Latest / Teach Me Something Hosted By DJ Prostyle & Penny Dellas / The Power of Words with Professor Lisa Karakas

Transcript

The Power of Words with Professor Lisa Karakas · Teach Me Something Hosted By DJ Prostyle & Penny Dellas

• 0:00
  Speaker 1: Hey, what's up. This is DJ pro Style and this
• 0:02
  Speaker 1: is Penny tell Us and this is teach Me Something.
• 0:05
  Speaker 2: Brought to you by Berkeley College.
• 0:07
  Speaker 1: And we are back. Hello. This is teach Me Something
• 0:11
  Speaker 1: where experience meets elevation.
• 0:14
  Speaker 2: I am DJ pro Style and I am Penny tell Us.
• 0:17
  Speaker 1: Are you ready, Penny?
• 0:19
  Speaker 2: Are you ready?
• 0:19
  Speaker 1: I'm ready. I feel like it's been forever in a day.
• 0:22
  Speaker 3: It has a day because we are in season three.
• 0:27
  Speaker 1: Season three, Ladies, Penny, Today, I have to focus. Okay, yes,
• 0:34
  Speaker 1: I can't say, I can't say, we can't stutter on
• 0:38
  Speaker 1: any words.
• 0:39
  Speaker 3: Feedback from the audience has been they just want to
• 0:43
  Speaker 3: get filtered us.
• 0:44
  Speaker 1: Yeah, they level no, but today's guests is today's guest.
• 0:48
  Speaker 1: He's going to point out our crutch words. She is,
• 0:51
  Speaker 1: our brain farts, she is.
• 0:52
  Speaker 3: And you know what, after the feedback that we received
• 0:56
  Speaker 3: from our in studio live episode to launch.
• 0:59
  Speaker 2: This season, we need to let go, let go, let go.
• 1:05
  Speaker 1: Just let go and has the has the I mean,
• 1:08
  Speaker 1: we'll talk about it later, but hopefully some of the
• 1:10
  Speaker 1: inspirational words of you finding a man during the live
• 1:12
  Speaker 1: episode helped out. All Right, we'll get an update soon.
• 1:15
  Speaker 2: We'll get up that yeah.
• 1:17
  Speaker 3: Now let's get in Today's all right, let's get into
• 1:19
  Speaker 3: it because we are so excited. So this podcast came
• 1:23
  Speaker 3: up because of a program that we have at Berkeley
• 1:25
  Speaker 3: College media Communications, and it is such an honor to
• 1:32
  Speaker 3: have one of our professors that teaches media communications and
• 1:36
  Speaker 3: is on the development committee for the program here with
• 1:39
  Speaker 3: us today. Lisa here, Hello, Hello, Hello, I'm so happy
• 1:45
  Speaker 3: to be here, very excited.
• 1:46
  Speaker 1: Are you ready? You see the kind of energy we have, right.
• 1:48
  Speaker 4: I am so ready.
• 1:50
  Speaker 2: We are so loud.
• 1:51
  Speaker 1: We were hanging out on the lobby before this, so
• 1:52
  Speaker 1: she kind of you know.
• 1:54
  Speaker 5: I got the feel for it.
• 1:56
  Speaker 4: I love it.
• 1:56
  Speaker 2: I love it.
• 1:56
  Speaker 3: It's a lot of brotherly love. Love sometimes is subjective, true,
• 2:00
  Speaker 3: and you should that.
• 2:02
  Speaker 4: I could do a PhD dissertation on that.
• 2:05
  Speaker 3: Right, But Lisa, you have thirty plus years in academia, yes,
• 2:13
  Speaker 3: and very long side of academia.
• 2:14
  Speaker 2: You take beautiful portraits.
• 2:16
  Speaker 4: Oh, thank you, Yes, team.
• 2:19
  Speaker 3: I follow her on socials and it's just inspiring, the
• 2:23
  Speaker 3: nature photography that you do. It's just it's the power
• 2:25
  Speaker 3: of storytelling. Right. We do an absolutely and branding and
• 2:29
  Speaker 3: you do it through photography and literature.
• 2:32
  Speaker 1: You have this y Yeah, awesome.
• 2:34
  Speaker 2: I observe.
• 2:36
  Speaker 4: The pandemic really got me into that a lot because
• 2:39
  Speaker 4: it was so quiet here in Manhattan, and I was
• 2:43
  Speaker 4: able to walk and really listen, and I realized just
• 2:47
  Speaker 4: how much there is here that usually goes unnoticed so much.
