקוריים, אתה יודע שיש המון המון סרטונים וקטעי תוכן אחרים באינטרנט שהסבירו אותם, אבל אלה הם ללא ספק הנושאים שקיבלו את הכרת הטוב ביותר בתקופה ההיא ואשר היוו כל הצלחה שאני. מצאתי מאז.",
+  "input": "Now the topics weren't original you know there's lots and lots of other videos and pieces of content online that explained those but these are by far the ones that have received the most gratitude in that time and which have accounted for any success that I've found since then.",
+  "model": "google_nmt",
+  "time_range": [
+   461.64,
+   475.8
+  ]
+ },
+ {
+  "translatedText": "תמיד יש מקום לחידושים בגישה הספציפית לאחר בחירת נושא, אבל הדבר שלקח לי הרבה זמן מביך ללמוד באמת את הלקח שלקח הרבה זמן לשקוע באמת הוא שכאשר נושאים נבחרים בעיקר בגלל האופן שבו הם " אעזור לאנשים ודאגות כמו חידוש ומקוריות והאם משהו הוא הון שאני מעניין, כולם רלוונטיים רק במידה שהם עוזרים למטרה לפגוש את הלומד היכן שהם נמצאים, אז ההישג מרגיש משמעותי באמת ובעבור מה זה שווה אני חושב שהשינוי הזה בפוקוס הוא כנראה מה שעשה את ההבדל בין סרטונים להיות תחביב לבין סרטונים להיות קריירה.",
+  "input": "There's always room for novelty in the specific approach after a topic is chosen but the thing that took me an embarrassingly long time to really learn the lesson that took a long time to genuinely sink in is that when topics are chosen primarily because of how they'll help people and concerns like novelty and originality and whether something is capital I interesting are all relevant only insofar as they help the goal of meeting a learner where they are that's when the reach feels genuinely meaningful and for what it's worth I do think that shift in focus is probably what made the difference between videos being a hobby and videos being a career.",
+  "model": "google_nmt",
+  "time_range": [
+   476.12,
+   511.24
+  ]
+ },
+ {
+  "translatedText": "עכשיו לכל אחד מכם שיושב כאן עכשיו מה שלא יהיה שתבחר לעשות ולהתקדם עם המתמטיקה שלמדת כאן ושאר המיומנויות שלמדת כאן, ההגשמה העתידית שאתה שואב מהעבודה הזו היא יהיה קשר לא פחות עם האופן שבו אתה מעריך על מה כדאי לעבוד כמו עם החוזקות שאתה מביא לשולחן.",
+  "input": "Now for every one of you who's sitting here right now whatever it is that you choose to do moving forward with the math that you've learned here and the other skills that you've learned here the future fulfillment that you derive from that work is going to have as much to do with how you evaluate what's worth working on as it does with the strengths that you're bringing to the table.",
+  "model": "google_nmt",
+  "time_range": [
+   511.86,
+   530.02
+  ]
+ },
+ {
+  "translatedText": "הסימן העתידי שהעבודה שלך מותירה על העולם קשור לא פחות לאופן שבו אתה מעריך את מה שאתה עובד עליו כמו שהוא עושה כל דבר אחר והעצה שלי אליך עכשיו ואתה בצומת מאוד מרכזי זה שלך החיים צריכים להיות מודעים במיוחד למקור פונקציית ההערכה הזו.",
+  "input": "The future mark that your work leaves on the world has as much to do with how you're evaluating what you're working on as it does anything else and my advice to you right now and you're at this very pivotal juncture in your life is to be especially mindful of where that evaluation function comes from.",
+  "model": "google_nmt",
+  "time_range": [
+   530.88,
+   547.16
+  ]
+ },
+ {
+  "translatedText": "אם אחרי היום אתה הולך לתעשייה אולי תשאל את עצמך איך אתה בוחר איפה לעבוד?",
+  "input": "If after today you're going into industry you might ask yourself how are you choosing where to work?",
+  "model": "google_nmt",
+  "time_range": [
+   547.62,
+   552.6
+  ]
+ },
+ {
+  "translatedText": "איך בחרת עם מי לעבוד?",
+  "input": "How did you choose who to work with?",
+  "model": "google_nmt",
+  "time_range": [
+   552.9,
+   554.32
+  ]
+ },
+ {
+  "translatedText": "איך אתה בוחר מה לבנות?",
+  "input": "How are you choosing what to build?",
+  "model": "google_nmt",
+  "time_range": [
+   554.4,
+   555.64
+  ]
+ },
+ {
+  "translatedText": "אם אתה הולך לאקדמיה שאל את עצמך אם זה מהסיבות הנכונות וכיצד תבחר על אילו בעיות לעבוד.",
+  "input": "If you are going into academia ask yourself if it's for the right reasons and how you'll choose which problems to work on.",
+  "model": "google_nmt",
+  "time_range": [
+   556.18,
+   562.32
+  ]
+ },
+ {
+  "translatedText": "כמה זה תלוי בדרך שבה תיתפס כפתרון הבעיות וכמה תלוי בערך שאנשים אחרים ימצאו מזה.",
+  "input": "How much of it depends on the way that you'll be perceived for solving the problems and how much depends on the value that other people will find from it.",
+  "model": "google_nmt",
+  "time_range": [
+   563.08,
+   569.96
+  ]
+ },
+ {
+  "translatedText": "עכשיו אם אתה הולך להוראה, ובכן, אם אתה הולך להוראה אתה כנראה חכם יותר מכולנו אז אין לי הרבה מה לומר.",
+  "input": "Now if you're going into teaching, well honestly if you're going into teaching you're probably wiser than the rest of us so I don't have much to say.",
+  "model": "google_nmt",
+  "time_range": [
+   570.8,
+   576.94
+  ]
+ },
+ {
+  "translatedText": "ראה בשמונה השנים האחרונות הרגשתי שינוי בתפקוד ההערכה שלי.",
+  "input": "See in the last eight years I felt a shift in my own evaluation function.",
+  "model": "google_nmt",
+  "time_range": [
+   577.9,
+   581.42
+  ]
+ },
+ {
+  "translatedText": "קשיחות כשלעצמה שלא חותכת אותו.",
+  "input": "Hardness in and of itself that doesn't cut it.",
+  "model": "google_nmt",
+  "time_range": [
+   581.94,
+   584.78
+  ]
+ },
+ {
+  "translatedText": "מקוריות לשמה היא חלולה ולמתמטיקה עדיין יש יופי מהותי, אבל בכנות בימינו היופי הזה חזק יותר אם יש לפחות לחישה של משהו שימושי באמת באופק.",
+  "input": "Originality for its own sake is hollow and math still has an intrinsic beauty but honestly these days that beauty is all the more potent if there's at least a whisper of something genuinely useful in sight.",
+  "model": "google_nmt",
+  "time_range": [
+   585.26,
+   595.78
+  ]
+ },
+ {
+  "translatedText": "אני לא יכול להגיד לך מהי פונקציית ההערכה הנכונה עבורך.",
+  "input": "I can't tell you what the right evaluation function is for you.",
+  "model": "google_nmt",
+  "time_range": [
+   596.96,
+   599.5
+  ]
+ },
+ {
+  "translatedText": "אני יכול להציע שזה כנראה ישנה יותר כאשר זה תלוי פחות בעצמך וזה תלוי קצת יותר באחרים ובמה שאתה עושה למענם, אבל מה שאני בטוח בו זה הזמן המושקע עכשיו היום בהערכה מחדש ברצינות איפה ההערכה הפונקציה מגיעה מדוכנים כדי להפוך את העתיד שלך לעשיר יותר.",
+  "input": "I can suggest that it probably will matter more when it depends less on yourself and it depends a little bit more on others and what you're doing for them but what I am sure of is that time spent right now today seriously reassessing where the evaluation function comes from stands to make your future richer.",
+  "model": "google_nmt",
+  "time_range": [
+   600.16,
+   616.56
+  ]
+ },
+ {
+  "translatedText": "אז מזל טוב שוב.",
+  "input": "So congratulations once again.",
+  "model": "google_nmt",
+  "time_range": [
+   617.64,
+   619.1
+  ]
+ },
+ {
+  "translatedText": "כולנו כאן מחכים בקוצר רוח איך נראה העתיד הזה עבור כל אחד ואחת מכם.",
+  "input": "All of us here are anxiously awaiting what that future looks like for each and every one of you.",
+  "model": "google_nmt",
+  "time_range": [
+   619.56,
+   623.12
+  ]
+ }
+]
\ No newline at end of file
diff --git a/2023/ego-and-math/hebrew/title.json b/2023/ego-and-math/hebrew/title.json
new file mode 100644
index 000000000..a0d9b2ba2
--- /dev/null
+++ b/2023/ego-and-math/hebrew/title.json
@@ -0,0 +1,5 @@
+{
+ "translatedText": "אגו ומתמטיקה (3כחול1חום) | נאום התחלה של מחלקת המתמטיקה של סטנפורד 2023",
+ "input": "Ego and Math (3Blue1Brown) | Stanford Math Department Commencement Speech 2023",
+ "model": "google_nmt"
+}
\ No newline at end of file
diff --git a/2023/ego-and-math/video_url.txt b/2023/ego-and-math/video_url.txt
new file mode 100644
index 000000000..13218710e
--- /dev/null
+++ b/2023/ego-and-math/video_url.txt
@@ -0,0 +1 @@
+https://youtu.be/z7GVHB2wiyg
\ No newline at end of file
diff --git a/2023/shorts/on-shorts/english/captions.srt b/2023/shorts/on-shorts/english/captions.srt
index f936577a1..0de4946d2 100644
--- a/2023/shorts/on-shorts/english/captions.srt
+++ b/2023/shorts/on-shorts/english/captions.srt
@@ -1,72 +1,80 @@
 1
-00:00:00,000 --> 00:00:02,060
+00:00:00,000 --> 00:00:01,660
 I have mixed feelings about shorts.
 
