Thank you, Anne, for that far too glowing introduction. I'm very proud of P-Flag and of the San Francisco Public Library for having put on this series. And I think it's particularly appropriate that this last talk comes on the evening when Ellen Morgan comes out on television. It's appropriate because the tremendous hype that's taken place in the past few weeks on TV, on radio talk shows, and in the newspapers really has been focusing on the very issue that we've been discussing over these six lectures. And that is, where are we as a nation in our respect and understanding of gay and lesbian people? Is it really OK to be gay? Many of us in this room, gay and straight, have been working for a long time on a major social revolution that will see the stigma and discrimination against gay people give way to a new society that will value and respect and trust its gay members. Does Ellen's coming out represent real progress for us? Or is it merely some kind of superficial entertainment to raise the ratings? And are we really losing ground in the public arena? I'd like to look tonight at four major tasks that I see ahead of us as we strive to bring about true recognition and inclusion in society. Those of you who've heard me before or who know me know that when I think about an issue, I like to think about it in terms of an image. And tonight, that image is a sailboat. About 30 years ago, our family was invited to purchase a one-third share in a sailboat on San Francisco Bay. It was home ported in Coyote Point. And we went down to look at it. It was a 25-foot sloop named Sea Dancer. Well, our children were aged 10 and down. My husband was tremendously enthusiastic. He loved sailing. But I wasn't quite so certain that little boat looked pretty fragile for our four children. The only time I'd ever been out sailing, he had taken me out and thoroughly soaked me when we were in college sailing on the river basin and outside Cambridge, Massachusetts. I wasn't at all sure that I could or wanted to learn all about masks and booms and lines and rudders and stays, much less to figure out that port was left and starboard was right. It all seemed too complicated. But after a few trials, I found out that I really loved the sailing. And learning about the boat really wasn't that hard. It was sailing the boat that was hard. It's not quite like driving a car. When you want to sail a boat, you have to learn to manage the unpredictable and powerful pushes of the waves and the wind. I learned that a good breeze is essential if you want to go anywhere in a boat. But even with a good breeze, you have a problem if that breeze is blowing directly towards you. If you want to go in the direction that the wind is coming from, you can't do it. You head your boat into the wind and you completely stall out. So learning to sail meant learning to sail into the wind by going first off course one way, then off course another way, in a kind of a zigzag pattern called tacking. Only by veering from side to side could we get where we were going. I think you can see that there's an analogy I see here between sailing and working for gay rights. The boat that we sail, the ship of freedom from discrimination and stigma, is encountering some rough waters. There are strong winds of anti-gay rhetoric blowing directly at us from religious leaders, from political action groups, from elected officials, and even from some of our friends and neighbors who are suddenly frightened to discover gay and lesbian people in their midst. And so we find ourselves tacking back and forth. It's no secret that much of the progress that we make depends on the emotional, overblown, outrageous rhetoric of our anti-gay opponents.  Even as they mischaracterize them as immoral and threatening, they make possible the public debate that we're engaged in. They provide much of the forward thrust for our movement. And like a boat with our sails raised, we draw power from their opposition. It isn't that we should be grateful for these homophobes, but we should recognize that they are actually helping us out in the short run. The ship of gay rights that we're on, this voyage, has presented us with some challenging learning opportunities. First, we tried to sail directly into that wind with gays in the military, and we stalled out. We stalled out. So now we've been learning how to tack, to approach our goals in a variety of ways, first from one angle and then another, with one strategy and then another. But we still have unresolved problems before we are master mariners. So let's take a look at some of those four problems that we must cope with. And the first problem, I think, is the choice of destination. There's considerable confusion about where we are trying to go. One part of the crew wants us to be seen as gays and lesbians, a distinct group, a minority. They want to gain in Bruce Bauer's term a place at the table, a piece of the economic and political action. They see gay people as a distinctive group with its own leaders separate from the rest of American culture. They assume that all gay and lesbian people share common goals, common experiences, and common values, and that they have developed a subculture that is really distinct from the rest of society. Their destination for this trip is protection from discrimination based on being identified as membership in this minority. They argue that gay people gain as a group, but they can never achieve as individuals. They see themselves as one among many other competing groups in our society that struggle for recognition and power. But there are other gay crew members who disagree. They reject being included simply because they belong to a group or represent a group and wear that label that says gay.  In addition, they often find that they may not agree with the positions of the individual's leaders or groups who purport to represent their interests as gay people. These crew members would prefer to be integrated into the larger society to be accepted as an openly gay member, but someone who shares some of the same values, interests, experiences as those of the rest of society. They often feel that they cannot shed the stigma and the label in its stereotypes unless they are seen as individuals, not representing an amorphous group. Only then, as individuals, can they move freely as a member of the larger society then of a small subset of America. But they also admit that choosing this kind of a destination has its own risks. They run the risk of retreating into the clod of being perceived as passing, just one like all the rest of us. They may lose the political and social clout that they could have as part of an organized gay constituency. And by minimizing the differences of their experience from that of the straight community, they lose some of their uniqueness and the validation and gifts that they bring as someone different. They may also lose the sense of support that comes from working in solidarity with others who may share many of their same experiences. This debate about what goal to strive for, what definition to reach, group recognition or individual integration is not unique to gay, lesbian, bisexual and transgendered persons, blues, blacks, Asians, Jews, women, all other minority groups face the same dilemma. It's a continuing tension, but it can be very confusing for those who want to work, who those who want change. The reality is that whatever the goal, finally, group action is essential to get the boat moving ahead. But a second reality that we're aware of is that the more gains the group makes, the more they achieve what they are after, the more likely it is that individuals will feel that group action is no longer imperative and that their minority status is irrelevant. If you look at the history of the NAACP that peaked after the civil rights movement and then the new generation fell away and now they are trying to reconstitute themselves as representatives of the black community, the feminist movement also has gone through some of these ups and downs. They show how quickly succeeding generations can take for granted the hard won achievements of the group and consider that group passe. I look at my own daughters. They never have considered themselves feminists. They felt that the struggle to open up professions and careers for women had been won. And it's only now as they are encountering difficulty with daycare, with the glass ceiling, as they see the bias to boys in the education of their own daughters that they are becoming radicalized and feminists. The leadership of gay organizations is acutely aware of this tendency for support to dwindle as some success is achieved. Will new generations of gay people drift away from the very organizations that have worked so hard to secure their rights? So far that doesn't seem to be a problem. As long as Pat Buchanan, the Christian Coalition and the Family Research Council and a host of other groups keep the virulent anti-gay rhetoric flowing in obvious ways, they will fill the sails and the coffers of gay rights organizations. But the opinions about group versus individual recognition will continue to divide gay people.  The first problem, deciding where we're going to go. A second problem, what course should we set? We've created a host of organizations to address problems from many different angles. My own group, PFLAG, Parents, Families and Friends of Lesbians and Gays, Lambda Legal Defense Fund, Human Rights Campaign, Service Members Legal Defense Network, ACT UP, AMFAR, I'm sure you could add hundreds of others. Who's strategy is best? Which is most effective? Do they compete? Do they overlap? Or do they try to divide up the work? And who makes those decisions? For the past three years, the board chairs of some of the major gay organizations have been talking about getting together and trying to discuss this problem, but it hasn't happened yet. If you're like me, your mailbox overflows with appeals for support from all of these organizations based on one strategy or another. How do you measure success? How do you know which one is effective? It's wonderful and encouraging to see all of these people really engaged in working for change, but it's also confusing and frustrating. And each time I feel that I choose one organization instead of another, I know that I am setting the course. I'm setting the strategy for how we're trying to reach that destination, even if we could decide on the destination. And on the strategy, the course to set to reach it, we have an uncomfortable problem that we don't like to discuss, is deciding who belongs in this boat with us in the first place. And it's not as easy as it may seem.  