Today we're going to be talking about Super Mario Wonder because we have an update for the game that may or may not upset you. It's going to be really interesting to see how this is handled and if this actually leads to what it's suggesting because the update comes directly from Nintendo. Now look, there's a lot of other things we could talk about right now. There is likely an upcoming Nintendo Direct either on September 6th or the week following September 6th. So that is something that I see a lot of channels talking about and we may indeed do some preliminary speculation on a future Direct on the podcast tonight, but that is not something I wanted to focus on for this video because I do feel like we have an interesting conversation, an honest conversation we need to have about games like Super Mario Bros. Wonder and what is happening here with the future of Nintendo's stuff. Now before we dive in I do want to remind you we are on our road to 150,000 subscribers so I would appreciate if you would drop a like, subscribe to the channel especially if you are enjoying this video, and maybe ring-a-ling that ding-a-ling so you can be notified of all of our uploads. Alright so let's dive right into this. We see this tweet yesterday from Nintendo of Europe. It says, Adventurers are more fun with friends, team up locally in 4 player co-op to complete courses in hashtag Super Mario Bros. Wonder arriving on hashtag Nintendo Switch on 2010 or since it's Nintendo of Europe for us in the United States that's October 20th. And then it links to the full trailer. Now unfortunately there's no new footage in here you guys know just like we did with Tears of the Kingdom if there was new footage we would be all on top of it. This is the same multiplayer footage they showed in the original trailer. What's interesting about this statement of course is that it mentions specifically 4 player co-op which is something that you do in person. They don't mention 4 player online co-op, they don't mention 4 player online gameplay. They just say 4 player co-op. Now when you go to the official website it does note an online connection is required for online features but there's no online features noted besides the ability to use a game voucher to purchase the game which obviously you need to be on a member of NSO and all that stuff and go through the eShop. So that's interesting. I do think when we're looking at this it's important to note that this is how Nintendo has talked in the past about games that do not feature online co-op play because they would put 4 player co-op you know couch or online usually in the statement. So since they didn't do that the presumption here is that Super Mario Bros. Wonder will not have online. And there's been some interesting comments about it when we go down here we see one of my good friends just cliffed from the one-up podcast who's saying hey so it basically confirms no online plays two steps forward one step back all multiplayer games should have the online option it's notable to note Super Mario 3D World did add online gameplay to it when it was brought over to Nintendo Switch something that wasn't in the original game and they add online play to pretty much all multiplayer games on NSO so it has become a standard at Nintendo to offer online play in multiplayer situations but it appears they're not doing that with Wonder at least at launch so yes some people excited but they see dang no online where's the Splatoon update trailer I totally play online looks like the game have the same slidey controls at the last one I'm not gonna buy it that's a different complaint why no online locally no online seriously Nintendo I guess I'll play it alone only local is there really no online I was hoping to play this with my girlfriend while we're both in college and if online is out of the picture I might end up waiting for a sale and cancel my pre-order if it's just gonna end up being a solo game for me this will say it's worse with friends so just remove it I mean look if it was just a single-player game that's a little bit of a difference but it's not no online is such a bummer not a developer but come on there's got to be away you know recycle the footage again this is where I mentioned I would be nice if they were to show to smidge of new footage even just a few seconds but the complaints just kind of go on and on and on about not having a good online focus I think there was actually a really cool you know if you look at the quote tweets there's some interesting ones here but this one from jolly jay the implications of no online co-op and Super Marvel's wonder is crazy considering the 3d world port has it and then who buys 2d platformer no one inherently but it's a little something to do on the side I think it's more fun to meet up in person yeah but not everyone has that luxury that's really a big one here is not everyone does have that luxury very important to note it was an afterthought oh my gosh this one this one what are you doing it was an afterthought in 3d world I don't know how many people even play 3d world that way after launch plus I don't think online it's a requirement for platforms in general these aren't going to get as chaotic as a the average market rate online match it's not really about how chaotic it gets and I think jolly jay had a great response but it still would have been useful to have I'd imagine people would use this to play online with friends that aren't near exactly it's not about the amount of people it's that there would be some people that would do this and play the game online while maybe in my house I play with my kids or my fiance what if I want to play with Eric when he's at home and said he's got to drive all the way across on the play with me when he could just hop on a phone call we could just play the game together and have a lot of fun if there is an option to do it this way why not let us have that option that's what does it really make sense to me so I agree with a lot of the people that are kind of like man why is there no online now I do you know after all of these this you know complaints and stuff I do want to note technically Nintendo has not officially announced that there wouldn't be any online they just aren't making any references to it it is entirely possible the game does still feature online play and we can call that Hopium call it copium call it whatever you want to call it technically it still could be a feature in the game that for some reason this person who is tweeting this advertisement out for Nintendo of Europe just didn't put it in the text I know sometimes we can read too much into a social media post and try to glean too much information and so to play devil's advocate it is entirely possible there is still online play and they're just you know haven't advertised I haven't chosen to advertise yet one thing to remember is marketing hasn't really ramped up for the game yet this is one of the first marketing tweets and a little bit and I'm guessing marketing is not going to probably ramp up until the next direct we've seen Nintendo really tighten their marketing schedule now they don't market things nonstop for six plus months anymore they sort of announce it and then do a marketing cycle a month or two before release so I got a feeling from September onwards we're going to see a lot I just think that we need to sit back and obviously let Nintendo officially announce but I do think that if you want to read between the lines and read the tea leaves it does sort of look like there might not be online at launch at least you know maybe there'll be a planned update for in the future or DLC or something but right now there doesn't appear to be any plans at least officially you know publicly facing that there's going to be online and if there is no online play that is to me an oversight and an unfortunate update for a game I'm otherwise excited for is it going to affect my purchasing of the game no because I was primarily going to either play the game alone or play through it with my fiance so it doesn't really affect my ability to enjoy the game so much I didn't really plan to play it online that much but it would have been a nice feature and obviously me as a content creator or what have been cool so I could have played with some of you guys in a live stream instead now when I stream the game I probably won't be able to play with any of you guys and that's just really unfortunate so that that's my content creator side that would have really really loved having online play but there's so many of you that legitimately don't have a partner you don't have kids you live by yourself and your friends are you know all over the world and you would have preferred to play it with them you know through that means that I understand that my experience playing some Mario games online like 3d world you know it's not a smooth experience unless you're both on a phone call or something or in voice chat like Nintendo switch online app or something which I still think is a piece of junk but whatever look at least it was a possibility for those that would love to experience the game together so in the end I hope that this doesn't mean what it seems to be implying I cannot say this is a 100% confirmation but I can say it's a pretty big implication when you're only averaging just co-op on its own which is how Nintendo has always advertised couch co-op in the past they never call it couch co-op they just call it co-op and every time they do that it generally means there's no online co-op so we'll have to wait and see if this officially gets confirmed or if this is the confirmation but I am sad and I agree with many of the negative comments out there on this and it's just sort of unfortunate again won't affect my purchasing decision because it's not a feature I was really going to use to play through the game anyways but I understand if this does affect your purchasing decision and clearly if you're someone who wants to you know if this is a make or break feature for you I can see where you just refuse to buy the game on principle I also think that Nintendo shouldn't be adding online features to all their nso games including multiplayer mario games including things like you know the 3d world if you're not going to suddenly make that a standard I sort of like Nintendo set a standard so I really hope that this is just a miscommunication but if it's not it's just sort of an unfortunate update for super mario bros wonder and hopefully the next bit of news we get when they actually begin the marketing cycle for this game is much more positive because look we cover the negative news but I prefer to cover positive news because I am really excited for this game you know there's slightly negative news every now and then for tears of the kingdom but a lot of the news had in the launch was super positive heck there's news right now on tears of the kingdom that it might have actually helped raise japan's global gdp gdp look I don't know much about you know governments and how they handle their revenues and they're all what they hear that a video game did so well it might have raised in entire nations global gdp that's quite interesting that's a story floating out there I can't pretend to understand it that's why I didn't make a video on it but I wanted to reference it here towards the end of the video anyways guys I want to thank you so much for being here I hope to see you guys tonight at the podcast we do have the nintendo prime podcast happening at 8 p.m. central time tonight featuring me and Andres restart and right now that's it I've had a very very very busy last five days a lot of chaotic things happening in my life just in general just life happens to all of us sometimes hence why you've seen a lot of cutback in the videos combined with there not being a lot of compelling news to post about and I don't want to release just a hodgepodge video that isn't very good I felt like this is a good conversation to have because it's related to an upcoming game and it's a major feature that may or may not be there so I wanted to make sure we had this conversation on mario wonder well tonight we're going to be talking probably a bit about the nintendo direct I don't know who the rest of the guests are going to be at this point because I as I said it's been chaotic I haven't had time to plan anyone we'll see if I can get anyone to show up in general otherwise you guys are awesome and amazing I want to thank you so much for spending this time of me and help and grow our channel and hopefully we continue to grow as we seek to get to 150,000 subscribers before the end of the year I don't even know if it's possible but we're sure damn well going to try catch you guys in the next video


Today, I'm pleased to announce a big step forward in public safety for this community. After a thorough evaluation of multiple sites, we have chosen the Assoyus Indian Bands site as the location for the new Okanagan Correctional Centre. Now, once it's built, this site will double the corrections capacity for BC's interior, which really matters in terms of being able to save costs, transportation costs, staff costs, and just making sure that the interior, such an important economic part of our province, is as well served by public services as other parts of the province are. It will also provide the equivalent of 240 full-time permanent jobs for families in the Okanagan. And it's so awesome to see that the biggest project that's going to come in our region in a long, long time is with a partnership with the provincial government. And this project to our people is going to bring, of course, land lease revenue, taxation revenue, but the spin-off benefits, of course, during construction are going to be hundreds and hundreds of jobs during construction, and that benefits the entire South Okanagan. It's about increasing public safety, dealing with challenges that exist in corrections, but it's about creating jobs, good-paying jobs for families in the Okanagan.