 2
-00:00:02,060 --> 00:00:06,480
-On the one hand, lots of individual shorts are insightful and funny and even awe-inspiring.
+00:00:02,020 --> 00:00:04,623
+On the one hand, lots of individual shorts are 
 
 3
-00:00:06,480 --> 00:00:11,700
-And let's be real, long-form videos on YouTube can often be bloated and shorts are necessarily
+00:00:04,623 --> 00:00:07,060
+insightful and funny and even awe-inspiring.
 
 4
-00:00:11,700 --> 00:00:13,680
-to the point, so I get the appeal.
+00:00:07,320 --> 00:00:10,101
+And let's be real, long-form videos on YouTube can often be 
 
 5
-00:00:13,680 --> 00:00:18,700
-At the same time, no one I know seems to actually feel good after a long session on shorts,
+00:00:10,101 --> 00:00:13,300
+bloated and shorts are necessarily to the point, so I get the appeal.
 
 6
-00:00:18,700 --> 00:00:20,940
-or reels or TikTok or whatever.
+00:00:13,640 --> 00:00:16,927
+At the same time, no one I know seems to actually feel good 
 
 7
-00:00:20,940 --> 00:00:24,900
-Something about the rapid barrage of instant gratification and context switching seems
+00:00:16,927 --> 00:00:20,380
+after a long session on shorts, or reels or TikTok or whatever.
 
 8
-00:00:24,900 --> 00:00:26,740
-to leave us feeling mentally numb.
+00:00:20,720 --> 00:00:23,587
+Something about the rapid barrage of instant gratification 
 
 9
-00:00:27,000 --> 00:00:31,480
-Recently, I've been posting a pile of shorts that are all adapted snippets from pre-existing
+00:00:23,587 --> 00:00:26,600
+and context switching seems to leave us feeling mentally numb.
 
 10
-00:00:31,480 --> 00:00:32,480
-videos.
+00:00:26,600 --> 00:00:29,320
+Recently, I've been posting a pile of shorts that 
 
 11
-00:00:32,480 --> 00:00:36,920
-And it's not just that this is the easiest way to get into the shorts feed, readily outsourceable
+00:00:29,320 --> 00:00:32,040
+are all adapted snippets from pre-existing videos.
 
 12
-00:00:36,920 --> 00:00:39,620
-while I stay focused on new long-form lessons.
+00:00:32,380 --> 00:00:36,021
+And it's not just that this is the easiest way to get into the shorts feed, 
 
 13
-00:00:39,620 --> 00:00:42,920
-The second ulterior motive is to offer an escape hatch.
+00:00:36,021 --> 00:00:39,280
+readily outsourceable while I stay focused on new long-form lessons.
 