• 2:51
  Speaker 4: So much we just kind of go through our lives
• 2:54
  Speaker 4: and we don't realize just the ecosystem that exists around us.
• 2:59
  Speaker 4: So the pandemic open my eyes to that, so and
• 3:02
  Speaker 4: I bring that into my classes too, So that's fun.
• 3:04
  Speaker 2: That's there's a photograph that you took of a bee pollen.
• 3:09
  Speaker 3: Yeah, and you see the bee like its full body
• 3:13
  Speaker 3: so detailed, and for me, my whole life because I'm allergic,
• 3:18
  Speaker 3: ill feared them, of course. And then I was able
• 3:21
  Speaker 3: to see that photograph and see it in a different lighting,
• 3:23
  Speaker 3: so changing perspective to.
• 3:25
  Speaker 1: Get a little nervous.
• 3:26
  Speaker 2: No, that's nice.
• 3:28
  Speaker 4: Actually had a calming effect on you, it did, that's good.
• 3:31
  Speaker 4: I used my macro lenses for those.
• 3:34
  Speaker 1: I probably like the winter then, because there's no like bugs.
• 3:37
  Speaker 1: You don't like the winter.
• 3:38
  Speaker 2: It's so sad and gloomy.
• 3:39
  Speaker 1: Well, it's been like this winter. Let's hurry, this has
• 3:42
  Speaker 1: been at least now it's warming up right, So it
• 3:44
  Speaker 1: is HM.
• 3:46
  Speaker 3: So let's warm up to the notion of how you
• 3:48
  Speaker 3: got into higher education.
• 3:51
  Speaker 4: Oh well, both my parents were teachers. A lot of
• 3:54
  Speaker 4: my family members are teachers, and when I was young,
• 3:59
  Speaker 4: in addition to photography and teaching, I'm also a musician.
• 4:02
  Speaker 4: I played the violin. I've been playing since I was young.
• 4:05
  Speaker 4: I performed a lot in chamber groups and orchestras, and
• 4:09
  Speaker 4: there were a lot of international people there in you know,
• 4:13
  Speaker 4: a lot of the violinists along with me were from
• 4:15
  Speaker 4: other countries. They didn't always understand what the conductor was saying,
• 4:20
  Speaker 4: so they would ask me. They would say, Lisa, what
• 4:23
  Speaker 4: did he just say?
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  Speaker 2: What was that?
• 4:24
  Speaker 4: I didn't get it? So I was always explaining to
• 4:26
  Speaker 4: them what the conductor had just said. And sometimes the
• 4:30
  Speaker 4: conductor would look and I'd say, I'm just explaining. So
• 4:34
  Speaker 4: I realized I'd love to help people with English. I've
• 4:37
  Speaker 4: always loved reading, and yeah, I've been a voracious reader.
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  Speaker 4: I still am. And since I enjoy doing this, just naturally,
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  Speaker 4: I realized I can make a career out of it.
• 4:49
  Speaker 4: And I was very excited to learn that I can
• 4:52
  Speaker 4: make a career out of teaching international people. How to
• 4:56
  Speaker 4: speak English and improve their speaking skills, and then that
• 4:59
  Speaker 4: kind of branched off into teaching at Berkeley. So it's been,
• 5:03
  Speaker 4: you know, a long road, but I just so much
• 5:05
  Speaker 4: fun for me. Every day I go up in front
• 5:08
  Speaker 4: of people. I love it.
• 5:09
  Speaker 1: So that's awesome.
• 5:10
  Speaker 4: Yeah, after thirty something years, I still enjoy what I do.
• 5:14
  Speaker 2: I'm very fortunate, beautiful. Well it's passionate purpose.
• 5:17
  Speaker 1: Yeah, well this is great because I definitely want to
• 5:20
  Speaker 1: learn how to speak English. You seem to be.
• 5:24
  Speaker 5: So far, so good.
• 5:25
  Speaker 1: I should be bilingual. It's funny. I am. I am bilingual.
• 5:29
  Speaker 1: We'll talk about that. The languages.
• 5:30
  Speaker 2: Yeah, should be try.
• 5:32
  Speaker 1: Yeah, I try, try, try, try. Work out for me.
• 5:38
  Speaker 5: That's a good one.