To all the parts of Africa, South Africa's former president Jacob Zuma was admitted to the ex-court Correctional Center and released in less than two hours. The Correctional Services National Commissioner said Zuma's release was part of a remission program aimed to address prison overcrowding. Zuma was jailed in 2021 for defining a constitutional court order to a pair before a commission of inquiry investigating allegations of corruption during his tenure as president from 2009 to 2018. The law must take its course. So the law has taken its course with regards to the former president Zuma. The National Commissioner has taken a decision and that decision was not interfered with. Neither did we meddle with it. Myself nor the president did not interfere with the decision of the National Commissioner. We allowed the National Commissioner to seek legal opinions, to consult the parties, to read the representations without any interference.


Thank you for that. I forgot. I totally forgot about it. I'm not going to start there. I hope you made notes. So I'll just do a revision. So population, fine arts. So that it's recorded on the fine arts. And this would have been your sample from a specific, because this is all of the fine art students. Then option question 34, because they say better it, which means greater than, which means superior than. Then we say visual artists have a superior ability for perception than general population. We're not talking about the relationship between, because when we talk about the relationship, we either looking at the linear or we can do a high square test. So we're not looking at that. And they are not asking about the relationship yet that exists. They say one is better than the other. Okay. It's question 35. We chose option two because also with superior meaning greater than. So therefore it means the alternative will have a greater than. And it's said also the population mean is five. So it should be greater than five. The reason why option one is not correct is because when we talk about the superior or greater than or more than. Then it means the alternative should have a greater than five. Number three, why is not correct is because in your old, in your null hypothesis, in your null hypothesis always has an equal side. Other you can write it as an equal or greater than or equal or less than or equal. Or you can have it as less than or equal only in the null hypothesis, but never a not equal. Okay. Moving on. Now we are back. Which is the correct value of the standard deviation of the sampling distribution of the mean. So we need to go back to our data. And did you write we have our mean. We're not actually looking for the mean because the question was asking what is the standard era. So remember our standard era is our population standard deviation divide by the square root of N. So our population standard deviation. In this instance, because we do not have a population standard deviation, we're going to use the sample standard deviation. So, so our sample standard deviation is 1.7 and our and our sample size is 100. So we're not going to use the population. We're going to use as divided by the square root of N. Because we're not given. This is unknown, but we are given the sample. I forgot the value now was 1.7. 1.7 divide by 100. Calculate. Should be 2. 1.7 divide by 10, not divide by 100. Is it divided by 10? What was the sum? The square root of 100. I forgot that. Oh, thank you very much. So some people are still awake. So divide by the square root of 100. Which is 1.7 divide by 10. Which is number 3. 0.17. It's 0.17. Which is the appropriate statistic to calculate. For our data now. I've already gave you some hints. There is one of the hints that I've given you. And because we're dealing with the sample and the mean. Which test statistics are we dealing about? Are we talking about? So let's go back there. So remember this. What we have here. Very important. So you need to ask yourself, is the population standard deviation given? Let me give you the answers. Is it known? Z. Is it unknown? We use a T. Oh, come on. Since it's unknown, we're going to use number one. So I've already given the answer. And based on the null hypothesis as well. As long as you don't see things like the mean one is equal to the mean two. If you don't see this, this is one group. And this is. Two groups. You must remember that also depending. So whether it's one group or two groups. If your population standard deviation is known. We use. The Z. If it's unknown. If it's unknown. We use a T test. So this is for one group. So let's look at the question. What is the appropriate test statistic? This is for the T test for the mean for single group. Because the population standard deviation is unknown. It's not a search. And this says. For two independent for two dependent groups that is not correct. So the only answer that is correct is option. One two population mean. Means are compared. The P value is calculated to represent the probability of. Observing a specific. Difference. Between the sample means given. When two population means are compared. The P value is calculated to represent the probability of. Of observing a specific difference between the sample means. Given that. Given that. Dot dot dot. I would say three. I want to say two. The alternative is true. If the alternative is true. Wouldn't that mean the null is false? I want to think so. Because. When two groups are compared. The P value is calculated to represent the probability of. Observing the specific difference. So what is the null? What the alternative hypothesis would have said. We would have said that. It's either there's a. Less than. Or a greater than. In numerical. So your alternative hypothesis is also always saying that it is equals. So it's either there's a there's no effect between the two. So now here we are checking the difference. That's why I'm thinking. The alternative is true. I don't know. I stand to be corrected. So always to remember that the null hypothesis you always say. There is a difference between. The sample. Remember that. Because. Oh, sorry, there is no difference. Always say it's equal. So we say the mean of this group is equals to the mean of that group. Or we say the mean difference. Is null. Is equals to two. Sorry, it's equals to zero. It's null. That is the null hypothesis we stated in that manner. We say there is. No difference between the mean or what. The two. There's no difference between the significance. We stated in two ways. You need to go to the two sample groups. So. There's the one sample sample to sample. So we state always the null hypothesis and the alternative. Okay, so. To develop a test for the difference between the mean. We need to know something about the distribution. So we say. There is no difference because they are the same. There is no difference. They are different. So. In that instance. Then what would be the P value? No. We can look at it this way. Anyway. When two populations are compared the P value is calculated to represent the probability of observing a specific difference between the mean. Given that. Given that H naught is true because that's what we want to prove. We want to prove what the researcher wants to prove is always in your null hypothesis. So we want to test if this is true. The null hypothesis is true. And that's what you always want as a researcher. To prove the null hypothesis and then we create an alternative to test against what you wanted to prove. And that is why also when we make a decision we always make it in relation to the null hypothesis. We reject the null hypothesis because we say in the null hypothesis not true or is true. So we make it. In relation to that. What should a researcher do if a sample difference between two means based on a large sample is found to differ significantly. To determine whether the outcome is of practical importance. A psychologically unimportant results may turn out to be statistically significant if the researcher dot dot. And this is one of those areas that we need to consult the book. So practical importance. An unimportant results. May turn out to be statistically significant. If the researcher set the level of significance low determines the power of a statistical test. Let's go see the power of a statistical test. Okay. So all the effect size. So let's see what that's that mean. Okay. Given that a particular direction is of a right it is necessary to perform a statistical test to see whether the result is significant. A large significant or a large effect can fail to be significant if the sample is too small. What did it say there? Nothing to do with the sample. Okay. The smaller the sample the greater the probability of finding the result that appears to be significant purely by chance. This relates to the issue like the power of a test and the effect size. So we need to go to section 3.3.2. 3.3.2. Page 77. Page 70. We must look there because when I search 77 I don't find them. 80. The effect size. There is the effect size. What does it say? The major determinant of a sensitivity or power of statistical test is the sample size. When the sample is larger the smaller effect will have the statistical significance. The reason is that the larger the sample the lesser the variance. This is due to law of large numbers. This implies that when the sample size is larger even the small, even the sample effect that seems insignificant can produce small p-value leading to a rejecting of the null hypothesis. Let's go back and refresh on what they're asking. So what should the researcher do if a small difference between the means based on the large sample is found to differ significantly to determine whether the outcome is of practical importance. The psychologically or a psychologically unimportant result may turn out to be significantly or statistically significant if the researcher set the level, set the lower level of significance or determine the power of the statistical test or calculate the effect size. So what are we looking at? The effect size. So what are we talking about? The effect size. So let's go to 3.33 if that exists. So very tricky. So this is the effect size. So the implication is that we have carefully interpreted the result. The p-value is smaller chosen. Improbable that the effect we see in our observation is purely due to chance. One way that statisticians have suggested to deal with the problem is by notion of effect size. Oh, tricky, tricky, tricky. This size is giving us problems. Because I know that they, so in this case, the sample of 64 would conclude that even though Uniswast didn't exceed the population, the IQ to greater extent than expected by chance, the difference is not very large. So the larger. Okay, the power of the test is calculated by subtracting type two error. So let's see what does that mean? The power of the test is related to how sensitive the test should be. See section 3.4 on effect size below as well as the sample size and that you are going to use. Not reassuring, not giving me the answer that I'm looking for. There are a few things that could be done. Namely, one increase the sample size to decrease the error of the sampling error. That. Influence the power of the procedure by our choice of the statistic. Can I suggest something though? Yes, let's have a look at the answers. If we set a lower level of significance, what would the implication be? If we determine the power of statistical test, what would the implication be? And then I think if we look at the unimportant results, some of things there, which may turn out to be significant. If we sort of. Understand what those things do. I think we may come up with something that you know we may be closer to the answer, if not the answer itself. Yes, I was actually going to put a question back here and I will say let's come back to it tomorrow. I still guess number one. I still guess number one. If you do lower the level of significance, then it is more likely that you will. It will, it will be more statistically significant. Not necessarily. Okay. My guide says if you take a larger sample, which