 14
-00:00:42,920 --> 00:00:46,520
-A good short is one that's thought-provoking on its own, but unless there's a way to
+00:00:39,560 --> 00:00:42,500
+The second ulterior motive is to offer an escape hatch.
 
 15
-00:00:46,520 --> 00:00:50,460
-more deeply engage with whatever that thought is, it feels hollow.
+00:00:42,940 --> 00:00:45,537
+A good short is one that's thought-provoking on its own, 
 
 16
-00:00:50,460 --> 00:00:54,060
-Since we can so nicely link to other videos right at the bottom of a short, I kind of
+00:00:45,537 --> 00:00:49,090
+but unless there's a way to more deeply engage with whatever that thought is, 
 
 17
-00:00:54,060 --> 00:00:57,720
-love the idea that anyone who wants to hop out of the feed and engage more deeply is
+00:00:49,090 --> 00:00:49,820
+it feels hollow.
 
 18
-00:00:57,720 --> 00:00:58,760
-just one click away.
+00:00:50,420 --> 00:00:53,579
+Since we can so nicely link to other videos right at the bottom of a short, 
+
+19
+00:00:53,579 --> 00:00:56,239
+I kind of love the idea that anyone who wants to hop out of the 
+
+20
+00:00:56,239 --> 00:00:58,360
+feed and engage more deeply is just one click away.
 