• 5:39
  Speaker 4: I love it.
• 5:41
  Speaker 1: I grew up in a household where you know, my
• 5:43
  Speaker 1: mom is Greek, my dad's Dominican, right, so my mom
• 5:46
  Speaker 1: was like they're going to learn Greek, and my dads
• 5:48
  Speaker 1: like they're going to learn Spanish. And then I didn't
• 5:50
  Speaker 1: learn it either.
• 5:51
  Speaker 4: Oh it's funny because they didn't switch back and forth
• 5:55
  Speaker 4: when you were young like they did.
• 5:56
  Speaker 1: And that's I think, Well a couple of things. My
• 5:58
  Speaker 1: sister learned it. I didn't. I guess my mind, you know,
• 6:00
  Speaker 1: my mind wandered off and I was like, yeah, yeah, whatever,
• 6:02
  Speaker 1: I'm just going to play with these toys over here.
• 6:05
  Speaker 1: But I will say I think that speaking another language
• 6:08
  Speaker 1: starts from home. But but they should only speak that
• 6:11
  Speaker 1: language at home, right where if you're speaking English else
• 6:15
  Speaker 1: at your home, it makes it harder to learn. Like
• 6:18
  Speaker 1: I found that, Like on the Spanish side, a lot
• 6:21
  Speaker 1: of kids they own their parents only spoke to them
• 6:24
  Speaker 1: in Spanish, right, Or even on the Greek side, like
• 6:26
  Speaker 1: my mom, you know, her parents only spoke to them
• 6:29
  Speaker 1: in Greek. Because you're going to learn English at school
• 6:32
  Speaker 1: and around and out and about, so at home you
• 6:34
  Speaker 1: should speak the language.
• 6:35
  Speaker 4: So it's like you're being immersed in it. It's it's
• 6:38
  Speaker 4: almost like immersion.
• 6:41
  Speaker 1: Because my wife speaks multiple languages. You were telling you
• 6:44
  Speaker 1: that it's a bunch of languages, and I'm like, oh,
• 6:46
  Speaker 1: our kids, you know, they still only speak one, but
• 6:49
  Speaker 1: they kind of get on, you know, and it's because
• 6:51
  Speaker 1: we speak English at home. But she blames it on me.
• 6:53
  Speaker 1: She's like, well, I can't speak If you can't speak the.
• 6:56
  Speaker 2: Only one, it's difficult.
• 6:59
  Speaker 1: You have to stuff.
• 7:00
  Speaker 3: My house was just chaos because, like my dad spoke
• 7:04
  Speaker 3: Greek and English, right, and then my mom was primarily
• 7:09
  Speaker 3: Spanish and then English, right, both immigrants to this country.
• 7:14
  Speaker 3: And but then my mom's dad it was Italian and Spanish,
• 7:22
  Speaker 3: and then my mom's mom was Portuguese. So we didn't understand. Yeah,
• 7:31
  Speaker 3: we did not understand that they were all different languages.
• 7:35
  Speaker 4: Well, that's amazing.
• 7:36
  Speaker 2: We just would kind of intertwine. Incredible a sentence in Spanish.
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  Speaker 3: My brother could not differentiate language until like five or six,
• 7:48
  Speaker 3: but he carried the Greek and the English, and then
• 7:52
  Speaker 3: I was opposite. I carried Spanish English, and then we
• 7:55
  Speaker 3: kind of flipped at one point.
• 7:57
  Speaker 4: That's incredible how the brain works, isn't it. Yeah, I
• 8:00
  Speaker 4: just tie them all together.
• 8:01
  Speaker 1: And it's funny how you you actually know everything right,
• 8:05
  Speaker 1: So like I find it with myself if I travel
• 8:07
  Speaker 1: somewhere like I spent. I remember one time we spent
• 8:09
  Speaker 1: like three weeks in Dominican Republic, and my Spanish was
• 8:12
  Speaker 1: a one because we were staying somewhere where they only spoke,
• 8:15
  Speaker 1: so course there wasn't an option.
• 8:18
  Speaker 4: It's interesting, yes.