But do we include bisexual and transgendered persons as well, or is it transsexual? I know several organizations that have yet to resolve this question, including my own. And how do we define gay issues? Are the concerns of lesbian moms gay issues or women's issues? And to what extent do we sail with and include and work with other oppressed groups like blacks, immigrants, or women? Their problems often stem from the same attitudes, laws, and customs that affect gay people, and they are seeking some of the same changes. Or should we limit our focus solely to gay issues, feeling that we have unique concerns that these other groups do not completely understand or share, and that they in turn have an agenda which we cannot easily accommodate into our own? So whom do we work with? Who belongs in this boat? A part of that problem, that few people voice, I think is still important. Just how much trust are gay people willing to put into working with the straight community?  Does that mean I'm not competent to talk about these issues?  This is not a facetious question.  Consider that a number of AIDS patients would not go to a straight doctor for treatment. A few years ago, there was a meeting in San Francisco of the leaders of gay groups who were concerned about some legislation coming up in the California Assembly. PFLAG was not invited. When I called to ask that we be included, I was told that there wasn't room.  Are we not seen as competent or trustworthy? And I expect you as I have seen a few organizations and people that appear to thrive to derive their strength from loudly scolding all the straight leaders who do not immediately carry the torch for their latest gay rights initiative. And the thing that hurts me perhaps most is that I have encountered routine disparagement of religious leaders, despite the evidence that many are supportive of gay people. At some level, I think most of us realize that straight allies are necessary for the massive social change that we are seeking. And yet distrust and uncertainty of our commitment as straight people remains. So we've learned to tack. We draw power from the headwinds of the opposition and that's been difficult. Determining who really belongs in this boat of gay rights is still being debated. We're working to determine what is the best course to chart and important as these three elements are. It's the fourth fundamental fact of sailing that I really want to focus on and that is the tide. I remember several years ago in that small sailboat, one breezy Sunday afternoon sailing off Angel Island and it was fabulous. It was a gorgeous day. We were healed over the sails were full. The water was rushing past. I mean, it was terrific. We were flying. And then I happened to look over at the island and I realized that was the same point of land that we were opposite 10 minutes ago. Unaware of the tide that had been running against us, we were staying in exactly the same place even though we thought we were making terrific progress. Well, I think it's the silent often unseen tides that determine whether and how fast we will move in this movement. For me, those tides are the tides of public opinion. Those tides are the private attitudes that drive public policy. Right now there are so many visible cross currents that it's very hard to determine if we're really making any progress at all. Gaze in the military, tide against us. The Employment Nondiscrimination Act, tide beginning to rise for us. The Jamie Nabozny case, tide rising. The Hawaii marriage case, tide rising but what about all of those offshoots in our state legislatures? The censoring of art, a whole myriad of conflicting things are happening right now in our society and it's very hard to discern where the tides are carrying us. But we do know that the future will depend upon swinging public support behind us, getting public support to push us along instead of pushing against us. It's no revelation that popular opinion heavily influences public policy. Leaders need followers. Elected officials from city councils all the way up to the U.S. Congress will not act very far ahead of what they think their constituents will support. And it isn't only politicians. It's corporate officials too. We vote with our pocketbooks. Look at the producers of Ellen who debated for months whether this plot move would increase ratings or depress ratings. When Chrysler and J.C. Penney ran scared and pulled their ads from this episode, they based their decision on what they thought we thought. What we see on TV and what we hear out of Congress reflects a reading on what our leaders, both corporate and public leaders, think we as consumers and voters will support. And if that public policy and corporate policy is to change, it will be because those who make the decisions feel that there is popular support for change and perhaps equally important that there is a loss of public support if they don't make those changes. There are so many factors that cause the tides of public opinion to shift. TV and the media not only reflect popular culture, they help to mold it. A powerful pull on popular culture and popular opinion lately has been the organized, highly funded foundations and groups that focus their time and energy and expertise on bringing us negative messages about gays and lesbians. They have an express political purpose. They have a grassroots political base that targets state and local community officials with scare tactics. And they buttress that activity by organizing followers through direct mail, publications, talk, radio, televangelist, and churches. For a long time they were unseen because they functioned without much media coverage. And we have the media to thank for beginning to make us aware of their influence. Groups like Focus on the Family, the Family Research Council, have only recently become very visible. Their propaganda has influenced everybody from the housewife listening to the radio to the militia movement. They've mobilized a vocal segment of public opinion and that segment has had title implications. It heartens me to see the increasing awareness of these groups because it's like reading the tide tables. You can plan your trip if you know when and where the tides will be moving. So it's this tide of public opinion and private attitudes that is important. And is it helping or hindering us now? I believe we're in a very confusing time when the tide is actually turning. Every week I learn about a new video or a new book that brings to light some new facet, some reality of the gay experience. I read on my email about gay straight alliances in high schools from Alaska to Florida. They are popping up in every state. Youth groups, many of them founded with the support of PFLAG are emerging even in small towns. Just last month I reviewed one of the first university studies of teenagers in the process of coming out to their families and their schools. I remember quite recently when a gay or lesbian teenager coming out to family members in high school was a rarity, a real phenomenon. And now there are hundreds of them online in clubs, in social groups. Besides the appearance of new resources and the emergence of this new generation of out youth, I see the tide turning in the sometimes nasty debates going on in our Christian faith communities. That may sound strange. I've spent the past 15 years working on the Presbyterians to change their policy of banning the ordination of gay and lesbian persons. In the past six months, that has turned into a battle over a constitutional amendment, a ban on ordination, a battle that we lost last month. So how can I see this as a sign of hope? I think it's a sign of hope because every vote we have taken in the past 15 years, and we have taken one almost every year, has seen the anti-gay minority shrink. This past spring, a swing of a mere 5% of the votes would have defeated that constitutional amendment. This is not the end for the Presbyterians. That minority, that majority is gonna continue to shrink, and we will pick up the 5% and more, and we will see that ban reversed. The Methodists, the Episcopalians, the Disciples, and even the Catholics are experiencing these same debates as are some of the Jewish communities. And even there in some of the hierarchical systems, the anti-gay sentiment is being challenged and is declining. So we must focus on changing fundamental attitudes if we are going to make any headway. An experience this past year gave me renewed confidence that unlike the tides in the bay, we can do something about these tides of attitude and opinion and turn them even more strongly in my direction. I've been working, as I said, to turn the tide within the religious community. My own Presbyterian church is a more light congregation that's Presbyterian speak for a congregation that's open to gay and lesbian persons. We went to our regional Presbytery meeting last fall when it was considering a motion to ban gays and lesbians from ordination as not only clergy, but as lay board members. My congregation fully expected that the motion would pass in our very conservative San Jose Presbytery, but we had come prepared to speak against it, to make our witness, to show the churches what the effects of that kind of a ban would be. Well, what we did not anticipate was that the Presbytery would decide to eliminate all discussion and all debate. We were not even given a chance to be heard before the vote was taken. It was an extremely bitter moment. We were angry and upset, but we decided not to leave the issue alone. One church in our Presbytery had spearheaded the move to get that ban adopted. Our pastor decided to approach the minister of that congregation. She suggested a meeting of the lay boards of the two churches who were at such opposite poles on this question. It took months of negotiation, but finally last September the 30 lay leaders of the two churches got together for a morning. They held a short preliminary worship service and then they broke into pairs, one from each congregation. To talk one on one, the purpose was not even to discuss this issue, to argue or to convince, but to learn about the other person's experience, to hear the other person's concern, to hear their personal story, to hear their questions. For every single participant, what came out of these personal encounters were misconceptions on both sides, fear on both sides, surprise on both sides, and ultimately a new appreciation for each other. In our slightly self-righteous way, we had thought that they were all zealots and bigots. We learned that they really never had discussed this as a board. They'd never even talked about the issue. It was their pastor's proposal. We found that some of them did not agree with their pastor who had spearheaded this move.  