diff --git a/2023/shorts/on-shorts/english/transcript.txt b/2023/shorts/on-shorts/english/transcript.txt
index 0ff9f9a81..5051e657f 100644
--- a/2023/shorts/on-shorts/english/transcript.txt
+++ b/2023/shorts/on-shorts/english/transcript.txt
@@ -1,10 +1,10 @@
-I have mixed feelings about shorts.
-On the one hand, lots of individual shorts are insightful and funny and even awe-inspiring.
-And let's be real, long-form videos on YouTube can often be bloated and shorts are necessarily to the point, so I get the appeal.
-At the same time, no one I know seems to actually feel good after a long session on shorts, or reels or TikTok or whatever.
-Something about the rapid barrage of instant gratification and context switching seems to leave us feeling mentally numb.
-Recently, I've been posting a pile of shorts that are all adapted snippets from pre-existing videos.
-And it's not just that this is the easiest way to get into the shorts feed, readily outsourceable while I stay focused on new long-form lessons.
-The second ulterior motive is to offer an escape hatch.
-A good short is one that's thought-provoking on its own, but unless there's a way to more deeply engage with whatever that thought is, it feels hollow.
-Since we can so nicely link to other videos right at the bottom of a short, I kind of love the idea that anyone who wants to hop out of the feed and engage more deeply is just one click away.
+I have mixed feelings about shorts. 
+On the one hand, lots of individual shorts are insightful and funny and even awe-inspiring. 
+And let's be real, long-form videos on YouTube can often be bloated and shorts are necessarily to the point, so I get the appeal. 
+At the same time, no one I know seems to actually feel good after a long session on shorts, or reels or TikTok or whatever. 
+Something about the rapid barrage of instant gratification and context switching seems to leave us feeling mentally numb. 
+Recently, I've been posting a pile of shorts that are all adapted snippets from pre-existing videos. 
+And it's not just that this is the easiest way to get into the shorts feed, readily outsourceable while I stay focused on new long-form lessons. 
+The second ulterior motive is to offer an escape hatch. 
+A good short is one that's thought-provoking on its own, but unless there's a way to more deeply engage with whatever that thought is, it feels hollow. 
+Since we can so nicely link to other videos right at the bottom of a short, I kind of love the idea that anyone who wants to hop out of the feed and engage more deeply is just one click away.
\ No newline at end of file
diff --git a/2023/shorts/on-shorts/english/word_timings.json b/2023/shorts/on-shorts/english/word_timings.json
new file mode 100644
index 000000000..c44c2a646
--- /dev/null
+++ b/2023/shorts/on-shorts/english/word_timings.json
@@ -0,0 +1 @@
+[[" I", 0.0, 0.24], [" have", 0.24, 0.4], [" mixed", 0.4, 0.66], [" feelings", 0.66, 0.96], [" about", 0.96, 1.32], [" shorts.", 1.32, 1.66], [" On", 2.02, 2.12], [" the", 2.12, 2.2], [" one", 2.2, 2.36], [" hand,", 2.36, 2.64], [" lots", 2.82, 2.96], [" of", 2.96, 3.26], [" individual", 3.26, 3.76], [" shorts", 3.76, 4.16], [" are", 4.16, 4.54], [" insightful", 4.54, 4.98], [" and", 4.98, 5.38], [" funny", 5.38, 5.64], [" and", 5.64, 5.94], [" even", 5.94, 6.16], [" awe", 6.16, 6.48], ["-inspiring.", 6.48, 7.06], [" And", 7.32, 7.36], [" let's", 7.36, 7.52], [" be", 7.52, 7.64], [" real,", 7.64, 7.88], [" long", 8.06, 8.22], ["-form", 8.22, 8.44], [" videos", 8.44, 8.74], [" on", 8.74, 8.92], [" YouTube", 8.92, 9.18], [" can", 9.18, 9.44], [" often", 9.44, 9.66], [" be", 9.66, 9.86], [" bloated", 9.86, 10.28], [" and", 10.28, 10.66], [" shorts", 10.66, 10.98], [" are", 10.98, 11.16], [" necessarily", 11.16, 11.66], [" to", 11.66, 11.9], [" the", 11.9, 12.06], [" point,", 12.06, 12.28], [" so", 12.4, 12.6], [" I", 12.6, 12.7], [" get", 12.7, 12.82], [" the", 12.82, 12.98], [" appeal.", 12.98, 13.3], [" At", 13.64, 13.74], [" the", 13.74, 13.86], [" same", 13.86, 14.04], [" time,", 14.04, 14.34], [" no", 14.66, 14.78], [" one", 14.78, 14.92], [" I", 14.92, 15.06], [" know", 15.06, 15.28], [" seems", 15.28, 15.6], [" to", 15.6, 15.76], [" actually", 15.76, 16.08], [" feel", 16.08, 16.34], [" good", 16.34, 16.74], [" after", 16.74, 17.16], [" a", 17.16, 17.34], [" long", 17.34, 17.5], [" session", 17.5, 17.8], [" on", 17.8, 18.06], [" shorts,", 18.06, 18.42], [" or", 18.7, 18.82], [" reels", 18.82, 19.24], [" or", 19.24, 19.4], [" TikTok", 19.4, 19.72], [" or", 19.72, 20.0], [" whatever.", 20.0, 20.38], [" Something", 20.72, 20.94], [" about", 20.94, 21.22], [" the", 21.22, 21.4], [" rapid", 21.4, 21.68], [" barrage", 21.68, 22.06], [" of", 22.06, 22.4], [" instant", 22.4, 22.7], [" gratification", 22.7, 23.36], [" and", 23.36, 23.66], [" context", 23.66, 24.06], [" switching", 24.06, 24.44], [" seems", 24.44, 24.92], [" to", 24.92, 25.1], [" leave", 25.1, 25.22], [" us", 25.22, 25.38], [" feeling", 25.38, 25.68], [" mentally", 25.68, 26.16], [" numb.", 26.16, 26.6], [" Recently,", 26.6, 27.3], [" I've", 27.7, 27.86], [" been", 27.86, 27.98], [" posting", 27.98, 28.26], [" a", 28.26, 28.48], [" pile", 28.48, 28.62], [" of", 28.62, 28.84], [" shorts", 28.84, 29.02], [" that", 29.02, 29.34], [" are", 