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  Speaker 1: Crazy, how good I can speak. And I came home
• 8:24
  Speaker 1: and I was like, I can't say anything an Yeah,
• 8:28
  Speaker 1: we spent We stayed in when I was like ten,
• 8:30
  Speaker 1: We stood in Greece up in the mountains for like
• 8:33
  Speaker 1: a month the whole summer, so almost like a month
• 8:35
  Speaker 1: and a half and literally like you couldn't say one
• 8:38
  Speaker 1: word in English. They didn't understand anything. Wow, I had
• 8:41
  Speaker 1: to learn, and.
• 8:41
  Speaker 4: We learned how you were thrown right into it.
• 8:44
  Speaker 1: So that's still in the backyard. So I understand all
• 8:46
  Speaker 1: the languages. I think mentally, as you get older, you're
• 8:49
  Speaker 1: so self conscious of saying something wrong that the.
• 8:52
  Speaker 4: Fear of making mistakes. That's something I tried to instill
• 8:56
  Speaker 4: in my students, and that can actually piggyback into the
• 8:58
  Speaker 4: whole a I roam because I try to tell my
• 9:02
  Speaker 4: students that making mistakes is okay. It's a safe space
• 9:06
  Speaker 4: to do that, and that's how people learn, yes, and
• 9:09
  Speaker 4: that's why some people tend to turn to AI to get,
• 9:12
  Speaker 4: you know, to submit this polished, almost artificial sounding writing
• 9:16
  Speaker 4: because they're afraid of making mistakes. I really instill in
• 9:19
  Speaker 4: them that it's okay, and I love giving feedback and
• 9:22
  Speaker 4: then they feel more comfortable and then I get their
• 9:24
  Speaker 4: own voice and their own writing, and it's wonderful. Makes
• 9:27
  Speaker 4: me happy.
• 9:28
  Speaker 1: Yeah, yeah, I could totally see that being the case.
• 9:32
  Speaker 2: Because you chat GBT everything.
• 9:34
  Speaker 1: No, no, it's no, it's a totally different what she's saying.
• 9:38
  Speaker 1: So I could use a different example, and I use
• 9:41
  Speaker 1: it with my wife all the time, and so like
• 9:44
  Speaker 1: we go to the same places all the time, and
• 9:47
  Speaker 1: she'll still put on navigation to get there and I'm
• 9:51
  Speaker 1: like that you don't know how to get here yet,
• 9:53
  Speaker 1: and I always tell her, don't use it, and then
• 9:57
  Speaker 1: so like I find myself. Basically, what I'm trying to
• 9:59
  Speaker 1: say is for me to learn how to get from
• 10:00
  Speaker 1: point A to B, I won't use navigation.
• 10:02
  Speaker 4: So you can input that because the day I do.
• 10:05
  Speaker 1: It wrong, after I do it wrong one time and
• 10:07
  Speaker 1: I fix that mistake, like you're saying now now I
• 10:10
  Speaker 1: know it forever. I don't need navigation every time. You
• 10:15
  Speaker 1: never learn. So it's the same concept. I get it.
• 10:18
  Speaker 1: Oh absolutely, just start blurring out multiple languages and if
• 10:21
  Speaker 1: I say it wrong, it is what.
• 10:22
  Speaker 2: It is, It is what it is. What language do
• 10:25
  Speaker 2: you dream in?
• 10:26
  Speaker 3: I was just about to ask podcasts going in a
• 10:28
  Speaker 3: completely different direction, but it's all media communications.
• 10:32
  Speaker 2: What do we dream in?
• 10:33
  Speaker 4: For me? English? Well, but the two of you know
• 10:37
  Speaker 4: so many languages. What languages do you dream in?
• 10:39
  Speaker 3: They say that, like your primary is what you dream in,
• 10:42
  Speaker 3: and by day I mean studies.
• 10:45
  Speaker 4: English. Okay, what about you?
• 10:48
  Speaker 2: I dream in all three. It depends what I'm dreaming.
• 10:51
  Speaker 3: Like I have dreams with my dad and we'll be
• 10:54
  Speaker 3: speaking English and then I'll go to Greek.
• 10:56
  Speaker 4: That's incredible. Yeah, that really is do either you're reading music,
• 11:01
  Speaker 4: I don't. That's another language.
• 11:04
  Speaker 2: That is a completely that's another language.
• 11:06
  Speaker 4: So if you read music, I never thought about that,
• 11:09
  Speaker 4: it's a language.
• 11:11
  Speaker 1: My son is on the same kind of level. Like
• 11:13
  Speaker 1: he's reminds when you were talking, like because he plays
• 11:15
  Speaker 1: the violin, he plays the piano, He studies, he studies languages.