is the larger number than the lower, you are likely to, to be more statistically significant. Yes, because if you increase your sample size, yes, you are likely towards that. Remember your level of significance. This is the error margin that you are setting as a researcher. It's not saying whether you are increasing it or decreasing it. You will get a, you will get a better chance of being significant. So that won't help you, but between this two, between either determining your power of a statistical test or the effect size, because with the effect size also it talks about increasing your, your sample size. So I'm leaning towards the effect size, which is number three because it implies that when the sample size are larger, then the sample effect will be insignificant as to produce the PVN that would lead to a rejection. So that's why I'm saying I'm going to put a question mark there and then come back to it tomorrow when I've read it, because at the moment my mind is not even moving. It's not the area that I am familiar with. You're taking all this time in one question in an exam. Yes. So in the exam, you just pick it, pick it my Bellani. Sala, Sala, gentlemen, pick your, your, your T and then you sign, that is the after. We'll, we'll have a look, we'll have a look at that one. I will make note of it. Before I go to sleep, I will, I will Google, Google search the answer, the correct answer for you. Question 89. So that we don't spend more time on it. If we can't find it now in the study guide, then it will take us forever. So let's move on and look at the one so you will hit the problem. So make note, you will hit a problem when you get to some way on question 39 in your exam. I think a few more as well. Okay. So let's look at 40. The mean score of a sample of research participant is compared with the population mean of 24 that particular. The following hypothesis is to be tested. So since they say they are comparing the mean population of 20 for a particular question. So what will be the correct answer? Let's finish the sentence. The following hypothesis is to be tested. The null hypothesis states that the mean is 20, then alternative states that the mean is not 20. So we know that we're doing a non-directional test. A researcher draws a sample of 50. So that is our end, our sample of 50 and obtains the mean of 25. So this, we need to remember that that is the sample mean of 25. And this previously they gave us the population mean and the standard deviation of four because this is a sample. This is S and the standard deviation of four on this questionnaire. If the null hypothesis is true, what would you expect the probable value of the mean of the sample to be, to have been? Three. Option two. Option three because it's non-directional so it can be greater than or it can be smaller than 20. Yeah, this one is also another tricky one. So if the null hypothesis is true, which says the null hypothesis is 20, what would you expect the probable mean of the sample to have been? Remember now they're talking about the sample, not the population. And yeah, they told us that the sample mean score is 25 with a standard deviation of four. So if we're not rejecting the null hypothesis, so what would be the probable sample? I don't even know which is called. I also don't know which is that, but I think what we can do because it's non-directional, let me just double check something here. So I have all the values that I need to calculate my probability. So let's see because then it will tell me I'm going to reject my null hypothesis. So let's calculate this value first. So we have 25 minus 20 divided by 4 divided by the square root of 50. What do you get? 7.07, I don't know, square root of 50. Square root of 50 is 7.07. Square root of 4 is 0, square root of 7 is 7. So 25 minus 20 is 5 divided by 4 divided by the square root of 7.0. So I'm just still waking out 0s. I'm going to keep 4 decimal 0s, 7 0s, 7 1 1. I can't write. It's 8.83. 5 divided by 4. So we have 5 divided by 4 divided by the square root of 0.57. 4 divided by 0.57. I mean 5 divided by 0.57. The answer is 8.88, yes. Okay. So if I go to, I don't even think we do have the Z score that goes to the 8 values. So we can't even go there. If the null hypothesis is true, what would you expect the probable value of the mean of the sample have to be? Will it be wrong to say not equal to 10, 20? I guess number 3 can be correct because when we use 25, we're not getting 8.83. And I don't think we have a Z score of that much. It ends up also double check on. But Leslie, they already tell us the mean score of the sample is 25. Yeah, I'm also thinking it might be as straightforward as that. The answer is option 2. Yes, it's like a trick question of a whole lot of story around it. Around the answer. Yes. Can I just ask Ms. Boye, does Z score do they end at 4 or is there another table that continues? I think there is a table that continues. I just wanted to open this, that's one. Just check. But I think they end at, they end at 3 or 4 because this one also you see it ends at minus 3. So you won't get like 8 and so forth. Stretching it. Yeah. So it's only three standard deviation away because what is the Z score of 8? It means there is a huge difference between your values as well. Remember that your Z score also determine how far away from the mean of 0. So if it's 8 standard deviation away. So you can just imagine. So if this is your mean, that means how the difference that's there. So when it is 1 is closer. When it's 2, at least it's closer as well. But when it's 8 standard deviation, that is why you can calculate those probabilities as well. So I'm going to assume that maybe the answer is just in front of us is 2. Because the mean they gave us is 25. Can we also put the question here for tomorrow as well? So that's why I said we hit a brick wall. Oops, sorry. We hit a brick wall when you reach to this question. In the exam, don't stress too much. Don't stay there for too long because time will be ticking. So if you spend more than two minutes on one question, know that you are not going to finish your exam. But how can we, if questions are this tricky? Yeah. When two means are compared, the p-value expresses the probability that a difference which is observed between the means in the sample of measurement. It looks like we have already answered this question. Didn't we? When two means are compared, the p-value expresses the probability that the difference which is observed between the means in a sample of measurement will be significant. Is due to the alternative hypothesis? Is due to the chance or the sampling error? Oh, yes. This one I can help you with. Okay, so we have the null hypothesis and we also have the alternative hypothesis. The null hypothesis always have an equal, whereas the alternative has the not equal less than or greater than. When we go and look for the p-value, we look at the sign that is relating to the alternative. So to find the p-value, because the p-value is the probability that whatever you are testing, either is related or there is a difference will be observed between the means in the sample as a measurement which is due to the alternative hypothesis because that is what we use either to test whether it's a one directional, it will be due to looking at that and saying this is a one directional or two directional or non directional, whether it's left or right. That is option number two. Which symbol is conventionally used to indicate the value of the maximum probability that an error would be made if the null hypothesis is rejected, which is particularly a researcher is willing to allow. So actually, they're asking you what is the level of significance? What will be that's one, that will be one because that is the alpha and alpha represent the level of significance and that represent the maximum value that the researcher would want to set or the risk that he's willing to take. Now we go to the effect side size co-hens d refers to the difference score when the two means from the dependent samples are compared the effect size or the power of test. Number two. It's number two because we all we also did look at it. What is it? Co-head size is your effect size which is number two. The effect size is calculated to determine one whether an effect is statistically significant or not to the ability of the statistical test to test to detect a significant relationship between variables such as the relationship does not in fact exist or three whether a significant effect is meaningful from the practical point of view irrespective of the sample size. See the challenge with this is the effect size can be calculated also with the correlation. I would say number two. What page is that in the text book Lizzie around what page are you? Page 87. So if you check on your let's go to effect size so that is one two. Proceed to determine of the results. So is there whether the end effect is statistically significant or not the ability of a statistical test to detect a significant relationship between variables when such relationship does not in fact exist whether a significant effect is meaningful from a practical point of view irrespective of the sample size. On page 86 by effect size it says the on the second the second sentence when the sample is large even smaller effects will have statistical significance as the measurement of statistical to see whether how significant the page 86 yes I'm on page 86 and page 90 let's see page 94 says something that helps you. We are on page 94 which line on question I might be using the wrong study guide that says 2012. The study guide that would be okay let me just quickly read it says here one way that statisticians have suggested to deal with this problem is by the notion of effect size different procedures exist to determine the effect size of a result in the case of a comparison between means one way of calculating this is by the use of reference D. Come back and read the sentence yeah it says whether an effect is statistically significant or not number three whether a significant effect is meaningful from a practical view irrespective of the sample size so I'm going to assume that this will be incorrect based on page 84 that's where you read it Are we not at at 40 what's the at 43 are we already beyond 43 44 which 43 now yes no 3 we already answered in call hands D refers to the effect size we are on 44 we are trying to answer what effect size might be because call hands size it says D is calculated by means of the mean difference I think divided by the standard deviation difference or standard deviation what divided by the estimated standard deviation so based on the P value the difference between the mean is quite impressive however that the T test is sensitive to the sample size and the sample size if a smaller effect would be significant to evaluate and that is the call hands D see the challenge here is finding the correct definition of the effect size what is the effect anyway the different procedure exists to determine the effect size of a result in cases of a comparison between the means one way of calculating this is to use call hands D and we do this by expressing the mean difference that we observed relative to the standard deviation a result of the effect size greater than one would imply a difference of greater than one standard deviation between the means which is quite large which doesn't help in interpreting the question so when we calculate the effect size are we calculating it to test whether the effect is significant or not so let's start there so the implication is that we have to be carefully or to be careful how to interpret the significant result a P value of smaller than our chosen level of significance implies that relative to this sample it is improbable that the effect we see in our observation is purely due to chance it does not imply that the effect is big or important this is something that we have to decide by looking at what the data means and they have suggested that we can be solved by using the effect size what does that mean we calculate the effect size for