29.34, 29.6], [" all", 29.6, 29.8], [" adapted", 29.8, 30.2], [" snippets", 30.2, 30.62], [" from", 30.62, 30.92], [" pre", 30.92, 31.1], ["-existing", 31.1, 31.44], [" videos.", 31.44, 32.04], [" And", 32.38, 32.46], [" it's", 32.46, 32.64], [" not", 32.64, 32.86], [" just", 32.86, 33.36], [" that", 33.36, 33.64], [" this", 33.64, 33.8], [" is", 33.8, 33.94], [" the", 33.94, 34.08], [" easiest", 34.08, 34.4], [" way", 34.4, 34.62], [" to", 34.62, 34.76], [" get", 34.76, 34.9], [" into", 34.9, 35.12], [" the", 35.12, 35.28], [" shorts", 35.28, 35.46], [" feed,", 35.46, 35.76], [" readily", 35.98, 36.32], [" outsourceable", 36.32, 37.02], [" while", 37.02, 37.22], [" I", 37.22, 37.4], [" stay", 37.4, 37.56], [" focused", 37.56, 37.9], [" on", 37.9, 38.12], [" new", 38.12, 38.32], [" long", 38.32, 38.58], ["-form", 38.58, 38.82], [" lessons.", 38.82, 39.28], [" The", 39.56, 39.74], [" second", 39.74, 40.1], [" ulterior", 40.1, 40.62], [" motive", 40.62, 40.98], [" is", 40.98, 41.26], [" to", 41.26, 41.4], [" offer", 41.4, 41.62], [" an", 41.62, 41.8], [" escape", 41.8, 42.04], [" hatch.", 42.04, 42.5], [" A", 42.94, 43.1], [" good", 43.1, 43.24], [" short", 43.24, 43.48], [" is", 43.48, 43.72], [" one", 43.72, 43.9], [" that's", 43.9, 44.2], [" thought", 44.2, 44.34], ["-provoking", 44.34, 44.8], [" on", 44.8, 45.04], [" its", 45.04, 45.2], [" own,", 45.2, 45.46], [" but", 45.54, 45.76], [" unless", 45.76, 46.0], [" there's", 46.0, 46.2], [" a", 46.2, 46.32], [" way", 46.32, 46.44], [" to", 46.44, 46.62], [" more", 46.62, 46.76], [" deeply", 46.76, 47.12], [" engage", 47.12, 47.52], [" with", 47.52, 47.76], [" whatever", 47.76, 48.06], [" that", 48.06, 48.3], [" thought", 48.3, 48.5], [" is,", 48.5, 48.9], [" it", 49.04, 49.14], [" feels", 49.14, 49.44], [" hollow.", 49.44, 49.82], [" Since", 50.42, 50.6], [" we", 50.6, 50.74], [" can", 50.74, 50.9], [" so", 50.9, 51.02], [" nicely", 51.02, 51.36], [" link", 51.36, 51.62], [" to", 51.62, 51.82], [" other", 51.82, 51.98], [" videos", 51.98, 52.36], [" right", 52.36, 52.56], [" at", 52.56, 52.74], [" the", 52.74, 52.84], [" bottom", 52.84, 53.04], [" of", 53.04, 53.2], [" a", 53.2, 53.34], [" short,", 53.34, 53.56], [" I", 53.72, 53.86], [" kind", 53.86, 54.06], [" of", 54.06, 54.2], [" love", 54.2, 54.34], [" the", 54.34, 54.48], [" idea", 54.48, 54.76], [" that", 54.76, 54.96], [" anyone", 54.96, 55.24], [" who", 55.24, 55.38], [" wants", 55.38, 55.54], [" to", 55.54, 55.72], [" hop", 55.72, 55.86], [" out", 55.86, 56.06], [" of", 56.06, 56.16], [" the", 56.16, 56.22], [" feed", 56.22, 56.52], [" and", 56.52, 56.66], [" engage", 56.66, 56.92], [" more", 56.92, 57.1], [" deeply", 57.1, 57.46], [" is", 57.46, 57.8], [" just", 57.8, 57.98], [" one", 57.98, 58.18], [" click", 58.18, 58.36], [" away.", 58.36, 58.7]]
\ No newline at end of file
diff --git a/2023/shorts/on-shorts/hebrew/auto_generated.srt b/2023/shorts/on-shorts/hebrew/auto_generated.srt
new file mode 100644
index 000000000..7190893ca
--- /dev/null
+++ b/2023/shorts/on-shorts/hebrew/auto_generated.srt
@@ -0,0 +1,60 @@
+1
+00:00:00,000 --> 00:00:01,660
+יש לי רגשות מעורבים לגבי מכנסיים קצרים.
+
+2
+00:00:02,020 --> 00:00:07,060
+מצד אחד, הרבה מכנסיים קצרים בודדים הם תובנות ומצחיקים ואפילו מעוררי כבוד.
+
+3
+00:00:07,320 --> 00:00:10,310
+ובואו נהיה אמיתיים, סרטונים ארוכי צורה ב-YouTube יכולים לעתים קרובות 
+
+4
+00:00:10,310 --> 00:00:13,300
+להיות נפוחים והמכנסיים הקצרים הם בהכרח לעניין, אז אני מקבל את הערעור.
+
+5
+00:00:13,640 --> 00:00:18,437
+יחד עם זאת, נראה שאף אחד שאני מכיר לא מרגיש ממש טוב אחרי סשן ארוך על מכנסיים קצרים, 
+
+6
+00:00:18,437 --> 00:00:20,380
+או סלילים או טיקטוק או כל דבר אחר.
+
+7
+00:00:20,720 --> 00:00:26,600
+נראה שמשהו במטח המהיר של סיפוק מיידי והחלפת הקשר מותיר אותנו קהים נפשית.
+
+8
+00:00:26,600 --> 00:00:32,040
+לאחרונה פרסמתי ערימה של מכנסיים קצרים שכולם קטעים מותאמים מסרטונים קיימים.
+
+9
+00:00:32,380 --> 00:00:35,773
+וזה לא רק שזאת הדרך הקלה ביותר להיכנס לפיד המכנסיים הקצרים, 
+
+10
+00:00:35,773 --> 00:00:39,280
+ניתנת למיקור חוץ בזמן שאני נשארת ממוקדת בשיעורים ארוכים חדשים.
+
+11
+00:00:39,560 --> 00:00:42,500
+המניע הנסתר השני הוא להציע פתח מילוט.
+
+12
+00:00:42,940 --> 00:00:46,227
+קצר טוב הוא כזה שמעורר מחשבה בפני עצמו, אבל אלא אם יש 
+
+13
+00:00:46,227 --> 00:00:49,820
+דרך לעסוק עמוק יותר בכל מה שהיא המחשבה הזו, הוא מרגיש חלול.
+
+14
+00:00:50,420 --> 00:00:53,954
+מכיוון שאנחנו יכולים לקשר כל כך יפה לסרטונים אחרים ממש בתחתית קצרצר, 
+
+15
+00:00:53,954 --> 00:00:58,360
+אני די אוהב את הרעיון שמי שרוצה לצאת מהפיד ולעסוק יותר עמוק נמצא במרחק לחיצה אחת בלבד.
+
diff --git a/2023/shorts/on-shorts/hebrew/description.json b/2023/shorts/on-shorts/hebrew/description.json
new file mode 100644
index 000000000..812ce1dc9
--- /dev/null
+++ b/2023/shorts/on-shorts/hebrew/description.json
@@ -0,0 +1,17 @@
+[
+ {
+  "translatedText": "אנימציות שנלקחו מהסרטון הזה: https://youtu.be/-RdOwhmqP5s",
+  "input": "Animations taken from this video: https://youtu.be/-RdOwhmqP5s",
+  "model": "google_nmt"
+ },
+ {
+  "translatedText": "וזה: https://youtu.be/LqbZpur38nw",
+  "input": "And this one: https://youtu.be/LqbZpur38nw",
+  "model": "google_nmt"
+ },
+ {
+  "translatedText": "(קישורי תיאור אינם פעילים בנגן המכנסיים הקצרים, אך ניתן לעקוב אחר הקישור בתחתית מסך הווידאו עצמו)",