• 11:19
  Speaker 1: He's like all into reading.
• 11:20
  Speaker 4: He's creative, creative.
• 11:23
  Speaker 2: To bring on, we.
• 11:24
  Speaker 1: Spoke about this, he would baby, Yeah, he'll come on
• 11:28
  Speaker 1: here for his book. How old is he writes books?
• 11:31
  Speaker 1: He's nine, He's wrote he wrote already two books.
• 11:34
  Speaker 4: Like he's very right brain.
• 11:36
  Speaker 5: That's wonderful.
• 11:38
  Speaker 1: Is that what it is? He's right?
• 11:40
  Speaker 5: So memory, the left brain.
• 11:42
  Speaker 4: Is so much research on the right brain very analytical.
• 11:45
  Speaker 4: The left brain, I think, and then the right brain
• 11:48
  Speaker 4: is the more creative side, and.
• 11:50
  Speaker 2: He happens when you're in the middle.
• 11:52
  Speaker 4: That's the best of both worlds. I already know that.
• 11:59
  Speaker 3: But going back, you know, I mean, you're strengthening our
• 12:03
  Speaker 3: minds as you're sitting here, which is awesome.
• 12:05
  Speaker 2: This is like a class, guys, it's open.
• 12:07
  Speaker 3: You know, we're auditing a class. But you've helped students
• 12:11
  Speaker 3: strengthen their writing, their speaking, their research and communication skills.
• 12:16
  Speaker 3: Why are these skills still so critical in today's media
• 12:21
  Speaker 3: driven world?
• 12:22
  Speaker 4: Whether they're the bedrock for everything. We need to have
• 12:25
  Speaker 4: a strong foundation in those skills and then use technology
• 12:30
  Speaker 4: to enhance what we already have, not to substitute for it.
• 12:35
  Speaker 4: So we need to be able to write a coherent
• 12:37
  Speaker 4: sentence or express our thoughts without a bot helping us out.
• 12:42
  Speaker 4: We need to be able to code switch when we speak,
• 12:46
  Speaker 4: so we can be more casual if we're talking, for example,
• 12:49
  Speaker 4: to a group of high schoolers, and be more formal
• 12:52
  Speaker 4: if we're presenting to a group of board members for
• 12:56
  Speaker 4: a corporation. We need to be able to do that.
• 12:59
  Speaker 4: From what I always like to say, the best bot
• 13:02
  Speaker 4: of all, which is up here our brain. Nothing can
• 13:05
  Speaker 4: even come close to what's up here. So if we
• 13:08
  Speaker 4: learn those skills, and it's getting harder to get people
• 13:12
  Speaker 4: to learn them now, it's becoming more of a challenge,
• 13:14
  Speaker 4: but it's still doable. You learn those skills, you can
• 13:17
  Speaker 4: flourish and just do anything. And I firmly believe that,
• 13:21
  Speaker 4: and that's what I teach in my classes, whether it's
• 13:24
  Speaker 4: my on site classes or my online classes. And I
• 13:28
  Speaker 4: kind of tweak things as we go along. When the
• 13:30
  Speaker 4: students are speaking, if they use, for example, a double
• 13:32
  Speaker 4: negative in a professional speech, I'll tell them about it afterwards,
• 13:37
  Speaker 4: try to open up their eyes to that and say, well,
• 13:40
  Speaker 4: when we have to use professional English, we don't want
• 13:43
  Speaker 4: to do that. If they use a lot of fillers
• 13:46
  Speaker 4: what did you call them?
• 13:48
  Speaker 1: Oh, like those.
• 13:52
  Speaker 5: Right brain farts. So those those extra little.
• 13:54
  Speaker 4: Things that if we use them we want to.
• 14:00
  Speaker 1: It would be like a or something.
• 14:01
  Speaker 4: Like like like if I could be a multi billionaire,
• 14:05
  Speaker 4: if I got a nickel or even a dollar or
• 14:07
  Speaker 4: a penny for every time I heard, Like.
• 14:09
  Speaker 3: When I took public speaking at Berkeley, Professor Cowen was
• 14:14
  Speaker 3: my pence, and they would mark up how many times
• 14:17
  Speaker 3: we use the fillers. We would have the head of
• 14:20
  Speaker 3: our censor of academic success come in and judge us.