They had assumed falsely that our pastor was lesbian, which she assured they is not, and that she had forced this political position upon us that gave me a little clue about how their pastor operates. They were astounded to discover that our commitment to including gays and lesbians had been initiated by our straight membership over 12 years ago that we had spent two years in study and discussion, and they were even more surprised to learn that we had felt immensely blessed by the presence and the leadership of our gay members. In our anger at their motion in the Presbytery, we had assumed that they were all of one mind, that their opposition was much more unified than it was, and we had again underestimated the power of personal stories to reveal the truth of our lives and to open up people's understanding. I don't know if we convinced them of anything, but I do know that we engaged them personally in a non-threatening way, and I want to mention a footnote. When that ban came back before our Presbytery for ratification this spring, we were prepared. We ensured that there was full discussion in small groups before the vote, as well as debate upon the floor, and this time the anti-gay measure was defeated, a complete turnaround within our Presbytery. I think this tells me something crucial. We cannot master the tides of public opinion until we can talk with the straight community in non-threatening ways. I call this the after the shouting strategy, because much of what we have done is to lobby others or to point at their ignorance and their bias. Well, folks, it's unlikely we are going to win converts by lambasting them and by accusing them of not caring. We have not sat down with them to discuss their concerns. We have not taken them seriously and respectfully, and dialogue is not possible between people who are yelling so loudly that they cannot hear who they are talking with. If we lower our voices and listen carefully, we can ask others to listen to us as well. That is a strategy of seeking mutual acknowledgement of who we are as individuals who start with opposing views but often have common concerns, and I think it is important to recognize the genuine concerns and good motives that lie within many of these folks. I've discovered that safety for children is one such concern, a concern we all share. Another is freedom to practice one's religion and to hold fast to one's belief. I certainly share that. Even hobbies, similar work experience, tastes, and food or music can be the springboard for building common ground, and we must consciously seek out and use these underlying positive affinities to begin the dialogue. I saw one such affinity at work last fall. I attended a reception for donors to a theological seminary. When the host got up to welcome the donors, he commented on how much he as a gay man appreciated the work of the seminary and the contributions it had made to his personal life and the life of his church. He then went on to make gracious introductions of the president of the seminary and the members of the faculty so that they could talk about their work. I doubt that many of the donors who were attending that event had admitted to knowing that their host was gay until the moment he stated it. His coming out was not the focus of his remarks, but it gave a special depth to his involvement in the seminary, and that involvement was an affinity and interest everybody in that room shared. He naturalized his presence as a gay man in that predominantly straight environment by talking about things that bound them together. This incident was particularly striking to me because it's one time when I think gay consciousness was effectively raised in an affluent straight setting, and we need more occasions like this. One of the concerns that I have is that the rich and the powerful remain in the closet, and I don't mean only gay people. I mean their families as well. They are protected by money from the economic and social discrimination that affect most of us, and they feel a level of social status that they are reluctant to risk. I call them the well-healed and the well-concealed, and we must reach them and help them to see the enormous difference that they can make. I have seen families in Hillsborough and Atherton and Wise Out of Minnesota and Lake Forest, Illinois, well-to-do families who have children and other relatives who are gay and feel no call to lend their support to the efforts to bring about the changes that will make the world safer for the family members that they care about. These folks are the CEOs and the stockholders and the companies whose policy needs revision. These are the members of the foundation boards and the community service agencies who do not yet see services to gay youth as falling within their guidelines. These are the donors to the symphony and the art museum, and may I say the library, whose annual gifts could fuel every gay rights organization in the country. We need the help of their gay and lesbian and bisexual children to reach them, to help make a compelling case for them, to encourage them to step out, to take leadership in providing for change. They can affect the tide of public opinion in ways that are profound simply by coming out themselves. If they give their personal prestige and financial support, they can bring new momentum to the drive to remove the stigma of the gay stereotype. They need to get on board with us. Of course, they're not the only ones. Ultimately, it's a telephone lineman and the checkout line at Safeway, it's the mom picking up her kids at school, it's the grandfather reading this morning's newspaper about Ellen, that's the public we need to engage. And that's what PFLAG set out to do with Project Open Mind. 18 months ago, we launched a media campaign to catch the attention of the uncommitted, movable middle in six pilot cities. We prepared extensive public education campaigns that were to be built upon the attention-getting TV ads that we were to run, that would bring the issues of safety for gay people into the public arena. We wanted attention and we got it in spades. The ads which were produced to make the public aware of violence and hate speech were so successful that the TV channels in the first three cities would not run them at all. That fact in itself became a center of media attention and propelled our educational campaign into new directions. First off, we realized we had to produce new ads. So we produced different ads that carried the same message but much more gently in a much more mild manner. And we prepared to launch them in the next three cities. In Seattle and Minneapolis, we encountered difficulty in getting even these ads on some channel is in prime time. And in St. Louis, none of the TV stations would run these mild ads, saying that the community was not ready for them. I wonder if they're ready for Ellen. In all of these cities, the campaign has moved into print, billboards, and radio. We learned a lot. We learned first how expensive and difficult it is to break into TV. Advocacy ads are extremely difficult to place, even on channels that routinely show murder, incest, stalking, rape, and other horrors. The mention of the words gay or lesbian in a positive way was considered too controversial. We've learned a great deal about the power of mass media to change and influence public opinion. It works well to raise consciousness of an issue, but it certainly isn't sufficient. It opens the door, it opens the door to new opportunities to engage the straight community. As a result of the ads, the PFLAG chapters in those communities have spoken to community groups who would never previously have considered addressing these issues. And this is where the movement and public opinion begins in personal and in group contacts where we can truly engage in a conversation. One surprise that we found in this program was that there were very few existing ties between the gay and the straight communities in these six cities. As they prepared for Project Open Minds, our chapters discovered more allies, more straight allies in each community than we had ever anticipated. They came out of the woodwork in government, churches, business, police, and social service agencies, straight allies that were willing to put their names in the reputation on the line in support of our campaign. And one of the successes of that campaign was in creating continuing ties with these allies. We've just finished our evaluation of the six cities, and we are now looking at how to extend our this campaign into other locations. So let's get back to where we started. Deciding on our destination, charting our course, and bringing others on board are all important. But turning the tide of public opinion is crucial. It's a long-term effort. It will require sustained attention for many years to come. And we in PFLAG hope that we will find the financial and the human resources to carry this on. We believe this is the most important work that we can do, and we invite you to join us in this voyage. The waters that we will travel are uncharted, but we have tremendous strengths. Our ship is well-designed and strong. It's keel is the United States Constitution, which undergirds our legal and civic structure. The rudder that steers us is the vision of full acceptance and respect for gay and lesbian persons. And although our crew has limited experience, we are learning fast, and we are determined to see this voyage through to a successful conclusion because the cargo that we carry is precious. That cargo is hope. It's hope for our nation's future, a nation that values and benefits from the gifts of its widely diverse members. And that's the reason that you and I are here tonight. And that's the reason that we must turn this tide and bring this ship home. Thanks. I said I would answer questions if you have any. So have at it. Yes. Are you asking about the future of the Christian Coalition or the future of Ralph Reed? I don't know what it means for the future of the Christian Coalition. Pat Robertson has hardly been visible as the head of the Christian Coalition. And I think Ralph Reed has been a one-man think tank that has propelled that into a truly frightening national power organization, political organization. I don't know. I think it is an open question whether the IRS is going to grant them their tax