+  "input": "(Description links are not active in the shorts player, but you can follow the link on the bottom of the video screen itself)",
+  "model": "google_nmt"
+ }
+]
\ No newline at end of file
diff --git a/2023/shorts/on-shorts/hebrew/sentence_translations.json b/2023/shorts/on-shorts/hebrew/sentence_translations.json
new file mode 100644
index 000000000..bfec639f8
--- /dev/null
+++ b/2023/shorts/on-shorts/hebrew/sentence_translations.json
@@ -0,0 +1,92 @@
+[
+ {
+  "translatedText": "יש לי רגשות מעורבים לגבי מכנסיים קצרים.",
+  "input": "I have mixed feelings about shorts.",
+  "model": "google_nmt",
+  "time_range": [
+   0.0,
+   1.66
+  ]
+ },
+ {
+  "translatedText": "מצד אחד, הרבה מכנסיים קצרים בודדים הם תובנות ומצחיקים ואפילו מעוררי כבוד.",
+  "input": "On the one hand, lots of individual shorts are insightful and funny and even awe-inspiring.",
+  "model": "google_nmt",
+  "time_range": [
+   2.02,
+   7.06
+  ]
+ },
+ {
+  "translatedText": "ובואו נהיה אמיתיים, סרטונים ארוכי צורה ב-YouTube יכולים לעתים קרובות להיות נפוחים והמכנסיים הקצרים הם בהכרח לעניין, אז אני מקבל את הערעור.",
+  "input": "And let's be real, long-form videos on YouTube can often be bloated and shorts are necessarily to the point, so I get the appeal.",
+  "model": "google_nmt",
+  "time_range": [
+   7.32,
+   13.3
+  ]
+ },
+ {
+  "translatedText": "יחד עם זאת, נראה שאף אחד שאני מכיר לא מרגיש ממש טוב אחרי סשן ארוך על מכנסיים קצרים, או סלילים או טיקטוק או כל דבר אחר.",
+  "input": "At the same time, no one I know seems to actually feel good after a long session on shorts, or reels or TikTok or whatever.",
+  "model": "google_nmt",
+  "time_range": [
+   13.64,
+   20.38
+  ]
+ },
+ {
+  "translatedText": "נראה שמשהו במטח המהיר של סיפוק מיידי והחלפת הקשר מותיר אותנו קהים נפשית.",
+  "input": "Something about the rapid barrage of instant gratification and context switching seems to leave us feeling mentally numb.",
+  "model": "google_nmt",
+  "time_range": [
+   20.72,
+   26.6
+  ]
+ },
+ {
+  "translatedText": "לאחרונה פרסמתי ערימה של מכנסיים קצרים שכולם קטעים מותאמים מסרטונים קיימים.",
+  "input": "Recently, I've been posting a pile of shorts that are all adapted snippets from pre-existing videos.",
+  "model": "google_nmt",
+  "time_range": [
+   26.6,
+   32.04
+  ]
+ },
+ {
+  "translatedText": "וזה לא רק שזאת הדרך הקלה ביותר להיכנס לפיד המכנסיים הקצרים, ניתנת למיקור חוץ בזמן שאני נשארת ממוקדת בשיעורים ארוכים חדשים.",
+  "input": "And it's not just that this is the easiest way to get into the shorts feed, readily outsourceable while I stay focused on new long-form lessons.",
+  "model": "google_nmt",
+  "time_range": [
+   32.38,
+   39.28
+  ]
+ },
+ {
+  "translatedText": "המניע הנסתר השני הוא להציע פתח מילוט.",
+  "input": "The second ulterior motive is to offer an escape hatch.",
+  "model": "google_nmt",
+  "time_range": [
+   39.56,
+   42.5
+  ]
+ },
+ {
+  "translatedText": "קצר טוב הוא כזה שמעורר מחשבה בפני עצמו, אבל אלא אם יש דרך לעסוק עמוק יותר בכל מה שהיא המחשבה הזו, הוא מרגיש חלול.",
+  "input": "A good short is one that's thought-provoking on its own, but unless there's a way to more deeply engage with whatever that thought is, it feels hollow.",
+  "model": "google_nmt",
+  "time_range": [
+   42.94,
+   49.82
+  ]
+ },
+ {
+  "translatedText": "מכיוון שאנחנו יכולים לקשר כל כך יפה לסרטונים אחרים ממש בתחתית קצרצר, אני די אוהב את הרעיון שמי שרוצה לצאת מהפיד ולעסוק יותר עמוק נמצא במרחק לחיצה אחת בלבד.",
+  "input": "Since we can so nicely link to other videos right at the bottom of a short, I kind of love the idea that anyone who wants to hop out of the feed and engage more deeply is just one click away.",
+  "model": "google_nmt",
+  "time_range": [
+   50.42,
+   58.36
+  ]
+ }
+]
\ No newline at end of file
diff --git a/2023/shorts/on-shorts/hebrew/title.json b/2023/shorts/on-shorts/hebrew/title.json
new file mode 100644
index 000000000..f9c184a40
--- /dev/null
+++ b/2023/shorts/on-shorts/hebrew/title.json
@@ -0,0 +1,5 @@
+{
+ "translatedText": "קצר על מכנסיים קצרים",
+ "input": "A short on shorts",
+ "model": "google_nmt"
+}
\ No newline at end of file
diff --git a/2024/shorts/cube-shadow-puzzle/hebrew/auto_generated.srt b/2024/shorts/cube-shadow-puzzle/hebrew/auto_generated.srt
new file mode 100644
index 000000000..bf7fd223e
--- /dev/null
+++ b/2024/shorts/cube-shadow-puzzle/hebrew/auto_generated.srt
@@ -0,0 +1,60 @@
+1
+00:00:00,000 --> 00:00:01,180
+הנה חידה ממש נחמדה.
+
+2
+00:00:01,660 --> 00:00:07,560
+נניח שאתה מכוון באופן אקראי קובייה במרחב תלת מימדי, ואתה מסתכל על שטח הצל שלה.
+
+3
+00:00:08,039 --> 00:00:10,040
+מה הערך הצפוי לאזור זה?
+
+4
+00:00:10,700 --> 00:00:13,639
+או בניסוח אחר, אם תחזור על התהליך הזה שוב ושוב, 
+
+5
+00:00:13,639 --> 00:00:17,068
+זורקת באקראי את הקובייה הזו ומסכמת את השטחים שאתה מוצא, 
+
+6
+00:00:17,068 --> 00:00:21,109
+מה הממוצע הנמדד מבחינה אמפירית של כל אותם אזורים שנמדדו מתקרב ככל 
+
+7
+00:00:21,109 --> 00:00:22,640
+שאתה עושה זאת יותר ויותר?
+
+8
+00:00:23,240 --> 00:00:27,109
+באופן קפדני, בהתייחסות לצל, זה יהיה תלוי איפה נמצא מקור האור, 
+
+9
+00:00:27,109 --> 00:00:32,664
+אבל כאן אנחנו עושים את הדבר הטיפוסי של המתמטיקאים לחשוב שמקור האור נמצא רחוק לאין שיעור, 
+
+10
+00:00:32,664 --> 00:00:35,660