• 14:23
  Speaker 4: Oh wow, it's almost like toast masters.
• 14:25
  Speaker 2: They do, yes, and they would count the fillers.
• 14:28
  Speaker 1: Wow, we talked about that, Yes we did so, yep,
• 14:31
  Speaker 1: I did the same. So in my earlier days on
• 14:34
  Speaker 1: radio when they would air check all the time, I
• 14:37
  Speaker 1: remember sitting down someone and they were like, hey, so look,
• 14:39
  Speaker 1: this is obviously this word and I want to say
• 14:41
  Speaker 1: it was or something or maybe it was like like
• 14:43
  Speaker 1: or something like that. They're like, this is your crutch word.
• 14:46
  Speaker 1: And we went and he we counted how many times, like,
• 14:49
  Speaker 1: oh my god, like in one talk break, I'm saying
• 14:51
  Speaker 1: it like eight times in this hour?
• 14:53
  Speaker 5: What hour?
• 14:54
  Speaker 1: You said it like forty five times? And they're like,
• 14:56
  Speaker 1: let's work on that. So then I started and then
• 14:58
  Speaker 1: we'd go back and count and and you start thinking.
• 15:01
  Speaker 4: Like and they decreased.
• 15:03
  Speaker 1: They decreased because once you know exactly, you know, now
• 15:06
  Speaker 1: you're trying to talk correctly without saying anything like that
• 15:11
  Speaker 1: like the you know what I mean, you know what.
• 15:14
  Speaker 4: I'm saying all those type of things.
• 15:16
  Speaker 3: Those fellers lot on this podcast, you say, yeah, editing,
• 15:20
  Speaker 3: that's the agreement.
• 15:24
  Speaker 1: I remember being younger and people will always say right,
• 15:28
  Speaker 1: I remember that. How would I know you keep saying.
• 15:32
  Speaker 4: Right and.
• 15:37
  Speaker 5: Delightful New York accent?
• 15:39
  Speaker 1: Yeah, still says I.
• 15:44
  Speaker 5: We love that word.
• 15:45
  Speaker 4: I don't hear it that much anymore.
• 15:47
  Speaker 3: Oh, Alexander, as someone who teaches within the media communications program,
• 15:55
  Speaker 3: how have you seen careers in media evolve? Oh wow
• 16:00
  Speaker 3: over the past few decades. I mean it has transcended,
• 16:03
  Speaker 3: It really has.
• 16:04
  Speaker 4: Back in medieval times when I started teaching, cell phones
• 16:09
  Speaker 4: weren't even out yet, so media we automatically thought about
• 16:14
  Speaker 4: the anchors on TV or the newscasters on the radio,
• 16:18
  Speaker 4: and that was pretty much it. The folks who sat
• 16:21
  Speaker 4: and wrote and printed out the New York Times and
• 16:23
  Speaker 4: other publications. And then came cell phones and things got
• 16:28
  Speaker 4: quicker and faster. But when things really rocketed up was
• 16:32
  Speaker 4: when the Internet came out, and that became oh wow,
• 16:37
  Speaker 4: that changed the whole landscape. Everything became instantaneous, and of
• 16:42
  Speaker 4: course they started putting more satellites up into orbit to
• 16:44
  Speaker 4: deal with all this technology. And then once the smartphones
• 16:48
  Speaker 4: came along, where you had a whole recording studio right
• 16:51
  Speaker 4: in your hand. I mean, that's when social media started
• 16:56
  Speaker 4: taking off. And I mean I remember when my Space
• 16:59
  Speaker 4: first started. That's might speak. I think I still have
• 17:03
  Speaker 4: a defunct account somewhere in my space.
• 17:06
  Speaker 2: And people knew what it meant when you were either
• 17:08
  Speaker 2: that top eight or not.
• 17:10
  Speaker 4: Yes, that's right exactly. So once that happened, you know,
• 17:15
  Speaker 4: we became more and more connected, and then people started,
• 17:21
  Speaker 4: you know, they started incorporating likes and dislikes, and we
• 17:24
  Speaker 4: started getting followers, and then it became almost I guess
• 17:29
  Speaker 4: we can say glorified ego hit in a way. I
• 17:32
  Speaker 4: know it appeals to our egos and our sense of
• 17:35
  Speaker 4: wanting to be out there and validated. And then we
• 17:39
  Speaker 4: just and then came the whole thing with the becoming
• 17:42
  Speaker 4: content creators. And it's just it's accelerating rapidly. Some of
• 17:47
  Speaker 4: my students, they are so advanced and they have so
• 17:50
  Speaker 4: many different accounts, they have so many different ways they
• 17:53
  Speaker 4: get themselves out there these days, and it's pretty incredible.