the relationship let's see we do calculate the effect size for the correlations as well as I could remember as well so let's go to next know how to calculate the effect size for the correlation so we should however be careful as to how one interprets the significant results to clarify this consider the relationship between the calculated significance the P value and the sample size but all of this talks about the R and the P value not about the effect size where do they talk about the effect okay so the effect size in terms of this let's see so they say R squared okay so that is why maybe I'm getting lost with this on the correlation side of things instead this we call it coefficient of determination not the effect size so here coefficient of determination means the proportion of the variance in one variable can be determined by the relationship of how much the variance have in common it can also be used to indicate the size of the effect which is what they use so here we can say how much of an effect one variable has on the other how does it influence the other one so do they talk about influence here the ability of a statistical test to detect a significant relationship between variables when such relationship does not in fact exist so if you have a correlation of R of 65 then your R squared will be 0.42 that implies that two variables share 42% of the variance and this can be interpreted as a very large of large effect yeah this is one of those areas okay bringing to number two on this one because in terms of the relationship R squared and I'm lazy 44 41 then 40 the list is growing 40 and question 40 44 I don't know how many marks are they issued on question 45 a random sample of 100 people are tested to see how many items they can recall from a list with pictures of items the distribution of the results is found to be or more or less normal with the mean of 7 the sample mean of 7 and the standard deviation of 2 but is the probability that a specific person is chosen at the random and I think we are also running out of time from a general population will remember 10 or more items from the list a random sample of 12 people how many items they can recall from a list with pictures of 12 items the distribution of the results is found to be more or less normal with a mean of 7 and the standard deviation of 2 what is the probability that the person chosen at the random from the population will remember 10 or more from the list the tricky part with this question of theirs is they didn't give us the population mean but they gave us the sample mean and the sample standard deviation and they give us our X observation to say we need to know or find out the probability that it's more than so it's greater than our X is greater than 10 or more so it's greater than or equals to 10 we are given our sample size oh sorry our sample size which is N of 100 we are given the mean of 7 and the standard deviation of 2 if we use the Z formula then we need to X minus the mean divided by the standard deviation at the moment we are given the sample standard deviation oh yes because they gave us S bar and X bar who am I I guess until 45 it's 8 o'clock what time must we finish until 8 it's 3 hours done I don't know how to answer this question just maybe out of my head here you said when we were not given what a mean when you're not giving the population standard deviation so yeah we're not giving the population mean population mean so the X bar there of 7 is what mean is that that is the sample mean okay a random sample a random sample is your sample size you get a population and then you select from a population a random sample which is a subset of the population and from there they checked whether those people how many they will remember more or less like your number of pictures the average they calculated was from that sample so the 7 people so 7 out of 100 oh no people could remember on average 7 items out of 12 out of 12 yes that is average and that is the standard deviation so between the individual people how far apart were they from that mean so they are to standard deviation away from the mean so now they want you to calculate what is the probability that a specific person chosen at the random from the general population will remember 10 or more items miss point something yes can I just ask is not a question of cumulative probability maybe the challenge with the cumulative probability on this one is we not given the frequency distribution or the probability for a person selecting only one item 2 items 3 items 4 items 5 items so it's not and because they say they are less alternatively what we can do as well is use what information we are given so in state of using the population because we don't have the everything population but we have the sample so we can use the sample X bar and the S which is our sample standard deviation and substitute the values so our X is 10 because it's there minus our sample which is 7 divide by our standard deviation which is 2 and then we just 1.5 which is 1.5 1.5 so now because it's greater than now we need to go back to remember we are looking for the probability right so it's greater than so it will be on this side and since it's greater than remember if it's positive if it's plus we go to the smaller side if it's negative we would have went to the larger side so it's positive 1.5 let's go 1.5 positive 1.5 go go go into the smallest portion 1.5 1.5 1.5 smaller portion 0.0668 0.0668 0.0668 0.0668 0.0668 so if I round off this looking at the value to the right 0.1 so it says the probability of getting greater than item on the list will be greater than 0.1 because the sign said it's more than that's the only way that you can get to the answer based on the information that you are given and that is 8 o'clock not much I can do now so so let's take the miss boy I guess on every scenario we will not add on but use what we are given isn't it yes so you will have to read the question and look at what else are you given can you use that to and that will also guide you because are they asking you to calculate the basic probabilities or are they asking you to calculate the discrete probabilities or the frequency distribution probabilities or are they asking you to calculate normal distribution probabilities quick question yes since this is going to be an open book exam can we open these videos here and refer when we get lost or something like that I don't think the videos are allowed but if it's an open book you should have all your papers written some way because how are you going to go through the videos how long is your exam is it 2 hours or 3 hours no that's what I am saying specifically because I know if I have gone through this I know roughly where to get what yeah so this one had how many questions which we still needed to go through 70 questions so we still had about 30 left because we are still on 40 something this doesn't require only one day session of 30 hours Ivan and then Vanessa please get okay so and our session ends right here thank you very much good thank you Niazee thank you so much I will go through thank you Niazee thank you thank you so much so tomorrow I will be giving another session so tomorrow yes you will have we will have another session so how can I get the link because I was just sent someone assisted me this is the first time I am joining so someone someone will give you the link for tomorrow because tomorrow's link will come from Unisa unless if already they already sent out the links for Saturday then I will send you the link I will send the link on the WhatsApp group and then everybody can share with others I am not on the WhatsApp group how do I join the WhatsApp group let's do this just wait there let me stop for a minute okay


on was keep that fund as sort of the reserve for which families can request waivers of their balances. Right now, when we send out those overdue notices, periodically, several times people will email back and say, you know, I have a financial hardship, I'd like to reduce my request a waiver of my overdue balance and some portion. And we could use that as sort of that reserve to do that. If we were to do that option, which isn't a bad idea, we would maybe have to come up with some sort of formal documentation process so that it's consistent going forward. And Ms. Farrow was okay with that third option as well. So sort of three different ways to think about it. And there could be other ones and looking for your thoughts on it. Do you have any, Mr. Gellner? I don't know if you know this or have this with you, but what is the average or typical size of overdue balances? I don't know about average, but the overall was in the 50 to $60,000 range. If you look at K through 12 for all of our districts and because the problem is it accumulates from the time someone's in kindergarten and potentially till they're in 12th grade if there's no payment. Some of the balances can get quite large, but I can bring back sort of- You didn't mean to say individual families? No, no, not individual families. And in aggregate, all students, all students. We have some expensive lunches. I mean, even if that is between the second grade and two months. We have some expensive lunches, which- You're too much of that. So in aggregate, but I can bring back some metrics on averages that's helpful and sort of like high, low kind of thing. Teenage adults or anything. So, Dennis? I actually, just for what it's worth, I think that that third option seems to get at the, you know, the intent of something like this. And I think that I especially like the idea of offering that as a fundraising opportunity for families. You know, I would imagine some of our PGOs, you know, individuals in the community might be interested in fundraising and donating to funds like this for both districts. I also think that we might consider perhaps at some point matching some of these donations.  A lot of times I think we've also realized that, you know, just given the research and the conversations that we've had with community members that when parents and caregivers don't pay off their balances, it's typically because there is some severe hardship. I think either, you know, it's either ignorance, people don't realize that they've got so much money that they owe. Or, you know, sort of keep forgetting to do it because there's actual hardship. And I'm more interested in the folks who are experiencing that severe hardship. And again, you know, just thinking, I think, for something for the district at some point to consider is would it make both financial and educational sense for us to consider, you know, any donations that are made to these balances for the district to help fund some of that or offset some of that? I think it shows an incredible amount of empathy for families and what they're experiencing also helps us meet our educational outcomes recognizing how important it is for students to have good nutrition especially if they don't have it at home. So I know that there have been several school districts around the country that have eliminated debt completely for all students regardless of their ability to pay and have begun doing things like that to help offset costs that may accumulate in the future. So even though I can't, you know, I think a good conscience given our budget and economy recommend that we would eliminate all school debt. That's not what I'm saying or lunch debt rather. I think it's worth exploring ways that we can help mitigate some of that burden on families in our community. Yeah, I would agree with that sentiment. I also like the idea of the waiver, the option to request a waiver or to waive some or all the balance to be a really well-known kind of process. I mean, I think, you know, the cynical way to look at this is like, oh, if we're really transparent and communicative that you can just request a waiver or part of your balance, then people will take advantage of it. And I mean, to that I would say there's no possible way that the schools or the school community could ever get into arbitrating whether someone is actually in need or not and the