exemption. And I think that decision is going to come down in the next year or so. Maybe one reason Ralph Reed is leaving, I don't know. As for Ralph Reed, I think he has tremendous political ambitions. He's going to work as a political consultant. And I think that he's going to build himself a reputation and a following. But I don't think that he's going to be content to be a consultant forever. I don't know whether he's going to run for public office. He hasn't ruled that out. I think personally, I think what he wants is power, not necessarily the title. And so I think he will move where he feels that he can draw power or that power will gravitate to him probably somewhere within the Republican Party. That's my opinion, a very inexpert personal opinion. Other questions? Yes. Kirby wants to know if the gay marriage debate has helped or hindered in winning public opinion. I think it has helped. A few years ago, I think such a question would have been unthinkable for most Americans. And now they're thinking about it. And they're thinking about it as a real possibility. And because they're thinking about it as a real possibility, they're listening to the debate. And so I think whatever happens, I mean there seems to be a consensus that the Hawaiian Supreme Court acting on the basis of the Hawaiian constitution will approve it. But that is somewhat uncertain because there is a move in the state legislature to amend that constitution. And it is possible that the Supreme Court will delay making any decision until after a referendum on that amendment. The Hawaii case will be decided at the state level. Because it's under the Hawaiian constitution, not the US constitution. And that's where the issue arises for other states is to recognize it. I think it's been very helpful. It's galvanized, pee-fly-guy-think. Because I don't think we were even thinking about this a few years ago. And it's helped us understand the tremendous, not only legal aspects of civil marriage. I mean the legal benefits. But the psychological ones as well. Because our society understands marriage. They don't understand domestic partnerships. There is a whole psychological aura about a couple that is married that gives it a place in the social structure. I don't know if you have unmarried straight friends, but we don't even have a term for this. This is Joe and his companion, his partner, his friend, whether it's gay or straight. Well, when you're living in a society that doesn't even have a respectable word for that person, that's not a respectable relationship. And so I think marriage is tremendously important for a whole host of reasons. Psychological, social, and legal. Other questions? Project Open Mind, anything else that you want to know about? The videos. For the one or two of you who may not have seen the ads that PFLAG produced, they've been put on a loop and are being shown out here at a kiosk just outside the hall where the reception is going to be. And so you can take a look at all four ads. The first two were really using the rhetoric and the images of Pat Robertson and the religious right. The second two that we prepared for Seattle, Minneapolis, and St. Louis are the ones that show the children and the photograph of the couple. And so I would encourage you to go take a look at those, to talk with one another, and if you have any further questions about Project Open Mind or anything else, I'll be glad to talk with you. Thanks. Thanks for joining us with Mitzi Henderson, past national president of PFLAG. Watch for other PFLAG's talk shows, featuring glisten founder Kevin Jennings, historian Jonathan Ned Katz, and Evan Wolfson, director of the Marriage Project of the Lambda Legal Defense and Education Fund. You can purchase a video cassette of this and others in the PFLAG talk series by sending a check for $25 to Media Production, San Francisco Public Library, Civic Center, San Francisco, California, 94102. Homosexuality is moral perversion and is always wrong.  Homosexuality is an abomination. The practices of these people is appalling. It is a pathology, it is a sickness. A lot of us are sick and tired of all of the pretenses of injured innocence. They are not innocent. It is estimated that 30% of teenage suicide victims are gay or lesbian.


If you've seen a talk at Chrome Dev Summit, you already know that much of the web is too slow, too heavy, and inefficient, making sites hard to use for people on slower connections or lower-powered devices. Your site may work great on your $1,000 phone in your major metropolis, but someone in a rural area or another country may find your site frustrating or simply unusable. What if you could keep your sites look and feel while making it accessible to everyone? What if you could make your site more elegant, leaner, and more maintainable with less code? This is why AMP was created to make it simple for all developers to create fast, lean sites for all users. So what is AMP? First, fundamentally, AMP is a web components library. Working on all major browsers, it provides new HTML tags that do the work you'd normally do with JavaScript. AMP is also a set of guidelines on how to create fast sites for everyone. It requires HTML attributes that enable accessibility. It stops you from including too much CSS, and JavaScript can only be used in contexts where it can't harm the user experience. Sites that follow the rules of AMP get a bonus. Caches like Google's store AMP pages so that they can be loaded from search in less than a second, even on 3G. While it's most known for pure content sites, AMP also provides tools to create interactivity. We'll talk about two ways to do this. The old way, which we'll call AMP Classic, and AMP Script, which we'll just call, well, AMP Script. We could also call them JavaScript Lite and JavaScript Pro. So first, AMP Classic. For this, we'll use some examples from our AMP Camp demo site and some that aren't. Let's say that when a user taps this button, we want to open a menu. For this, we use AMP Events and Actions. AMP processes browser events into AMP events and exposes those to you, the developer. For example, when a user clicks a mouse or taps a touchscreen, AMP fires an event called Tap. AMP Actions allow you to change things on your page. For example, to show a DOM element, we'd use an action called Show. To toggle its visibility, we'd use an action called Toggle. And that's how we open the menu. Notice the form here, on equals tap sidebar toggle. Tap is the event. Sidebar is the ID of the element we're acting on. And toggle is the action. Next, how about server calls? When a user visits our site, we want to call an API to find out how many items are in their cart and then show this on the screen. For this, we use two components that work well together. AMP List and AMP Mustache. AMP List sends an XHR request to an endpoint. The data returned gets formatted through a Mustache template. Here's how this works on AMP Camp. On page load, AMP List calls the endpoint specified in the source attribute. Our API returns JSON that contains the number of items in the user's cart. AMP then plugs that JSON into this Mustache template. If there's a count, that gets displayed in a span. If the count is zero, we display nothing. Simple. Finally, to change what's on the screen in response to user actions, AMP lets you store application data in HTML state variables and bind expressions to DOM elements. Here's a simple example. We start with a state variable called team that contains an object with one property, star, whose value is initialized to Yao Meng. Now, here's a p tag with something unusual, an attribute called text and brackets. These brackets let AMP know this is a bound attribute. We've bound this to the expression team.star plus is tall. When that expression's value changes, so will the content of the p tag. Now, remember actions and events? Here, we're saying that when this button is tapped, go into our team state variable and change the value of star to Yao Meng and Mandarin. And here's the results. You tap this button, and the text on the screen changes. Now, let's put all this together. We can use data binding to change an API endpoint. On our site's product listing page, our user can filter and sort results. Each time they make a selection, we call our API to retrieve the appropriate JSON. When the user makes a new selection under sort by, AMP fires an event called change. Then we store their selection in the filter property of a state variable called products. Meanwhile, we've bound the source property of this amp list to an expression that calculates the query string for the API. So when the user makes a selection, the products object changes, and the expression is recomputed, which then triggers a new server call. And presto, new products appear. You might be excited to try out these techniques, or you might just be saying, why can't I just use JavaScript? The AMP team loves JavaScript too, but part of the promise of AMP is that JavaScript isn't allowed to block the main thread and slow things down for the user. Fortunately, now there's a solution. You may have heard talk about workerized JavaScript. It's the new hotness. The nice thing is JavaScript in a web worker runs in a separate thread, so it doesn't block the main thread or user interactions. The problem is, workers can't access the DOM, so how can a worker control web interactions? AMP Script provides a clever solution. It maintains a copy of the DOM in the worker itself. When something changes in the real DOM, AMP Script changes the copy in its virtual DOM and vice versa. This makes workerized JavaScript easy. To preserve AMP's performance guarantee, scripts can only run after a user interaction, not on page load. And your code can't exceed 150K. AMP Script is pretty exciting, but it's so new that at the time I'm making this video, we haven't yet had time to include it in our AMP Camp site. Hopefully, by the time you see this, we will. I urge you to try these techniques. If you don't like them, by all means, create your interactive site in another way. You don't have to use AMP. But I will say, it's still hard and rare for non-AMP sites to be as fast and lean as AMP sites. It takes effort and discipline. And especially on larger teams, it's simply hard to avoid excessive JS and CSS. AMP can be your product manager, your scrum master, urging you onward. So why not give this a try? Check the links in the video description for more information and for documentation, as well as for links to the AMP Camp demo site and the AMP Camp code on GitHub. Thanks for watching, and see you next time.