• 17:56
  Speaker 4: But I always tell them they still need the educational
• 17:58
  Speaker 4: foundation to be really taken seriously and to learn all
• 18:01
  Speaker 4: the skills that go into doing that effectively. Yeah, that's
• 18:06
  Speaker 4: how I've seen things evolve.
• 18:09
  Speaker 1: And talking about evolving and talking about technology, with technology
• 18:12
  Speaker 1: rapidly changing, how we communicate. You've recently incorporated AI literacy
• 18:16
  Speaker 1: into your teaching, So how do you see AI shaping
• 18:19
  Speaker 1: the future of communication and education.
• 18:21
  Speaker 4: Well, I see it being able to polish us up,
• 18:25
  Speaker 4: to help us streamline our thinking, to help us organize
• 18:28
  Speaker 4: our thoughts. But again, like I said earlier, we should
• 18:34
  Speaker 4: not use it to replace our voices and our humanity,
• 18:38
  Speaker 4: and I.
• 18:38
  Speaker 1: See in our brains exactly.
• 18:41
  Speaker 4: Yes, I see it going in that direction a little bit,
• 18:44
  Speaker 4: and it makes me a little bit worried. So we
• 18:47
  Speaker 4: still have to I mean, I use it as a
• 18:49
  Speaker 4: supplement to enhance my coursework. I work with instructional and
• 18:53
  Speaker 4: designers at Berkeley and we figure out and there's also
• 18:56
  Speaker 4: a great AI committee at Berkeley that works on this
• 18:59
  Speaker 4: and we do talk about it a lot. But in
• 19:02
  Speaker 4: terms of relying solely on AI, not really the way
• 19:06
  Speaker 4: to go. So it involves a lot of reflection on
• 19:09
  Speaker 4: our own thought processes as we use AI in conjunction
• 19:14
  Speaker 4: with our own thoughts.
• 19:16
  Speaker 1: Yeah, that's being in school young like, and this is
• 19:21
  Speaker 1: obviously before like you're saying, the cell phones took off
• 19:24
  Speaker 1: and there being the Internet with Google and ways to
• 19:26
  Speaker 1: answer everything you possibly could think of right online. I
• 19:29
  Speaker 1: remember when just a calculator was Remember those days and
• 19:32
  Speaker 1: it was so looked at as frowned upon, like you're
• 19:35
  Speaker 1: not allowed to bring a calculator. Yes, if you're.
• 19:37
  Speaker 4: Doing technology, that's right the advance.
• 19:41
  Speaker 5: Forget how to do math.
• 19:42
  Speaker 1: Calculator was the type of thing you learn how to
• 19:44
  Speaker 1: do math, and now forget that.
• 19:46
  Speaker 2: To memorize those tables, I remember those days. Use your
• 19:49
  Speaker 2: fingers and we used.
• 19:51
  Speaker 4: To have little cheat sheets sometimes too.
• 19:53
  Speaker 2: I learned how to infractions.
• 19:55
  Speaker 1: I still do that on my kids. I make sure
• 19:56
  Speaker 1: that no, no, no, I just make sure that they still
• 19:59
  Speaker 1: take out a pad and they write down everything excellent
• 20:03
  Speaker 1: when they're doing all My kids are really good at math,
• 20:06
  Speaker 1: and they just break down all. You know, I want
• 20:09
  Speaker 1: to see how they got the answer. And that's always
• 20:11
  Speaker 1: made sure, you know, what's interest making sure they want
• 20:14
  Speaker 1: to see.
• 20:14
  Speaker 2: How you have to show the work you do got
• 20:17
  Speaker 2: the answer behind.
• 20:17
  Speaker 4: That's right, And that's it's rebounding back to kind of
• 20:22
  Speaker 4: rocking it old school in a way. Since there's so
• 20:25
  Speaker 4: much technology out there now, a lot of professors and
• 20:28
  Speaker 4: and also teachers, I know that they don't allow cell
• 20:31
  Speaker 4: phones and whatnot in elementary and high school all that.
• 20:34
  Speaker 4: But in college, we're telling folks to put the devices away.