amount of a balance is not always indicative of need. You can have a very small balance. It's a very large hardship. And I mean, for my own two cents, I think that even if there were cases of individuals taking advantage of the system, I think that would be a small price to pay to have a really transparent open system says, you know, now's the time when you share that you may need a partial waiver, then those waivers come in. We have some amount of funds that can offset that for gifts, possibly through matching funds and those get distributed. And through that, we chunk it off and always making improvements to that kind of process. I really like the idea of having kind of a really conscious, defined, structured way where the school committee, the public, and parents are working together for a more efficient way to handle it. I think it's the, it's a logical extension of how we restructure food's collections policy already in which I know the district has been doing more outreach to parents and guardians in trying to really engage them. But the reality is, if for some reason a family, well, for the obvious reason, is that income, the family isn't deemed eligible for free lunch, then there's got to be, I mean, even if they are, they may carry a balance. I mean, the question is, what do you do with the balance? But then, particularly if they're not, but there is some sort of felt hardship, which can easily happen. There ought to be some mechanism to try to be able to work with the families. And so the extent that we don't have that now, we need it. I think it's a great idea. Ms. McDonald, and then Mr. Manino. So building on that, on the comments of Mr. Demling and thinking about the process, this is sort of why I asked the question about what's the average balance size for a family? Because I do worry about, I think a process and a structure needs to be defined ahead of time because when those invoices go out or the notices go out about an overdue balance, you don't want to make it first come first serve. And if the first person's balance eats up the entire gift versus somebody else, you might have gotten three people's entire balances covered, right? So I think defining that is really important, making that transparent. On the flip side, I also wonder if we're starting, we'd be veering uncomfortably into an area of picking and choosing whose balances get waived and whose doesn't. And I'm not sure we have the structure to help the district decide who gets, right? So if the request for waivers comes in and it's larger than the balance that you have available from GIFs to cover that, how do you choose? So I do, I see what I was talking about. I do really like the idea of coming up with a line item in our operating budget to cover that. And maybe that's the approach that we take is that as a district, we start setting aside funds in our balance, in our budget every year to start chipping away. 50,000 is a lot of money, but over the space of maybe five years, chipping away a little bit at it, just like we do at Asbestos, it might be just as impactful. No, I think that's right. And I think maybe the first thing we could try to do is maybe set a goal for a certain amount to raise so that we're not, we don't wanna start it when we have very little. We don't wanna get to a certain amount. And then, and while we're doing that, formalize all these procedures that we're talking about. And then we hit that goal, sort of implement once we feel like we have a safe amount where we can really honor, we don't wanna put it out there and then not be able to honor it. I don't know who you wanna work with on this, but I think the point is the next thing to do is to come up with a real program. They can answer all these questions, but also then comes up with a line item target. Who else wants to speak? So Mr. Manino and then Ms. Bitzer. I'm just thinking about timing. The Jones Library is a fine waiver, whatever, I can't think of the name. A fine, they forgive this a period, like a month or something like that. So everybody knows when to apply for the waiver. Well, so the way it's worked sort of to now, which has not been super formal, is every time we send out an email notification, there's a blurb there where people have financial hardship they can reach out. So we'd probably continue to do that with a link. In terms of fundraising, another thing I was thinking of is there's Valley Gives Day every year. This would be a good Valley Gives initiative to consider this year. Ms. Bitzer. So I just have a very simple question. Forgive me, because I don't personally watch school lunch, but I do know when I look, sizable fee just to be able to preload your kids. With my school box, yeah. Yeah, so do kids ever get a balance based on those, could that be contributing to the debt that kids are experiencing? Because that seems like kind of a, if there's any way we can reduce that fee for kids, it just seems kind of like a, not going towards something tangible. So I typically, when people ask how they can prepay, I tell them about my school books, but I also tell them there's a fee associated with it. And they can also prepay by just mailing a check to the food service department.  Or they can send the money in with their student, depending on what age, you know, they can prepay at the register. So they don't have to use the my school books where there's a fee associated with it. It's an option. Super convenient. Yeah, it's convenient. It's an option. So expensive. You know, typically if you're putting money on your account, you're prepaying sort of the account. So in that circumstance, it wouldn't necessarily be adding to debt, but you could theoretically be paying off debt, paying off an overdue balance through my school books as well, which in that case, you'd kind of be paying a fee in order to pay off. So again, there's ways around it, but the pay off. It also seems like sometimes you incurred debt because you forget to send your kid into school, whereas if you had the convenience of being able to prepay, you might avoid some of that debt. So it just seems like, just something to think about in the- And we could try to find other convenient, maybe more convenient ways for prepaying. Again, we keep my school books as an option, but we don't necessarily push it. I know if you, it sounds like if you need- Yeah, I've got good direction. Engagement, you can contact, or is it the committee might do a little bit of help. Now we go back to authorization of stable fund, stabilization fund expense. Home stretch, so- The item that was in your pocket. Yes. So this is another sort of housekeeping thing, but I'll give you the background. So every year that the district has a stabilization fund specifically set up for capital. It's there as an emergency fund in case something breaks down. It can also be there to put money in in anticipation of capital expenditures. Two or three times now in the last few years, we've actually put money into the stabilization fund in anticipation of the field project. We put, I think, 70,000 in one year. This most recent year, we had 60,000 in the budget to build it up. That stabilization fund is also used to pay the Summit Academy debt that was in the capital plan. That was a little Revolving Fund shading. And so it's used to pay those payments back. And then it's also used to pay any interest on our bond anticipation notes. So there's a little snapshot. There's a description of what I'm asking to authorize, which is a maximum of $15,335.85 in interest on bond anticipation notes and $7,383 of principal and interest payments on the Summit Academy debt for a total expenditure for FY 20 of $22,713.85. So that's what you'd be authorizing. The snapshot below shows you the beginning balance in that capital stabilization fund, the revenues that are projected to go into it, earnings on investments, and the general fund contribution this year, those expenditures I just described, and then the ending balance. And I'd say a maximum of $15,000 for the bond anticipation notes because some of the interest on these bond anticipation notes will be actually getting data assessments from the towns to pay, and so that won't come out of the stabilization fund. It'll just be whatever's left over. So it'll be something less than that. Any questions? That's a good question. Any questions? There, yes, no. There's a motion under aye. Somebody would like to offer it. I move to approve FY 20 expenditures from the stabilization fund as shown in the attached summary. Moved by McDonald. Is there a second? Second. Second by your done. Is there any further discussion? Seeing none, all those in favor. So if I have a resume in hand, motion carries your name. Thank you. Thank you very much for your time. 20, 20, 20. You could easily skip your words over this. 20, 20, 20, 21, school year calendar. Still a little back to the future-ish, doesn't it? So there were three options that are in the packet. They were presented, developed, and in collaboration with Debbie Smorlin in her role, as well as Mick O'Connor as the president of the APEA, the Amherst Palms Educator Association, and they were shared with the APEA membership as an aside, or not an aside, as a note, the APEA contract includes that the APEA membership needs to approve any year where the start date for teachers is before September 1st. So in other words, we always have to include an option that has a start date for teachers of September 1st. So also worth noting that this next year has the latest possible Labor Day. So it looks very different than the last few years, just when Labor Day is and when the year would start. So there were three options presented, and I got feedback and met with Mr. O'Connor today, and the option, it was very narrow. Usually there's an overwhelming vote, and this year was the opposite. But the second draft, which on the top says Amherst Palms, in the Amherst Palms Regional Calendar 831-20 draft, was the narrow victor in terms of the APEA vote. They had a high turnout in terms of their votes. I typically am pretty agnostic as it relates to differences between the calendars. I want to note for the public that it is a later start of school than we've had the last couple, and again, that's because of the Labor Day. It essentially keeps, maintains the same calendar we've had where the first day of school is the Wednesday before Labor Day, which next year would be September 2nd for students in grades one through 12, could have guarded preschool a little later. So it does maintain that consistency, but it's going to feel later. It is literally six days later than it was this year because of the change in Labor Day when Labor Day sits. Pretty much everything else is pretty constant for what we've had in the past few years, except for that factor. So the way we typically do this is bring this for discussion for the school committee, and then a vote for the committee in December. I want to note also that for those of you who may be newer to the committee, more typically this was voted in the spring, and it's been greatly appreciated by members of the staff in the community that the committee now takes this on before the end of the calendar year for people to do all sorts of planning. It also has some really positive implications for our facility staff who do, and our IS staff or IT staff, they do a tremendous amount of work over the summer and knowing how many weeks they have has large implications for capital projects. And those folks are actually really happy about the later start of school, because of another week to do their work they need to do, although they know the following summer probably is gonna have the opposite problem. So this is not a vote for this evening. Are there any questions or comments? Well, what was the narrow number two for AP, for the union preference? I couldn't hear you. What was the narrow, you said it was a narrow preference. What was the number, do you know what the number two preference was? Of the three options? My assumption from my conversation, although I can't cite this specifically, was the third option, the 