Lecture 31 As-Salaam-Alaikum. Welcome to the virtual university's course on business and technical communication. In today's lecture we will look at how to use visual aids in your business and technical writing. We will learn to look for places where visual aids will help you achieve your communication objectives. We will also look at how to choose visual aids which are appropriate to your objectives as you know there are many different types of visual aids so you need to decide which visual aid is appropriate for your objective, the purpose of your communication. We will also look at how to make your visual aids easy to understand and easy to use and how to fully integrate your visual aids with your prose. Now visual aids are more than just aids. The name visual aids can be misleading because it suggests that they are aids to the prose, that in the writing that you do at work your words are primary and visual aids are mainly assistants. However, this is not the case. Your visual aids are absolutely as necessary and as important as the prose that your writing is. When used effectively and creatively visual aids are an integral part of communications. They are as important as the prose that they are accompanying. In some situations in fact visual aids can carry the entire message. They can exist without prose. For instance, if you've ever flown you may recall reaching into the pocket on the back of the seat in front of you to pull out a sheet of instructions for leaving the plane in an emergency. That sheet has no prose. They are only pictures and the whole process is illustrated through pictures. Many airlines use these sheets and they are wordless. They only rely on visual aids. However, you in a business situation may never create a communication that relies solely on visual aids. Most of the times, in fact probably all the time, your communications will integrate visual aids with some form of prose. You should remember that visual aids are powerful communication tools. They are not merely decorations or supplements or accessories to prose. They are very powerful but they need to be used properly. The guidelines discussed in this lecture will help you not only with the visual aids that you use using traditional methods but also visual aids that you might create on a computer. In this day and age, increasingly we use visual aids through the computer anyway so we are going to talk about that. Also, we are going to talk about how to design visual aids using the computer because many computer programs which make visual aids leave essential decisions especially essential decisions regarding design to the person who is doing the writing or the person who is actually putting in the visual aid which is you. So even though you are using the computer, even though the aid will be given to you by the computer, you need to make essential decisions about the design of that visual aid. For instance, if you are using a program to make a line graph, you will still have to decide which variable to place on the horizontal axis and which variable to place on the vertical axis. You will still have to decide what intervals to use for variables and what your labels should say. So although the graph will be designed for you, the physical aspect of the graph will be designed for you, the decisions about what goes where, how you should actually input the information, what type of labeling to use etc will be decisions that you will make and you need to keep a lot of considerations in mind when you are making these decisions and it is these considerations that we will focus on today. If you use a computer program that does not leave the basic decisions to you, you will have to determine whether the design that is created by the program is good or not. According to your purpose, according to your need, you will need to then decide whether that design is appropriate or not as well. If you determine that the program's standard designs aren't good, you should obtain a different program or make the visual aids in some other way. So you will need to know exactly what is needed in a visual aid, exactly what aspects you need to keep in mind when designing a visual aid so that you can make good discerning decisions about what program to use, what visual aid to include in your text and how to do it. Computer programs for visual aids may present one other difficulty as well. If you create fancy visual aids, some people become so enthralled and so excited by the program's ability to create special effects that they forget the purpose and the readers of the communication. So a lot of the times what people do is that when they are writing, including visual aids, they tend to go with the look of the visual aid rather than the purpose of that. And they forget the purpose of making visual aids attractive and beautiful. And what readers will understand from this is that it is only beautiful. And that, believe me, tends to be a very major problem when working with computers because obviously there are so many facilities when you are working with the computer and there are so many different options that you can have, you can play around with so many different visual aids and programs that one tends to lose track of the real purpose behind actually including that visual aid. So you need to stay focused and you need to be clear that the visual aid that you are designing is actually serving the purpose that you wanted to solve and it is actually aiding the reader in their communication and in their understanding of the message. Now we are going to have a look at some guidelines for using visual aids in your business communication. First of all, you need to look for places where visual aids will help you achieve your communication objectives. The first step in using visual aids effectively is to search actively for places where they can help you achieve your communication objectives. In your text, in your prose, you need to look for places where you can use visual aids to help you achieve your communication objectives. If you want to persuade someone, if you want to teach them a fact, if you want to discuss it, then according to that, which visual aids will help you achieve your discussion better and more effectively. You also need to use visual aids to show what something looks like in every field. People describe physical objects, machines, experimental apparatus, organs of animals, etc. So you know you will need to describe something or the other when you are doing your business writing. For instance, an engineer who designs a new hinge can explain the designs and its virtues to other engineers who might want to use it much better with diagrams, then he could do it with words. So similarly, if you need to describe something and describe what it looks like, then visual aids are very essential. They are very essential tool in helping you, in aiding you to describe the physical properties and the physicality of objects. Also, visual aids show how to do something. In many circumstances, visual aids provide the best form of instructions. In the previous lecture, we looked at instructions and we also talked about the fact that you will be using a lot of visual aids in your instructions. So apart from showing what something looks like, visual aids also show how to do something. They can, it is very easy to give instructions as a series of steps through visual aids. As we, the example I just mentioned, the airplane example where, what to do in an emergency, how to, how to exit the plane in an emergency is shown through a series of diagrams. Similarly, if you need to show people how to do something, then you can do that very easily through pictures. Obviously, since you are in a business like situation, you will probably be using a lot of prose in it as well, but to accompany the prose, you will have very essential diagrams. For example, if a writer needed to explain how to remove a piece of paper jammed in a photocopy machine, she could do it so much more effectively with the use of diagrams than with words. So similarly, there may be many situations where diagrams, illustrations, etc. can be much more useful in showing how to do something than words will be. You also use visual aids to show how something is organized. At work, you may need to describe the relationships amongst the various departments and divisions of your employer's company or among the parts of a computer system. In such a case, using diagrams can provide readers with an excellent understanding of the complex relationships. You could use a flowchart to show the relationships. You could use a table to show the different relationships or to show differences, etc. You will also be using visual aids to clarify the relationships among the market data. On the job, you may need to describe the relationships amongst various pieces of data, which may be from laboratory research, surveys, etc. Visual aids can help you make those relationships immediately clear to your readers using graphs and other visual techniques. You will also be using visual aids to support your arguments. You can present information in support of your persuasive points. For example, the manufacturer of a plastic insulating material can use visual aids like graphs to persuade greenhouse owners of the comparable effects of different kinds of plastics. So whatever arguments you are giving in words, you can use visual aids to support that data and actually to make your argument much more effective. Also, visual aids make detailed information easy to find. Sometimes there is a lot of information that you need to give and if you use visual aids, then it becomes easy for the readers to actually find that information. For many tasks, visual aids are much easier than pros for readers to use and for readers to understand. For example, a manufacturer of a photographic film wants to inform trainees of the length of time they should leave the film in the developer solution. Since the time depends on several factors like tank size, temperature, etc, the information can be conveyed effectively by using a simple table. Now, some guidelines that you need to keep in mind when making the visual aids. Obviously, you will keep in mind all the purposes that we talked about, but you need to remember that to take full advantage of the powerful systems that visual aids can provide. You need to begin by searching for places to use them when you're making the very first plan of your writing. Early planning will help you coordinate your pros and your visual aids from the beginning and then thereby you will reduce the amount of time that you will spend on revision.  You will have to fit in the visual aids, so it's better that you first decide a little bit on the planning stage, where and where, to explain which things you will take visual aids from, where and where you will put your visual aids with your pros so that you can structure your communication. Although visual aids can help you immensely, you should guard against putting them in thoughtlessly and mindlessly. Be sure that each visual aid is designed to achieve its specific purpose. Once you have decided where to use visual aids, you must decide which type of visual aid to use. First of all, when you are planning, you must decide where to use visual aids. When you have determined a place to clarify this information with visual aids, then you must also see which types of visual aids you will use. Every visual aid is not for every purpose. First of all, the objectives of your visual aid. Thinking about those objectives in exactly the same way as you think about the objectives of your overall communication.  Now, how do you consider your reader's tasks? Different visual aids are suited to different reading tasks. Often the same information can be presented in many different ways. That is why you need to be aware of the purpose of your communication. You need to be aware of the purpose of using a particular visual aid in that particular communication. You also need to be aware of keeping in mind that purpose, what visual aid you will use. Let's have a look at the example of Ben who collected information on the starting salaries of people who graduated from three different departments in university. Now, which visual aid should he use? Ben wants to show you how the starting salaries of people who graduated from three different departments are available. You can see this information in different ways. If Ben's purpose is simply to enable the readers to learn the average starting salary of the graduates, he could use a table. If Ben wants them to be able to see at a glance how the average starting salary in their department compared with those in that same year from other departments, he could use a bar graph. If Ben wants his readers to be able to see how the average starting salary in their departments changed over the years and if he wants to compare that change with the changes experienced by other departments, he could use a line graph. Line graph make a trend over the years. Although the information will be the same, the mode of expressing that information will change depending on the purpose of that communication. In addition to thinking about your readers' tasks, you should also look to pick the type of visual aid that most quickly and dramatically communicates the evidence to support your persuasive point. For instance, showing the effect of a decrease in revenue in a line graph is much more suitable than a tabular form which requires the readers to do a lot of subtracting to appreciate the extent of the decrease. Useful or persuasive unless we use the ones that the readers know how to read. So we need to consider the readers' knowledge as well and the readers' attitude. How is the reader likely to react when faced with a particular type of a visual aid? Although there are some visual aids that are familiar to us all like biographs, pie charts, etc., there are other visual aids which are much more specialized. So when you are using specialized visual aids, keep in mind your audience's knowledge as well and your audience's attitude when being confronted with such a visual aid. Although these visual aids which are not familiar to readers, the unfamiliar visual aids may be very informative if there are symbols or specific inventions they are used. They might be very useful but they are only useful for an audience who will understand them. For other audiences, it will just baffle them. So try to avoid using non-conventional visual aids unless you are very sure that your readers won't actually understand them. Be especially careful to avoid making the mistake of assuming that your potential readers know how to read specialized figures. Don't just assume that they know. You need to make your visual aids easy to understand and easy to use. Having chosen the type of visual aid you use, you must design it yourself. When doing that, remember that like your prose, your visual aids should be easy for your readers to understand and use. The most important step in designing visual aids that are easy to understand and easy to use is to imagine that your readers are in the act of actually using the visual aid. So design your visual aids to support your readers' tasks. Design them to make it easy for the reader to understand them. Remember that you're not only trying to display information but you're also trying to help your readers understand and use that information.  