+אז הצל הוא רק הקרנה שטוחה, נניח , אל מישור ה-xy.
+
+11
+00:00:36,060 --> 00:00:40,920
+זו בהחלט בעיה קשה, ואני ממש סקרן לשמוע איך הייתם מתייחסים אליה בתגובות.
+
+12
+00:00:41,280 --> 00:00:44,460
+הסרטון הארוך ביותר שעשיתי עד כה חוקר את השאלה הזו.
+
+13
+00:00:44,820 --> 00:00:47,926
+באמת, זו סאגה על שני סגנונות ברורים לפתרון בעיות, 
+
+14
+00:00:47,926 --> 00:00:52,400
+ולמה לפופולריזציות של מתמטיקה יש הטיה באילו סוגים של סגנונות הם מייצגים.
+
+15
+00:00:52,760 --> 00:00:55,980
+חידת הצל פשוט מתגלה כתפאורה מושלמת מאוד לסיפור הזה.
+
diff --git a/2024/shorts/cube-shadow-puzzle/hebrew/description.json b/2024/shorts/cube-shadow-puzzle/hebrew/description.json
new file mode 100644
index 000000000..d69c12489
--- /dev/null
+++ b/2024/shorts/cube-shadow-puzzle/hebrew/description.json
@@ -0,0 +1,7 @@
+[
+ {
+  "translatedText": "קישור לסרטון המלא נמצא בתחתית המסך. או, לעיון: https://youtu.be/ltLUadnCyi0",
+  "input": "A link to the full video is at the bottom of the screen. Or, for reference: https://youtu.be/ltLUadnCyi0",
+  "model": "google_nmt"
+ }
+]
\ No newline at end of file
diff --git a/2024/shorts/cube-shadow-puzzle/hebrew/sentence_translations.json b/2024/shorts/cube-shadow-puzzle/hebrew/sentence_translations.json
new file mode 100644
index 000000000..442ffafab
--- /dev/null
+++ b/2024/shorts/cube-shadow-puzzle/hebrew/sentence_translations.json
@@ -0,0 +1,83 @@
+[
+ {
+  "translatedText": "הנה חידה ממש נחמדה.",
+  "input": "Here's a really nice puzzle.",
+  "model": "google_nmt",
+  "time_range": [
+   0.0,
+   1.18
+  ]
+ },
+ {
+  "translatedText": "נניח שאתה מכוון באופן אקראי קובייה במרחב תלת מימדי, ואתה מסתכל על שטח הצל שלה.",
+  "input": "Suppose you randomly orient a cube in three-dimensional space, and you look at the area of its shadow.",
+  "model": "google_nmt",
+  "time_range": [
+   1.66,
+   7.56
+  ]
+ },
+ {
+  "translatedText": "מה הערך הצפוי לאזור זה?",
+  "input": "What's the expected value for that area?",
+  "model": "google_nmt",
+  "time_range": [
+   8.04,
+   10.04
+  ]
+ },
+ {
+  "translatedText": "או בניסוח אחר, אם תחזור על התהליך הזה שוב ושוב, זורקת באקראי את הקובייה הזו ומסכמת את השטחים שאתה מוצא, מה הממוצע הנמדד מבחינה אמפירית של כל אותם אזורים שנמדדו מתקרב ככל שאתה עושה זאת יותר ויותר?",
+  "input": "Or phrased another way, if you repeat this process over and over, randomly tossing that cube and tallying up the areas that you find, what would the empirically measured mean of all those measured areas approach as you do this more and more?",
+  "model": "google_nmt",
+  "time_range": [
+   10.7,
+   22.64
+  ]
+ },
+ {
+  "translatedText": "באופן קפדני, בהתייחסות לצל, זה יהיה תלוי איפה נמצא מקור האור, אבל כאן אנחנו עושים את הדבר הטיפוסי של המתמטיקאים לחשוב שמקור האור נמצא רחוק לאין שיעור, אז הצל הוא רק הקרנה שטוחה, נניח , אל מישור ה-xy.",
+  "input": "Strictly speaking, in referencing the shadow, that would depend on where the light source is, but here we're doing the typical mathematician thing of thinking of the light source as being infinitely far away, so the shadow is just a flat projection, say, onto the xy-plane.",
+  "model": "google_nmt",
+  "time_range": [
+   23.24,
+   35.66
+  ]
+ },
+ {
+  "translatedText": "זו בהחלט בעיה קשה, ואני ממש סקרן לשמוע איך הייתם מתייחסים אליה בתגובות.",
+  "input": "It is definitely a hard problem, and I'm curious actually to hear how you would approach it in the comments.",
+  "model": "google_nmt",
+  "time_range": [
+   36.06,
+   40.92
+  ]
+ },
+ {
+  "translatedText": "הסרטון הארוך ביותר שעשיתי עד כה חוקר את השאלה הזו.",
+  "input": "The longest video I've made to date explores this question.",
+  "model": "google_nmt",
+  "time_range": [
+   41.28,
+   44.46
+  ]
+ },
+ {
+  "translatedText": "באמת, זו סאגה על שני סגנונות ברורים לפתרון בעיות, ולמה לפופולריזציות של מתמטיקה יש הטיה באילו סוגים של סגנונות הם מייצגים.",
+  "input": "Really, it's a saga about two distinct problem-solving styles, and why popularizations of math tend to have a bias in what kinds of styles they represent.",
+  "model": "google_nmt",
+  "time_range": [
+   44.82,
+   52.4
+  ]
+ },
+ {
+  "translatedText": "חידת הצל פשוט מתגלה כתפאורה מושלמת מאוד לסיפור הזה.",
+  "input": "The shadow puzzle just turns out to be a very perfect setting for that story.",
+  "model": "google_nmt",
+  "time_range": [
+   52.76,
+   55.98
+  ]
+ }
+]
\ No newline at end of file
diff --git a/2024/shorts/cube-shadow-puzzle/hebrew/title.json b/2024/shorts/cube-shadow-puzzle/hebrew/title.json
new file mode 100644
index 000000000..181eaeacf
--- /dev/null
+++ b/2024/shorts/cube-shadow-puzzle/hebrew/title.json
@@ -0,0 +1,5 @@
+{
+ "translatedText": "פאזל צל הקובייה",
+ "input": "The cube shadow puzzle",
+ "model": "google_nmt"
+}
\ No newline at end of file
diff --git a/2024/shorts/subset-sum/hebrew/auto_generated.srt b/2024/shorts/subset-sum/hebrew/auto_generated.srt
new file mode 100644
index 000000000..72beb71ce
--- /dev/null
+++ b/2024/shorts/subset-sum/hebrew/auto_generated.srt
@@ -0,0 +1,56 @@
+1
+00:00:00,000 --> 00:00:05,640
+בהתייחסות לפרק 2, בעיות מתקדמות, בעיה מספר 10 שואלת את השאלה התמימה לכאורה הזו.
+
+2
+00:00:05,980 --> 00:00:12,420
+מצא את מספר קבוצות המשנה של קבוצה 1 עד 2000, שסכום האלמנטים שלה מתחלק ב-5.
+
+3
+00:00:12,920 --> 00:00:15,194
+זה עשוי לקחת רגע קטן כדי לנתח, אבל כדי להמחיש, 