827 draft. I think there was broad concern from what I heard about the starting on 9-1 draft just because the end of the school year would go until June 28th with five snow days. And so I think it was this, in the pack of the second and third draft were the most popular options. Further questions or comments? Otherwise we shall move on. This is always like a secret reveal at the end. Do we have any gifts? I do not believe so, unless they were in the packet that Ms. Dancer has, I did not see them. I didn't see anything. So I'm gonna assume that we don't. Cool, all right. So then this I think is our last ad. So for the next, I guess I wanna talk through December 10th and then the 11th, 12th for the next meeting. We have a robust agenda as well. At least if there are new high school courses then they need to be discussed based on our timeline. Policies come back and I just listed those two. One is the anti-harassment. Another one is one that I've talked about with the chair and I hope it's okay to say that last year I made a commitment or made a statement that we were no longer gonna use mass core and there was a question of as to how based on the feedback that I'd received from the community and I think separate from the larger issue of mass core I think it's related but not the same is can we have a policy that sets a minimum wage for contractors to be consistent with prevailing wage or the minimum wage in the Commonwealth? And so that certainly could be thought of in the context of mass core but I think it's more generally the right thing to at least consider how to do that. That's true, although my view of also it is that if since we're gonna have some transition on the school committee toward the end of the year my view is if we're going, if the committee is interested in addressing this issue and I think narrowly defined the question was essentially adopting the prevailing minimum wage for the adult, for the working age population in the state there's gotta be a better phrasing than that but essentially it's something like that because you can't be clever because if you're clever then technically the mass core wages are legal, right? So you can't, so that would actually be effectively the minimum wage in the state would be what the mass core folks are getting, the inmates. So my point is I thought that if the committee was interested then this committee should try to resolve that question. We can't get tested like they do no matter. Yes, Mr. Stanzer. Can you tell me what, is it mass core? How do you spell it? Is it an acronym? What is it? M-A-S-S-C-O-R, it's undoubtedly an acronym because everything a state does is. But basically what it is is there's a program within the state prisons that provides services essentially to the general population through contracts through state contracting using inmate labor. Okay. And they don't pay anything close to what is the prevailing minimum wage in the state. And although people may have opinions about the question of whether we should or shouldn't hire folks who are incarcerated to do the work and whether that's exploitative, the simple way to resolve the question so that we're never doing it again and we're on record would be adopting the prevailing general minimum wage as a minimum standard for any contractor. Okay, thank you. And that would resolve the question thoroughly. So we'd come back about athletic fields and a capital process to get that kick started, calendar vote, HR and diversity PD update. Budget guidance, wellness approach and update, SCTF goals and budget guidance. I want to look at Mr. Donas to make sure I captured that accurately. Thank you. Warrant review and then this will be a couple of days, three days after the Fortown meeting which is on December 7th. So some debriefing of where we are with regional assessment. We could also push that off the last question if we don't have to but we polled people and neither date was perfect but December 11th and 12th worked for certainly a quorum of the school committee, both worked for, or either worked for a quorum of the school committee but I don't know if we wanted to make a decision on that or where we are with that piece and whether we want to put some of the budget guidance and other budget items in that meeting since it's exclusively focused on that topic. I do have a question. So I read somewhere that the new member of the school committee won't be seated until January but should that person be able to participate in this meeting about budgets? I think it was anticipated they'd be invited. Okay. I mean, we're not gonna vote. I don't think we'd be voting anything in the meeting anyway so. Right. We could accord the liberties. It's informational. Participation without stepover, stepping any boundaries in that regard. So you want to just make a decision right now on a date? I think it'd be beneficial in the near future if we did and if we could do it while everyone's here that might be the best. I'm trying to remember. What was the maximum number we got for either the 11th or the 12th? I think one was seven and one was eight but some of it depending on the timing of the meeting it was a little fuzzy. We had seven for both. Sorry, I'm trying not to disclose. Sorry to laugh. I, wouldn't you normally say then go with eight if the time is works right? And if the default is seven, then flip a coin. We didn't get responses from every single one. No, but actually let me ask a different question. I think I know the answer. Is it the same person who can't make both meetings? I don't believe so. Good. So this is just a good back to what I just said a second ago. If you can get a meeting date that has eight members instead of seven, go with that. And if you can't literally flip a coin. Heads is one date, tails is another. I'm not gonna say one committee member is more important than another. So let's go with the 12th then because that was the most desirable for the largest number of people. Okay. Yeah. Yes, Ms. Kelly. Our committee planning, we had a really good presentation on the transportation analysis recently that directly relates to our more general inquiry into later start times. Yeah. So I think it would prove us to get that back on some meeting agenda later start times. And just basically, you know, where we're all at with that. Okay. Is it okay if it's not the 10th? Yeah. Okay. Why are there 27 things already? Okay. Why, yes, Mr. Reverend Mitteres. Okay, we got that. And then we talked earlier about Mike for a note later in the year, we're gonna wanna find another time to talk about math. About late January. Yeah, and then capital again. Mm-hmm. Yep. Anything else for folks? As you recall, there is always an open door to offer other items on the agenda. Yes, please. I'm sorry, I think we're gonna talk about procedures for subcommittee members to get their items onto the calendar. Absolutely. So I don't know if that should be a topic on the 10th, but I think it would be nice to start with just standardizing what we're talking about. Yes. Those important tasks. Right. So for the committee's benefit, we don't, and I think I'm right about this, we don't have any sort of standard operating procedures or sort of essentially like instructions, like how to, that standardizes how we ensure we go through the process of appropriately finding a date, posting it, getting agendas set and distributed, what the template is for the agendas, and all that kind of stuff. I mean, that, soup the nuts, all the things we do, which are burdensome but significant for any subcommittee, and we should do that. No one's disappointed. For getting the subcommittee scheduled or on the full committee agenda. Well, both. I mean, if you go soup to nuts on that, you'd start with the process of literally getting it, getting the subcommittee meeting done and established and done properly. But if you go to the backside of that process, it would be, well, now we've worked on something and we wanted to make sure we can schedule it properly to get on the agenda. So I think it means all this. I just, I'm wondering if we could even take it a step further. I think having a substantive conversation just about subcommittees in general at this committee level would make a lot of sense, both about how membership and chairs and all of that is established. I think every subcommittee seems to have its own way of doing things. And it would be helpful, you know, I think for future school committees to just have that kind of guidance written down to explain what that process is. And I think similarly also just to think about how the subcommittee is held accountable by the regional school committee and how it reports its work to the committee and to the public. So I don't know what that would look like exactly, except to say that maybe a more substantive conversation where you could examine all those different pieces of the subcommittee work, how it works. And I've raised this before too, I think sometimes too for a time-strapped committee, we have a lot of subcommittees, right? And so there's that piece of the conversation as well. How do we juggle or balance our responsibilities and duties? But I feel like it's been a big enough piece of the work that we do, that it merits its own agenda item in the future meeting. Mr. Spitzer, does that capture? Yeah, that goes above and beyond with it. I think all those issues are important. Great, we'll take it on. Yeah, and we could flop offline on this, but I just wonder if MASC might have some guidance or thoughts that we could, or templates even that we could work from as it relates to the questions that you cited. This committee's not feeling like it's invent, you know, that we could find some models that are working in other communities. Well, we've done that all of a step. I mean, I'm gonna show you right here too. Okay, great, anyone wanna make a motion to adjourn? Oh, I move. I move. Mr. Spitzer, seconded by Manino, I take it. Please. Okay, all those in favor, second. Motion carries unanimously with a stretch from Dr. Moss. Please.


We are back for another edition of Watching Baseball. This is the 1978 World Series. Jake, tell them where we're at in the series. We are game four. I believe we're in the sixth inning. The Yankees are down in the series two, one, and they're down in this game three to one, I think. I think it's three, nothing. Three, nothing. Three, nothing. They're down in the game. And yeah, this is pretty crazy. I don't want to give too, too much away, but this is some good action. We were looking where to start this game, and I think we clearly found the winner. I think what you need to know is the Yankees are trying to go back to back, right? Yep, a belly to belly. This is Prime Steinbrenner, fired the manager midseason. After winning the World Series last year. After winning the World Series the previous season. And then this year is the Bucky Dent year. The Yankees come back. There's the Boston Massacre. I think they were down 14 games or something like that to the Red Sox. They sweep them in the four game set. One game playoff Bucky Dent show. So that's kind of how we got here. And I think we got first and second. We just gave up a single and a walk. Reggie Jackson versus Tommy John, Jim. Here we go. Not John Tommy. As always, this is brought to you by the store at Johnboymedia. Shop.Johnboymedia.com. You can get this shirt and you can get this shirt where you can get both shirts together. Both. This is Reggie Jackson. And this is pretty nuts too, because literally became Mixster October last year. And he's coming up in a 3-0 game. And a home run ties it. Yeah. Reggie, Reggie. It's Reg I. 5 for 13 in the series. What a good series. It's pretty good. It's October, man. That's somewhere around 400. I don't give that nickname away. No idea if I did the math correctly, though. Hello. Reggie, Reggie. High and in. Trying to jam him. Just announcing his presence. Tommy John. This is going to be in a bat, Reg. Tommy John's got a good picture look to him. Aging pitch. I don't know how it is. Oh, that was nice. Slide piece. I liked that one. Slide, Joneser. Make this teeth. I mean, that's just a picture face. Tommy John. He just grit his teeth again. Oh. Tied him up. Oh, a foul tip. He's going after him, though. I like foul tips. I like that. He's not backing down at all. Giving him his best stuff. There's a little replay. There is a slightly different angle over the replay. That swing from Reg. I like that. The kick out with the front leg. Now it's 1-2. Got to go slider away, right? Got to go something crazy. No, it's got a lot of the plate. Inter right. So fast. Roy White, that's favorite. Oh, Willie Randolph was out for these playoffs. Pulls hamstring, so. Why did he do that? Don't move. But if Willie Randolph can't run. That was just in the crowd. I think he was. He was in the sewers outside. Reggie, 6 for 13. 