Sometimes two or three visual aids can communicate the same information more effectively than one visual aid. If you find it confusing for the reader, then watch it for a minute and see which information you can use to reduce it. You can express it in some other way. You can express it through some other visual aid. If you break down one visual aid and give it two or three visual aids instead, then it might be better to cram all information into one visual aid. Simplifying visual aids means that you are removing unnecessary details. So you should do that as well. You can either split up the detail into different visual aids so that you're giving all that information but it's in small doses or you can even delete some information if you feel that it might be unnecessary. Like unnecessary words, intros or superfluous details in visual aids create extra unproductive work for readers and they obscure the really important information. So you will need to delete any unnecessary information that there might be in your diagrams or charts. You will find great variation from situation to situation in the kind of details you need to eliminate. The general procedure however remains the same. Find and eliminate any details not needed to understand and use your visual aid. You also need to label the important content clearly. While it's important for you to eliminate unnecessary details from your visual aids, it is also crucial to include labels for the important content. Labels will help people know what they are seeing when they read a figure or a diagram or a chart. To create labels, first determine what parts need labelling. In some cases, it's easy to determine this. For instance, every row and column usually needs a heading. In other cases, you should label every part that your readers will need to find in a particular visual aid. So basically, you need to avoid labelling parts that your readers will not be looking for. You will only label the parts that your readers will be looking for. And make it difficult to understand and difficult to use. And that is something that we don't want to do. Some visual aids don't even need labels. For instance, the title of your visual aid will make it clear what the important parts are. After deciding which parts need a label, choose the appropriate word or words and place them where they're easy to see. If readers might be unsure what part is identified by the label, draw a line from the label to the part so that the connection becomes immediately clear. You also need to provide informative titles to your visual aids. Titles help your readers find the visual aids that they're looking for and they also help them to know what the visual aids contain and when they actually find them. To help your audience understand and use your visual aids, you should make the descriptive part of your titles as brief yet as informative as possible. If the title is brief and informative, then it becomes very easy for the reader to understand what it is that the visual aid is about. Titles typically include both a number and a description. Visual aids are numbered consecutively either in one long sequence through the entire communication or with a new sequence in each chapter. So you will decide whether you want to use one long sequence through the entire communication where even though the visual aids are in different chapters, you just continue the numbering or whether you will start from the number one in every chapter. According to custom, the numbers assigned to figures are usually Arabic while numbers assigned to tables are either Arabic or Roman. Conventions about where to place the titles also varies. In title written communications, titles are always, almost always placed above the table and below figures. So if it's a table, then the title is above that and if it's a figure, then the title is below that when your communication is type written. Generally also, the titles are centered between the margins. So they will be in the center of the margins of your visual aid. Within a single typeset communication, all tables share a consistent placement of titles and even also figures share a consistent placement of titles. This basically means that however whether you're placing your titles above the table or below the table or above the figure or below the table, you will continue to do the same for all the tables and all the figures in your communication. If you are writing below, then everyone will write below but the way you choose, you should have a consistency in your format. Then reports, proposals and instruction manuals sometimes have special tables of content that list the number, title and location of each individual visual aid. Because if there is a lot of visual aid that is made and there is a long communication, then they also have a list or a content page that is told in the list of tables and figures. You should note that sometimes you don't need to provide a title for a visual aid. This happens for instance when you are including a very short table in your text in a way that makes perfectly clear what the table contains. Similarly, the visual aids and brochures are often untitled, though in reports and proposals you usually have titles. One important guideline is that you should resist the temptation to let your decisions about visual aids be determined by what you have handy or what you have done in some previous situation. If you do this, then your approach will become writer-centered, then you are looking at your convenience and that is why you are writing your communication according to this, not that you are looking at the understanding of the reader and the convenience of the reader. Therefore you should avoid taking a writer-centered approach to visual aids but try to take a reader-centered approach, take an approach that is most likely to be useful or persuasive to your readers. Don't rely on material that is handy just because it's more convenient.  Whatever visual aids you are using, you should be able to integrate them with the prose that you have written in your text. This means that there is something written in the text and there is another visual aid and there is no connection between them. You should integrate your text with your visual aids so that they work together harmoniously to create a single unified message. The three different ways in which you can do this, you can introduce your visual aid in your prose, or you can state the conclusions that you want your readers to know. You should also try to make your visual aids easy to find so that you can easily find them. Now introducing your visual aid in your prose, let's talk briefly about this aspect. When people read sequentially through a written communication, they read one sentence, then the next, then the read one paragraph, then the next and so on. When you want the next element of the read to be a visual aid, rather than it being a sentence or a paragraph, then you will carefully direct the reader's attention to that visual aid. So you will steer your readers from your prose to the visual aid to indicate that this is now what they will be seeing next. Sometimes your introduction to a visual aid will have to include information that your readers or listeners need in order to understand or use the visual aid. Whatever kind of introduction you make to a visual aid, place it at the exact point where you would like your readers to focus their attention to it. You can also steer the conclusions you want your readers to draw from the visual aid. Remember that a visual aid presents your readers with a set of facts and unless you tell your conclusions, unless you tell the readers what conclusions you are making or what conclusions you want them to draw from the facts, they may draw a different one than the one that you want them to draw. So you need to point out the conclusion to them so that your conclusion and their conclusion can be the same. Consider for example, the way a writer discussed a graph that showed how many orders he thought his company would receive for its rubber houses over the next six months. The graph that he used showed that there would be a sharp decline in orders from automobile plants and the writer said that his readers might focus on that fact. So he wrote the following section to steer them to his point. As figure 7 indicates, our outlook for the next six months is very good. Although we predict fewer orders from automobile plants, we expect the slack to be taken up by increased demand among auto parts outlets. So here although the decrease in orders from automobile plants is obvious in the graph, the writer skillfully used that, but showing that that is not the main concern, that he's acknowledged that decrease, but he wants to highlight something else. He wants to highlight the increase amongst the auto parts outlets. So he's talked about that. You might find it helpful to think of the sentences in which you explain a visual aid significance as a special kind of a topic sentence. You need to remember that the sentences in which you explain the visual aid significance are just like the topic sentence at the head of a paragraph. Like the sentence where you can tell what will follow. Similarly, you will use a sentence that will tell what conclusions you have made. Now a third thing that we talked about was making your visual aids easy to find. What happens when your readers come to a statement in which you ask them to look for a certain visual aid? Instead of going on to read the text, they start looking for the visual aid. They stop reading, their mind stops concentrating on the prose, and their mind starts concentrating on where the visual aid is. You would want them to have one but search for the visual aid to be as short and as simple as possible so that they can concentrate on the content of your visual aid and the content of your text rather than wasting their time and energy looking for the visual aid. So therefore you should put your visual aid where your readers can locate it quickly. The ideal location for a visual aid is on the same page as the prose that accompanies the visual aid. You should also put your visual aid on the same page so that when the readers find that you are looking at this table, their table will be in front of you. Not only will this make the visual aid easy to find, but your readers will be able to look back and forth between the prose and the visual aid if necessary. However, you may not always have room for the visual aid on the same page as the prose that is accompanying it. If your communication has text on facing pages, then you can do that if there is not space on the same page. If your communication does not have facing pages, try to put the visual aid on the next page following the introduction. If there is no space on the same page, then you can include the visual aid on the next page. If you place your visual aid further away than that, for example in an appendix, then you can help your readers by providing the number of the page on which the aid is to be found. For example, you can say a detailed sketch of this region of the new building's floor plan is shown in figure 17 in Appendix C page 53. The page number you can see in the brackets. So in conclusion, visual aids can greatly increase the clarity and impact of your written communication. To use visual aids well, you need to follow the same reader-centered approach as you would when writing your prose. Just as you write a prose, keep an eye on your readers. Just as you use visual aids, keep an eye on your readers as well. Because this will enable you to decide where to use your visual aids, how to write them effectively and integrate them successfully in your prose. In this lecture today, we learnt to look for places where visual aids will help you achieve your communication objectives. We learnt to choose visual aids that are appropriate to our objectives. We also learnt the importance of using visual aids which are easy to understand and use and how to do that. And finally, we talked about integrating your visual aids with your prose. How to connect your visual aids with your prose? How to show their relationships? And what is the purpose of your connections? With this, we come to the end of today's lecture on the use of visual aids in all types of business and written conversations. If you have any queries, please feel free to contact us. Until next time, Allah Hafiz.