+
+4
+00:00:15,194 --> 00:00:18,920
+הרשו לי להראות את זה בדוגמה הרבה יותר פשוטה, שבה יש לנו את הסט 1, 2, 3, 4, 5.
+
+5
+00:00:19,460 --> 00:00:23,640
+יש לזה 2 עד 5, או 32 תת-קבוצות נפרדות, שנראות כך.
+
+6
+00:00:23,900 --> 00:00:29,478
+אם תחשב את הסכום של כל אחת מתת-הקבוצות האלה, ותארגן אותן לפי אילו יש לאותן סכום, 
+
+7
+00:00:29,478 --> 00:00:33,060
+תראה של-8 מתוך קבוצות המשנה האלה יש סכום שמתחלק ב-5.
+
+8
+00:00:33,520 --> 00:00:34,920
+אז התשובה כאן תהיה 8.
+
+9
+00:00:35,300 --> 00:00:40,135
+המקרה עם כל קבוצות המשנה של 1 עד 2000 הוא כמובן הרבה יותר גדול, 
+
+10
+00:00:40,135 --> 00:00:45,500
+ואולי תוכל לנחש הערכה גסה לתשובה, אבל האתגר הוא לחשב את התשובה המדויקת.
+
+11
+00:00:46,000 --> 00:00:49,624
+אני מאוד אוהב את הבעיה הזו, והסרטון המלא שעשיתי על 
+
+12
+00:00:49,624 --> 00:00:53,320
+השאלה הזו מכסה דרך ממש יפה ומפתיעה שאפשר לחשוב עליה.
+
+13
+00:00:53,480 --> 00:00:56,177
+הוא משתמש באחד מהכלים האלה שמתמטיקאים שומרים בחגורתם 
+
+14
+00:00:56,177 --> 00:00:59,180
+שמרגישים באופן לגיטימי כמו קסם בפעם הראשונה שאתה רואה אותו.
+
diff --git a/2024/shorts/subset-sum/hebrew/description.json b/2024/shorts/subset-sum/hebrew/description.json
new file mode 100644
index 000000000..6af6d4694
--- /dev/null
+++ b/2024/shorts/subset-sum/hebrew/description.json
@@ -0,0 +1,7 @@
+[
+ {
+  "translatedText": "קישור לסרטון המלא המשיב על כך נמצא בתחתית המסך. או, לעיון: https://youtu.be/bOXCLR3Wric",
+  "input": "A link to the full video answering this is at the bottom of the screen. Or, for reference: https://youtu.be/bOXCLR3Wric",
+  "model": "google_nmt"
+ }
+]
\ No newline at end of file
diff --git a/2024/shorts/subset-sum/hebrew/sentence_translations.json b/2024/shorts/subset-sum/hebrew/sentence_translations.json
new file mode 100644
index 000000000..24ed011a0
--- /dev/null
+++ b/2024/shorts/subset-sum/hebrew/sentence_translations.json
@@ -0,0 +1,83 @@
+[
+ {
+  "translatedText": "בהתייחסות לפרק 2, בעיות מתקדמות, בעיה מספר 10 שואלת את השאלה התמימה לכאורה הזו.",
+  "input": "Turning to chapter 2, advanced problems, problem number 10 asks this seemingly innocent question.",
+  "model": "google_nmt",
+  "time_range": [
+   0.0,
+   5.64
+  ]
+ },
+ {
+  "translatedText": "מצא את מספר קבוצות המשנה של קבוצה 1 עד 2000, שסכום האלמנטים שלה מתחלק ב-5.",
+  "input": "Find the number of subsets of the set 1 up to 2000, the sum of whose elements is divisible by 5.",
+  "model": "google_nmt",
+  "time_range": [
+   5.98,
+   12.42
+  ]
+ },
+ {
+  "translatedText": "זה עשוי לקחת רגע קטן כדי לנתח, אבל כדי להמחיש, הרשו לי להראות את זה בדוגמה הרבה יותר פשוטה, שבה יש לנו את הסט 1, 2, 3, 4, 5.",
+  "input": "That might take a little moment to parse, but to illustrate let me show it on a much simpler example, where we have the set 1, 2, 3, 4, 5.",
+  "model": "google_nmt",
+  "time_range": [
+   12.92,
+   18.92
+  ]
+ },
+ {
+  "translatedText": "יש לזה 2 עד 5, או 32 תת-קבוצות נפרדות, שנראות כך.",
+  "input": "This has 2 to the 5th, or 32 distinct subsets, which look like this.",
+  "model": "google_nmt",
+  "time_range": [
+   19.46,
+   23.64
+  ]
+ },
+ {
+  "translatedText": "אם תחשב את הסכום של כל אחת מתת-הקבוצות האלה, ותארגן אותן לפי אילו יש לאותן סכום, תראה של-8 מתוך קבוצות המשנה האלה יש סכום שמתחלק ב-5.",
+  "input": "If you compute the sum of each of those subsets, and you organize them by which ones have the same sum, you'll see that 8 of those subsets have a sum which is divisible by 5.",
+  "model": "google_nmt",
+  "time_range": [
+   23.9,
+   33.06
+  ]
+ },
+ {
+  "translatedText": "אז התשובה כאן תהיה 8.",
+  "input": "So the answer here would be 8.",
+  "model": "google_nmt",
+  "time_range": [
+   33.52,
+   34.92
+  ]
+ },
+ {
+  "translatedText": "המקרה עם כל קבוצות המשנה של 1 עד 2000 הוא כמובן הרבה יותר גדול, ואולי תוכל לנחש הערכה גסה לתשובה, אבל האתגר הוא לחשב את התשובה המדויקת.",
+  "input": "The case with all the subsets of 1 up to 2000 is obviously way, way bigger, and you might be able to guess at a rough estimate for the answer, but the challenge is to compute the exact answer.",
+  "model": "google_nmt",
+  "time_range": [
+   35.3,
+   45.5
+  ]
+ },
+ {
+  "translatedText": "אני מאוד אוהב את הבעיה הזו, והסרטון המלא שעשיתי על השאלה הזו מכסה דרך ממש יפה ומפתיעה שאפשר לחשוב עליה.",
+  "input": "I really love this problem, and the full video I did on this question covers a really beautiful and surprising way you can think about it.",
+  "model": "google_nmt",
+  "time_range": [
+   46.0,
+   53.32
+  ]
+ },
+ {
+  "translatedText": "הוא משתמש באחד מהכלים האלה שמתמטיקאים שומרים בחגורתם שמרגישים באופן לגיטימי כמו קסם בפעם הראשונה שאתה רואה אותו.",
+  "input": "It uses one of those tools that mathematicians keep in their belt that legitimately feels like magic the first time you see it.",
+  "model": "google_nmt",
+  "time_range": [
+   53.48,
+   59.18
+  ]
+ }
+]
\ No newline at end of file
diff --git a/2024/shorts/subset-sum/hebrew/title.json b/2024/shorts/subset-sum/hebrew/title.json
new file mode 100644
index 000000000..1a4b73f51
--- /dev/null
+++ b/2024/shorts/subset-sum/hebrew/title.json
@@ -0,0 +1,5 @@
+{
+ "translatedText": "חידה מאתגרת לגבי סכומים משנה",
+ "input": "A challenging puzzle about subset sums",
+ "model": "google_nmt"
+}
\ No newline at end of file