6 RBIs. 6 for 14 now. Pretty good World Series. Tommy. Here he comes. Looking good. Yeah. Yeah. That's great. Looking real good. It's a nice swing. Little Harper. Hall of Famer. Little Bryce. You like the startups? I do. I appreciate that. I think if someone tried to bring him back, I wouldn't like it. Yeah, I agree. They had their time in place, and let's let it be. Let it be. Otherwise you're doing too much. Let it be. So who's up now? Oh, Tommy. Holy smokes, easy. It's always double barrel. Yeah. Is that why that phrase was always so popular? Because when teams didn't use bullpens, they just always got a righty and a lefty up. Because every time we've gone to the bullpen. That's true. Even with closers, like Sparky Lyle. Yeah, true. Has always been double barrel. I don't get two guys these. Better than just getting one. Some people say. Sweet Lou takes ball one. Sweet Lou Pinella. Thurman Munson on second. Reggie Jackson on first. This is what I'm talking about. It's your dad's Yankee. Hee hee hee hee hee hee. If you guys don't know what this play is, it's very famous. Thurman scores. The best kind of chaos. Oh, people are about to get so hot. The sword is already out there. Good. You like the turtleneck? I love that. It's cold. That looks. I love that. Two different blazers on the arms. Is one AL and one NL. I think so, yeah. World series. Yeah. So Reggie was out. He was forced out when they stepped on second. Yes. And they went to get the double play, which would have ended the inning.  So Thurman does good here to get off the base. Oops. Jackson's confused. Jackson might have knew what was going on, too. It might have been a little too unconfused. Sweet Lou with the liner to short. Did he drop that on purpose? I think that's open to discussion. I don't know if he ever admitted. I think he says no. But it'd be a good play to say yes. If he dropped it on purpose, then we have just heads. Like, this play is either the most heads-up baseball all around or the most heads-down baseball around it. Like, either he dropped that, then couldn't get to, and he got blocked, and Reggie was confused. I mean, Reggie knew what he was doing. Reggie knew what he was doing. Reggie had a pretty good idea of what he was doing. Dodger's fans have to still be pissed about this. Oh, yeah.  Yeah, the run scores because of it. Oh, nice. He's going to stand where Reggie stood. That's good. What are the Ups saying? That play was a mess. I don't know what to tell you, Tommy. You know what? The Ups haven't even gathered yet, right?  I think they're all fighting Tommy. That Ump was confused. He called safe when Reggie was out. He stepped on second. He was talking about Thurman. I know, but he still needs to call the out on Reggie. I mean, he's got a good beef. Yeah, he's got some beef there. So who's our shortstop for the Dodgers? Yeah, they're talking about using replays in 78. Took us a couple of years, huh? I think it's like 30 years. Yeah, which appeared again. Sucks. Know who the shortstop was for the Dodgers, Jim? No. Probably know him from another sport, Bill Russell. Look at this. Honestly, that angle doesn't look too bad. It's the other one. Weird, the other one. It's very clear. Because Reggie Jackson sees a ball coming at him. Doesn't get it. Doesn't get it. Look at the bat boy out there. Doesn't get out of the way. That's the main issue. And we're moving on. Yeah, that's it. Imagine if you're the shortstop, Bill Russell. And you do that on purpose, correct? You drop it on purpose to get the double play. Right. And then you make the heady play. Like the heads up play.  That's what I'm saying. See, they just had to make sure it's two outs. Reggie was out at second on the course. Confirming. Who's this? This is Tommy John versus, I can't see. Not Dusty Baker. He's on the Dodgers. This is Greg Nettles. No dribbler. All right. Didn't look like Greg was busting out of the box there. Also, did you see him drop his helmet? Yeah. No, he's upset. Look at him. That's not what he wanted to do. Very clear. That's not what he wanted to do. Here's another replay, Jake. This is the one. Yeah. I mean, it's the most obvious thing. First baseman gives him, come on. Come on. You can't do that. You got in the way. Can't do that. You did and it worked. Imagine if A-Rod and Bronson Royale, they didn't reverse it. A-Rod would have the same moment. He dropped that on purpose. He's a world. He's a shortstop. He dropped that on purpose. He's a really shortstop in the shortstop. He's a really heads-up play. So we're going to skip now to the eighth inning, correct? Yes. Bottom eight, I believe. End of the seven. All right, we're bottom eight now. Bottom eight. Who's up? Is this Paul Blair? Number two. Paul. He's my guy. Paul A-V and the power of three. Helped him win the World Series in 77. Trying to help him again in 78. Did he start? He's a postseason hero. Did he start? I believe Paul Blair did start. Yes. He started in center field. And Mickey Rivers comes in and pinch hits from. So I'm wondering what's going on there. Well, he was a defensive guy. But he has some good timely hits. Right, but he's batting leadoff. So he's batting leadoff instead of Mickey Rivers. So I wonder if he's got good numbers against Tommy John. What year is this, 78? Yeah, because he only played 75 games. The way you said, I wonder if he has good numbers against Tommy John. And he's just got a hand. I think of Tommy John as the surgery, not the man. Right. So it'd be funny if there was a stat of like. Oh, against pitchers. A-Rod versus pitchers who have had Tommy John. Yeah. Post Tommy John pitchers, A-Rod crushes him. You get stat. Baseball doesn't have enough stats. I'm going to have to check with the old guard on that. Because Mickey Rivers played in 141 games that year. So Paul Blair.  He's getting hits. That's all he does. I mean, they started a lefty. Mickey Rivers has a lefty, right? Mickey Rivers is lefty. Yeah. So you have lefty on lefty, maybe Paul Blair action. Got some nice VHS lines. What's he doing? Didn't want to do a new ball. Just slick. How's that? Dick Houser. Excuse me? Gary Forster. The way they did that was like they were surprised. Is that Paul Yeager, your catcher? I haven't seen him in a couple hours. It's the last video we get. Calling for a lefty.   Yeah, they can see. They have a camera that can show them what's going on. It's a game for them. There's Tommy John. Yes, the one-sleeve jacket walk needs to come back. Needs to come back. I know we said we didn't want stirrups to come back. I think I want the one Paul John needs to come back. I think that's allowed. Yeah. This, get grabbed before you start throwing. Roy White. Roy White. I don't know if you guys knew this. That's fair player. 5 for 15 in the World Series. What's that batting average, Jim? 5 for 16? 15. Got it. 3-33. So I was getting a guess, but I didn't have confidence in my guess. I was setting you up. A good set up. Rare. I don't have any confidence. Rare. Oh, the bun. It's a nice one. Can you get past them? No. It's close. Gets the tying run in scoring position. Tying run is on second. That's a bun. That's an OK bun. I understand. And I mean, you've got the dudes coming up, too, if you're the Yankees. That's sacrificed by a Y. I don't know if you tagged him. Controversy. Maybe. Thurman's up. So yeah, I mean, that's a bun to get the tying run of the World Series for Thurman Munson and Reggie Jackson. I think that's a great bun. We're OK with that. That's a great bun. Yeah. Well, actually, Roy White had a better chance to hit a single and gave the head of goalie. We'll take you. Eat a bug. Paul Blair on second. Thurman Munson at the plate. Dude, you know that announcer? Someone said they never call them Thurm the worm. Stop to hear that. I was about to do this. Stop to hear that. That comment made me laugh out loud. I don't think anyone ever, no one actually called them Thurm the worm. No way. The other announcer, Joe Gariglio, whatever. Garigola, something like that. They said we butcher's name. We didn't recognize his voice in the last one. I've read his book. He grew up with Gnocchi Bearer. I'm just not going to recognize a voice. Right. Not alive. He's alive in my heart. You weren't alive. No, I wasn't. You weren't alive during this. Is that person wearing all yellow? Thurman chasing some high heat. Oh, yeah, he's got the tying run. He's amped up. He's so excited to act like he doesn't care. That's true. He's got a big game broadcasting voice. Off his foot. He fouled it off his foot. He was hoping that they weren't going to call it, just so we could have more controversy. He could be the one that knew. Don't feel good. Off his foot. Fouled it off his foot. Oh, too. What do you throw on a Thurm? Dirt in it. This reliever seems pretty comfy. Too comfy, I'll be honest. He was chasing the high heat. So maybe. Climb the ladder. Maybe you climb the ladder here and then dirt. And look at Thurman, though. Yeah. Don't care. Down the line. Wow. Oh, too pitch. Yeah. Show me Thurman. Show me Munson. Give me the crossed arms. Show me Munson. We were over the dugout. There's a crowd reaction. Kind of. OK. Must have been raining. Those must be range coats. I don't know. There's so many people scattered about in yellow. It's a style. Dude, Paul Blair is a hero. Paul Blair has done a lot in the postseason. There he is. Yeah. No guard in the line, huh? Does he get close to it? Nope. Doesn't even throw the glove. Bad effort. Got to be honest with you. Is that Ron Sey? It is. He wasn't getting that, though. Hey. If Ron Sey was 5'10", maybe he gets his glove near that one. Is that a really bad 0-2 pitch? Yes. I think he was trying to climb the ladder, but didn't go up. So many yellow jackets had to be raining. Good playa. Strong hita. Good playa. Smart playa. Dude, it's like that's how Francesa talks, but that's just kind of how everyone used to talk. The captain. No nonsense. Yeah, who's? He's no nonsense with only doing nonsense. Like, he was standing two feet off the bag there just to do it. Oh, yeah, yeah, yeah. Like, you really want to make something of this? We can. Oh, wow. I love that. I mean, that's retaliation, right? I love that. It's genius. You've got First Base open. Yeah, yeah, yeah. It's Reggie Jackson, Mr. October.  I love that move. I think that had to come down from Tom and the Sorter or someone. That was on purpose, right? So that's something I never knew.  I had assumed so. There was a rain delay. So that excuses all the raincoats. I deducted that myself. Very smart. Yeah, it's something I never knew.  