The president's budget proposal eliminates public media funding. Learn how you can help at lptv.org slash action. Gene Dillon Elementary School is one step closer to breaking ground. At tonight's meeting, the Bemidji School Board approved a bid for the Division Street Water and Sewer Extension Project. That bid is in the amount of $1,039,796.59. Been a long time in the works and so we're just anxious to move ahead and complete this project, this school that our community voted on and that our kids so desperately need. The groundbreaking ceremony will take place next Monday at Gene Dillon Elementary School Construction Site. If you've enjoyed this segment of Lakeland News, please consider making a tax-deductible contribution to Lakeland Public Television.


Welcome, to the day that Kobe Bryant ruined Michael Jordan's perfect ending. This is the story that NBA legends and players cover that break down what happened during the 2003 All-Star game, Michael Jordan's last All-Star game in the league and when Kobe Bryant was dominating with Shaquille O'Neal. If you enjoy these types of videos get ready for December when we're dropping 23 Michael Jordan stories in 23 days. So look out for that, I've been working so hard during this month and I think you guys will love it. If you think you will, be sure to hit that subscribe button and if you enjoyed this video by the end, help me out by hitting that like button. All the likes really go a long way to supporting the channel and without further ado, welcome. To the day that Kobe Bryant ruined Michael Jordan's perfect ending. What was it like the first time you met Michael Jordan? So, you know, MJ retired with the shot game six in Utah. I was drafted that summer. The year I came out of college got drafted, he retired. He just won the chip. So I'm like, I'm playing against MJ. You know, this is my dream. And I'm thinking I'm about to play against my hero against my idol. That was my idol. So I was disappointed. And then he retired. And so then he retired. I was like, oh, no. And I'm like, oh, no. You want to see this in person there? I just missed my hero by a few months. So he didn't come back for the lockout here in 99 and 98.99. So I didn't get a chance to play against him again. And then he came back. He came back with the Wizards a few years later. So I remember I was coaching at the NBA All-Star Game actually here in Atlanta. So 2003 in Atlanta, MJ's last All-Star Game. 2003, my first All-Star. Jordan's last. That was actually Michael Jordan's last All-Star Game. I think it was Jordan's last All-Star Game. The NBA, if you would kind of encourage, hey, it's probably a good idea that MJ starts in his last game. That was a no-brainer for me. This next All-Star has just asked to be replaced in the starting lineup by Michael Jordan. Six, seven forward from the Toronto Raptors. Four-time NBA All-Star Vince Carter. You know, you go through all the protocols and I remember walking in. You in the room with everybody. You walk in that locker room. It's like. Yeah. That All-Star Game, when you look around and you think about the guys who were on the court back then, what do you guys, I mean, that was a crew. You sitting back and you're like, damn, this is the best of the best in here. I mean, it was a special group of guys on that floor, but you know.  Mm-hmm. It was so many OGs still making it because they was OGs making it. You know, you got the OGs in there and they, the OGs always yelling and talking. In all of the festivities, you know how All-Star weekend is. This is bananas. And MJ was coming. Mm-hmm. Like, you can hear him coming. Is he glowing when he walked in?  MJ walking in there and it's quiet. Get puppy in there. Okay. This is the cold thing. You walk about like this. Mike, make all the big dogs be like, straight up. It's him. It's him. It's him. It's the dog.  You're going to start. I was a leading vote getter and I gave my started position to MJ. To me, that's what I felt was the right thing to do. Go to the man himself and give him that position. Now, when I did that, Michael tells me, no, he's like, no, you earned it.  I said, no, no, no, you don't hear me. You're going to start. I said, Mike, look here. I am not walking out here on this court tonight and start on this court and you were sitting on the bench because I didn't want to get black ball. I went to the NBA and the world like, how did you, how did you take up this spot? Yeah. I was not starting his last All-Star game. So he's like, no, no, no, you earned it. Go ahead. Go ahead. So I go back in, get dressed. I was sitting on the bench with my uniform on button all the way up and I was going to sit in the bench and I'm not going out there. Well, Michael, all weekend, your teammates have been trying to give up their starting spot. You politely have said thanks, but no thanks. What changed here at the last minute and did Vince Carter surprise you? That's exactly what happened to Vince's surprise me. I started walking in the back and they call him out. Boom. He walks out, starting line up and everything good. Of course, he was, he was a little up there in age, but it was still amazing. See, that's amazing. That is, though, but that was a dream just to, just to be on the court with MJ. I don't care what Michael wanted, this is how it should be. Michael Jordan should be starting the last All-Star appearance in his career. Now, Sean Marion of the Phoenix Suns who just came out is guarding Jordan. Michael hits the jumper and he just said about time. Jordan with Garnett back. Go Jordan with his third field goal. Michael Jordan able to hit the fadeaway over Gary Payton. He's television as we showed you earlier. Here's Jordan. Michael is actually having fun right now. He really is. He wants to hold on to this league. He wants to win the game with the Easter Conference and he's, he's playing very, very hard right now. Michael Jordan, 16 for Jordan. I grew up watching him. Here's Jordan with the change of pace. Henry, change of pace. And Mike got to shoot it quick. I'm getting to that in the final all day long. I know you ain't talking. I know where you're going. You got to get up quick. If you knew where I was going, why you going for the fake?  You just left your feet. Yeah, but where else are you going to go? In the game, I go for you. I split on over here around. I go for these grills right here. I grew up having that same type of edge and competitiveness. All right. You got nowhere. Come on. Freeze. Two. That's all right. All right. Here's Jordan. I shoot him better when the clock going down. Michael and I both know that certain players that we can intimidate, certain players are free. And misses on the first. Kobe at 83 percent free throw shooter. Chatted one-tenth seconds. But every now and then when you run into a player that has the same DNA that you do, has the same competitive spirit that you do. When I face him, we're going to go at it. I was right there the next play. All the steam of my pride took it out of the hands of kids. You're talking about it. I think he was the same way. We're down, we're down one. We take a time out. And you know, I'm diagramming a play for Jordan to get the last shot. And I know, I know where he's going to get it at. I'm going to put him on the box and he's going to do his little thing. Turn around and knock it down. Of course, we do it. Game is tied at 136. They have the full clock. And apparently there was a problem with the other clock. It just stopped. The shot clock should be turned off right now. They can run it all the way down. Well, we're down a tenth seconds remaining in overtime. And Michael has the ball. And it got him, I'm sure, Marion. The fade away has just given the East a two-point lead. He goes on and hits his historic fade away. And Michael has the ball. And it got him, I'm sure, Marion. The fade away. Any time that All-Star game is played on TV or talked about, that memory sticks to me because it was just historic in my mind. Historic for all the fans who were watching to see MJ do his thing one more time. In an All-Star game. We try our best. We're yelling, stop the game, stop the game. Next play, they call the time out.   He looked me dead in my eyes and goes, oh, he got to earn it. Yeah, I'm not going anywhere. Garnett will inbound the East up by two. And so when we matched up, I think he understood that. Kobe gets fouled in the corner by Jermaine O'Neill. Now Kobe's going to the foul lines. Hits both free throws. We went in overtime and they beat us. And we lose. And I think he saw that level of respect. We had a chance to go in overtime and they just had more energy than we did down the stretch. That was a $20,000 fine right there. I remember that. That was a $20,000 fall. We were the one, $20,000, we won that game. I was pissed. Oh, my gosh. We end up losing that game. It was memorable just watching MJ for the last time in the All-Star game. I grew up watching MJ and shooting the fade away. And he hits it right there in that moment, All-Star game. We were like, NBA, this is it. We're going to close in error in an unbelievable career from MJ. Jordan stands out because it was his last one. But Mariah Carey stands out too in that dress. Yes. So many great stars killing the game. So many great stars rising and playing the game. I have passed on the things that Dr. J, some of the great players, Magic Johnson, Larry Bird has passed on to me. I pass on to these All-Stars here as well as the rest of the players in the NBA. I thank you for your support. Now I can go home and feel at peace with the Game of Basketball. Thank you very much.


Okay, everybody, Dr. O here, and this video, we're going to talk about the six types of synovial joints. So I introduced them in the last video, we're going to go into some more detail here. So in order, we'll cover the pivot joint, the hinge joint, the saddle joint, the plane joint, which I like to call the gliding joint, the condyloid joint, which I usually call an ellipsoid joint and the ball and socket joint. So let's go ahead and dive in. So first we have the pivot joint, which you'll see here on the left and then some examples. So pivot joints allow, they're a pivot or a rotation, or for a rotation of axis. So they allow for rotation around that axis. So these would be monaxial joints or uniaxial joints. They're freely movable, but only in that one plane. So the best examples of pivot joints, we have the atlantoaxial joint. So remember the atlas is C1 and axis is C2. So as you can see in this picture, the dens or odontoid process of C2 comes up inside of the atlas and then the transverse ligament holds it in place. This allows for all of this rotation that occurs between C1 and C2 in your neck. So that's the atlantoaxial joint, an example of a pivot joint. The other one here would be the proximal radio ulnar joint. So you can see that annular ligament there is actually holding that circular head of the radius up against the ulna. So when I pronate and supinate my forearm, this rotation occurs at the proximal radio ulnar joint. So those are examples of pivot joints, which are monaxial or uniaxial. Next we have the hinge joint, just like a hinge on your door. It is uniaxial or monaxial. It's freely movable, but only in one plane. So hinge joints work just like hinges on a door. You can see some examples I give you here. You have the elbow, so the elbow can flex and extend. It's freely movable, but only in that one plane. I can't get my elbow to go other directions if it does. That's generally a problem. So the elbow is a good example. So with the knee, with flexion and extension, the ankle with dorsiflexion and planar flexion, and then the interphalangeal joints, with which would be my finger and toe joints like that. So those are all examples of hinge joints. Next we have a saddle joint, which kind of looks like two saddles sitting on top of each other or a rider sitting on a saddle. So you have the surfaces are concave in one direction and convex in the other, but that's going to be the shape there. So this allows for these two joints, these two bones to fit together in a way that allows for some special movement. These are going to be biaxial joints. So you can see two examples here in the same picture. The first carpometicarpal joint, so the joint that connects the trapezium carpal bone to the first metacarpal of your thumb. So I can move my thumb in one plane like this, but I can also move it across the palm of my hand. And this is opposition. I have an opposable thumb, which allows me to grasp tools and do things like that. So opposition is the movement of my thumb across my palm, towards my pinky finger, and reposition will be bringing it back. So the first carpometicarpal joint is a biaxial joint and it's a saddle joint there. That's really going to be the only key example you need to know, but it's clearly a very important one. If you ask me what makes human special, I mean our huge frontal lobe and our opposable thumbs are the reason that we've dominated this planet. So that's a real good example there. All right. Next we have plane or gliding joints. These are going to be classified as either non-axial or multi-axial because they can move in very few directions or in all directions. It really depends on the joint and depends on the ligaments holding them together. So there really aren't any that move in all directions, but that's kind of how they're classified, multi-axial or non-axial. I call these gliding joints because the movement it really is a gliding movement. Key examples clearly are the intercarpal joints and the intertarsal joints. So the bones of your wrist and ankle as you move, like I have a wrist injury. So I know what kind of movement occurs in my wrist with just normal day-to-day movements. So these gliding movements that occur between the bones of your wrist and your ankles, intercarpal and intertarsal joints are going to be examples of plane or gliding joints. The other example is the acromio-clavicular joints where the clavicle meets with the acromion of the scapula. That would also be a gliding joint. Okay. So those are plane or gliding joints. Next we have the ellipsoid or condeloid joints. So the book calls them ellipsoid. That's fine, but I like to use the term condeloid joints. These are going to be biaxial joints. And the best example is going to be your metacarpophalangeal joints. So the thumbs are separate one. It's a saddle joint. But the knuckle joints here or the joints between your metacarpal and your proximal phalanges is going to be the metacarpophalangeal joints. And because of this condeloid or ellipsoid shape, they are biaxial, meaning that I can bend, I can bend my fingers, flex and extend my fingers like this, but I can also move my fingers in a second direction. So the metacarpophalangeal joints would be the best example of an ellipsoid or condeloid joint. Another good example you can also see in this picture is the radial carpal joints. So between the radius, which is on the thumb side of your hand and the wrist. So being biaxial, I can flex and extend. I can also move my wrist this direction just not very well because of my wrist injury. So that's going to be ellipsoid or condeloid joints being biaxial joints. All right, then we have the ball and socket. So there are only two ball and socket joints in your body. That's going to be the glenohumeral joint or your shoulder joint. And it's going to be your hip joint. These joints have the greatest range of motion in the body, which makes them less stable, especially the shoulder. So the ball and socket joint is a triaxial or multi-axial joint. They're freely movable in all planes. So you can see the hip joint, that's going to be the ball is going to be the head of the femur. The socket's going to be the acetabulum there in the pelvis. With the glenohumeral joint, the head of the humerus will be the ball. The glenoid fossa or glenoid cavity is going to be the socket. Now the shoulder is not really a true socket. So you'll see as we learn more about the shoulder in the future. The shoulder is held together by soft tissues and muscles in a way that the hip doesn't have to be. The hip is held together by this deep bony socket and then the tough ligaments in the hip. Without muscles, you could almost stand up just with the stability in the hip joint itself. The shoulder joint, not the case. Muscles are constantly active to keep to help stabilize the shoulder, which is a great example looking at these two joints of how you sacrifice stability for mobility. So the shoulder is more mobile, less stable, hip less mobile, more stable. All right, so that's going to be the ball and socket joint. So that should be all our examples. Those are the six different types of synovial joints. I hope this helps. Have a wonderful day. Be blessed.