I've seen that play. I didn't know he got hit his next time up. Tie game in a World Series. So you could say it's not on purpose, but. Yeah. There's a lot of things that add up. We did see Tommy John pitch inside to him, which is what the commentator was just saying. So, but. Whatever. OK, good job. Done. And that was lefty on lefty. But yeah, now they're going to go the righty for sweet Lou. We had a big hit last time. Hey, they took out the warm-up pitches, which was either this video or broadcasting getting slightly better. Maybe they went to commercial and this video cut it out. Yeah. Fundamental stretches. So wait, we got a tie game right now, right? Tie game. Tied at threes. Bob Welch and Lou. Yeah, exactly. You see that? Yes. The backswing. I just want to make sure you saw that backswing was as voracious as the force one. Crazy that everyone gets old. Sad and beautiful. That was a nice pitch. You get that? I like that pitch. Pine tar on the thumb. I'm in the Bob Welch. This Jack Welch. In the way, the air to the jelly for him. Oh, six-code passcode on Jake's phone. Well, dude, it's the face ID thing. If you don't do that, then you got to go to the passcode. I don't have face ID nor six-code passcode. I don't think you have to. The number passcode is the only option. I know that's what I have. But it's just four. You got for me six, bro. I don't know what to tell you. Watch, sweet Lou. Here we go. Bob Welch. Dude, he wants that pitch. And I think he should be getting it. Yeah. Feels like a home crowd thing. Yeah, I was going to say, Bob Welch. He's a young winner, two-time All-Star. This is young. This is awesome, dude. This is his rookie year. OK. Well, that's why he's not getting pitches. Yeah.  I can't sleep Adela. So we had to come a little more inside. And that was actually all playing. And he's pumping them, yeah. Full count. Bob Welch won 27 games in 1990. Let it be known. If you were a young Dodger fan watching this game and you were screaming.  As of now, I'm somewhat with him. It's a case. From what I've seen, Yankees got some calls. There's a case. He's got some calls. That's all I'm saying. Bob Welch throwing cheese. You think he's going to mix one up or he's just keeping it heater? I think he's going to try and hit that same spot and he'll be swings, but high. Throwing cheese. He's locking on a dumpster once. You like him, huh? Strong chin. Chiseled face on sweet. And when the Yankees asked him to play by play and he just sounded like a ramblin' drunk. They were like, no, thank you. Tried to jam him. Where's that coming now? How? Oh. Guys. Who caught it? OK. They ruled an infield fly anyway. Good stuff. Who's that first baseman? That's our guy. I forget his name. What do the hat come off there? That got tight. Jesus, fellas. That first baseman, sorry I don't know his name. Stocky. I like his look. Like his build? I think the number six doesn't help him. I think a low digit first baseman is still a surprise. That's Steve Garvey. OK. I like the way he was built. Not Steve Harvey. Not Steve Harvey. 10-time All-Star Steve Garvey. Apologize. Just made some people upset. MVP. Most ballin'est player.  And, ooh, dude, they don't give it any swings. I think they called that a swing. Did they? I thought that's what he just said, but see if they give us a count. No. Yeah.  No, no, no, I'm cool, I'm cool, I'm cool. It's the complete opposite now where everything is a swing. Wave foul. Nettles, interested to see how he reacts, because he was pretty mad at his last at bat. Didn't run it out. Didn't run it out and toss the helmet. Thurman getting so bored on his other base. Allergic of second base. OK, watching the right knee. Watching the right knee.  A little bit. Put it in his holster. Didn't click. Did nobody have a full leg kick back in the day? Was that why we were so drawn to like David Justice and guys like that? I haven't been noticing leg kicks. Because I mean, this one at even count is a leg kick today. No, but it is interesting how he turns it in. Trying to get ahead of that heater. It's like the same spot as before.   Who's that guy on the right? I'm not excited. I mean, that's a tough, tough camp. Tough lighting. Oh, they just fixed it. Joe need to cut away. Nettles. Juice up.  Like, yes, I respect throwing all gas. But also if you have even a mediocre breaking ball, it's a strike out here. Talking. Come out here. Jaeger saying the same stuff I am. And Welsh is saying, no, throwing fastball. Fastball's only going to skip this. Do it again. I mean, this is I mean, I think you're right. I think they're both trying to get him to like, dude, throw. You can't just go fastball. Yeah, just dirt one. And young Bob Welsh is saying, no, announce my presence with authority. Welsh won 27 games in 1990. This is the 78 World Series. Pretty crazy. 12 years gap. But yeah, we were alive. There's a breaking ball and Nettles ropes it. Oh my god, they just coerced him into throwing a breaking ball and Nettles.  I'm sorry. And I like analytics. But this is exactly what David Cohn and so many pitching coaches now talking about. It's pitch with confidence. You wanted to be clearly, you want to be clearly did not want to throw that. But you wanted to throw it because I wanted him to be confident in it. But he clearly couldn't be. Wonder if he goes back to it. Oh my god. If he does, then respect back to Welsh, because he's a sick puppy, but he's throwing fastball. Hey, we all saw that. You don't need to be that emphatic on a call that is just obvious. I like it. He's letting the upper deck know. People in the cheap seats. I think I like Nettles a lot. I mean, imagine if that goes out. Yeah, it was close. It's another little change to the story. OK. Woo. Look at that bench. That's broadcasting, babe. You did wrong. Lucky Dan got so late. That's been one of my biggest learns from all of this. Got him. I'm a huge Nettles fan. And ears is just like that. Gossage is throwing. All right. We are bottom 10 now. They are tied up at three a piece. Still Yankees are coming up to bat. And it looks like Mickey's up. Mickey Rivers pinch hitting for Paul Blair. Mickey Rivers pinching. Look at that stance. I thought that was just his old timer stance. That's how he really used to hit. Looks like there's a bit of a problem with the camera. OK. That was the pinch hit appearance. Great catch. That was the pinch hit. Got to leave Paul Blair in there. Now here he comes. Your dad's favorite player. Roy White. Roy White. The bunt will get lost in the box score. Should be the name of our podcast. Always does. That's stance. Was that the announcer or the umpire that said strike? It was perfectly timed. Believe it was the announcer. These announcers kind of did radio play by play. I think they might have. Were they doing both? I got lost in the wiki one day. And the way they have whoever's broadcasting it formatted like messes with my head. So I don't know though. Because I don't think they are. I don't think they are either. But I think like the radio and TV teams took turn switching or something. I don't know. Someone will comment it. But they're definitely over telling this announcer. All right. Two and two to Roy. That's a good pitch. I mean that's the name of the game. That's the intention. One, two, three. Good pitch on the move. Can't find it right now. Is this still our dude? Who's pitching? Welsh. It's still Welsh. Oh yeah. They just he had the game. He started during the season. So he was stretched out. But he didn't get the start in this game. OK, but that's very interesting then. Because he has other pitches. But in that inning with the runners on, he didn't want to throw anything fast. But he can't go through the order again. He's a rookie. All fat. But I'm just saying like, if you're one inning, you can do that. Right. If you're this is now his third inning. Yeah. He's going to have to start mixing in pitches. We saw something briefly. He started. I think he started nettles. Or no, not the nettles at that. The next inning, which we might have fast forwarded through. Mickey? He started him with the curve ball. Lost the fastball there. Yeah, he's getting his arms, I don't know, tired or losing. And Jim, this is a classic case. A classic case. Because I don't care. Well, I do care that he's your dad's favorite player. But you can't walk. I love that dude with the binoculars. You can't walk Roy White before Thurmond Munson and Reggie Jackson. Ooh. Yeah, you can't. That's, I mean, that's Jax. We named the monkey Jax. But it's no Alts, right? It's Bob Wills. No, Mickey Rivers just won out. Yeah. Can't do that. I mean, I think he was trying to attack him, but he was overthrown. Here we go. Here's some numbers. Zero hits from Welch or Gossage. That's actually a lot of fun. Yeah. All right, here's Thurm. Didn't want it. I'm interested. And yeah, that's a, God, I can't imagine Mr. October last postseason and just every time he comes up to bat, especially in these moments. Oh, gotcha. Yeah, you were just waiting for something special to happen. That one was a little juicy. No one was having trouble. No one was having trouble. The short, Russell had it the whole time. The camera guy had trouble. The camera guy was the only guy not sure about that. They're having trouble. No, no, we're good. As Russell settled under. We are fine. Reggie. Reggie. Reggie. This guy's losing it. So it's Welch. What? Dude, that's a strike. Yeah. Yeah.  I don't think they were given the black back in the day. Or the outer third. That was a ball, but the first pitch was a strike. I don't. Do Dodgers fans still hate Reggie Jackson from this World Series? And the A's stuff, I don't know. Yeah, I would assume he's not loved by Dodgers fans. I think he's got East Coast, West Coast love. A's, Yanks. Yeah, I don't know. You going all haters here? No, that's what Reggie's haunting. Actually hasn't swung it, right? Hasn't swung it. And he's taken two strikes. One was a ball. Man, finds a hole. Game of inches, Jake. It's a game of inches. That's the one. Classic backup by Ron Sayer there. If young Jake was a Dodgers fan during the 70s, that's the one that I'd look back and say. That'd be an out. They'd shift. They'd probably be shifted perfectly for that now. I was in the 70s, though. Yeah, I'm just saying. I'm not a shifter, but. Secondary point. Nowadays, they probably shift for that. Strong, those handsome, strong boys. Another one of those strong men in pinstripes. And here we are again, sweet Lou. A lot of important at bats this game for the middle of this lineup. Yeah, it's a good that's how you want it to be. I'm sitting in the heater. Yeah, of course. I'd swing first pitch here. I'm sweet Lou. I'm swinging out of my shoes first pitch, sitting here. Odds are in your favor. Oh, no. That was he just missed his spot. That's the place he's been missing. Yeah, he's been missing.  So I need to fly. There it is. Lou. There he comes. Very white.  Hugs all around. The Dodgers were up 2-0 in this series. And now it's 2-2. Really? Yeah. Yeah, it's a huge win. You go up 3-1 or it's 2-2. And that was a must win for the Yankees, basically. And there's an event that clearly happened, the Reggie hip thing, that you're just like, we're screwed. That overshadows the rest of this game. It certainly overshadows the Paul Blair Bunt. Paul Blair, yeah. No, no. Was it Roy Whitebunt? I think it was Roy White. Roy Whitebunted. And then Roy White scored the winning run on Sun here. That's what my dad liked him. Roy White. Dodgers win the first two games of the series. Yankees go on to sweep the final four. Good call, dad. His favorite player. With a little hip action. Little rain delay, too. Little gentleman's rain. Sweet Lou. Little Russell in the shot for this. You had to come out swinging if you were Lou there. High fastball. Just got it, man. Got on top. He wasn't throwing any other pitches, and he was missing his spots. Wow, he got a good jump. He didn't even need that good of a jump. Elmett just hanging on for dear life. Roy White fell off. Roy White was scoring. Yeah. Roy White was scoring. I got to say, before the high five was invented, it is weird. He had a hug in. Sweet Lou. Ooh. It was better. Reggie. Didn't realize Reggie got hit by a pitch this game. Oh, yeah. Give it to me. No, no interview. Why would they do that? That had never crossed anyone's mind yet. Never mind about the interview. Well, that was a good game. Good bunt. Good hit by pitch. If you're a Dodgers fan. Good hip. If you're of my dad's age, 14 to 20, watching that game.  Hate him. And I think it's fair. Yeah. That's warranted. Turns into one of those weird competitor things. No, I'm talking about you're young and dumb. Oh, yeah, yeah, yeah. I said 14 to 20. Y and D. Gotcha.  And that sticks with you for your life. Oh, yeah. Can't shake it. Whatever you hate from 14 to 20, you're allowed to continue to hate. That's fair. All right. I was watching baseball. Thanks, guys. See you.