• 20:38
  Speaker 5: Here's a pen and paper.
• 20:41
  Speaker 4: They say, oh, can I have a pen because nobody
• 20:43
  Speaker 4: carries pens anymore.
• 20:44
  Speaker 5: So here's a pen, here's some paper.
• 20:46
  Speaker 4: Let's get our thoughts down from here to.
• 20:49
  Speaker 2: There, back to analog, back to analog.
• 20:51
  Speaker 4: And I love seeing their handwriting because everything's typed. I
• 20:55
  Speaker 4: love seeing people's personalities.
• 20:57
  Speaker 2: And not many of them no scripts.
• 21:01
  Speaker 3: When I'm teaching and I'm writing on the board, I
• 21:04
  Speaker 3: write in script. I don't write just in print. And
• 21:09
  Speaker 3: someone raised their hand in class and asked, miss b
• 21:14
  Speaker 3: what language is that? Are you writing in Greek? I
• 21:17
  Speaker 3: said no, I thought they were punking me. I was
• 21:21
  Speaker 3: waiting for like Ashton Kutcher and now we're aging ourselves
• 21:23
  Speaker 3: and like where's the cameras? But no, they didn't know
• 21:25
  Speaker 3: what script was. So no, they're not I heard that.
• 21:30
  Speaker 3: That is not obligatory. They're not teaching it anymore.
• 21:33
  Speaker 2: It's teaching.
• 21:35
  Speaker 3: It's very sad, right, So when they sign their names
• 21:38
  Speaker 3: it's print. Wow, So not everyone, but you know there
• 21:44
  Speaker 3: are some that do know script.
• 21:45
  Speaker 4: And it's kind of becoming a lost art.
• 21:51
  Speaker 1: Two different things, right, But yeah, that's interesting that they
• 21:54
  Speaker 1: we should be bringing.
• 21:57
  Speaker 2: You know, life tools back, like how to me?
• 22:01
  Speaker 1: I think we are going to bring my Sondy here
• 22:02
  Speaker 1: for an episode and really like what are they like?
• 22:05
  Speaker 2: Yeah?
• 22:06
  Speaker 4: Remember that show Are you Smarter than?
• 22:08
  Speaker 3: Like?
• 22:08
  Speaker 2: Let's are we smarter than Baby Pro?
• 22:11
  Speaker 1: He's definitely the wrong one to pick.
• 22:12
  Speaker 2: To go, but it's a segment.
• 22:14
  Speaker 1: He's gonna make us look terrible. At least please I
• 22:17
  Speaker 1: can come back.
• 22:17
  Speaker 2: And we can bring Baby Pro and and really see.
• 22:22
  Speaker 1: He answers them like whatever, Oh cool.
• 22:24
  Speaker 4: We can bring in a keyboard. That would be so cool.
• 22:26
  Speaker 2: Oh, that's so fun.
• 22:28
  Speaker 3: It's interesting how dependent on technology we have become. Oh yes,
• 22:35
  Speaker 3: as a society at least you know, in the first world, right,
• 22:40
  Speaker 3: because it's not a global m HM circumstance. But it's
• 22:45
  Speaker 3: definitely interesting when our phone dies and it's what are.
• 22:48
  Speaker 2: We going to do? Are we going to call? What number?
• 22:50
  Speaker 2: Did I memorize?
• 22:52
  Speaker 4: I don't know where to go without a mask or
• 22:54
  Speaker 4: even their own phone numbers. People are starting to forget
• 22:57
  Speaker 4: like my phone numbers because we don't say it very often.
• 23:00
  Speaker 4: It's in our phones, you know. And another thing I
• 23:03
  Speaker 4: try to work on in all my classes not only
• 23:05
  Speaker 4: public speaking is eye contact and active listening. These are
• 23:09
  Speaker 4: skills that are becoming rare and precious these days. And
• 23:14
  Speaker 4: being able to not that creepy kind of eye contact
• 23:17
  Speaker 4: where you don't blink like the New York City subway
• 23:19
  Speaker 4: stare that some people give you no, no, no, not
• 23:21
  Speaker 4: like that. But just showing that we are listening, that
• 23:24
  Speaker 4: we are quieting our minds and focusing on what people
• 23:27
  Speaker 4: are saying is a really really important skill, and I
• 23:30
  Speaker 4: try to foster that. I tell my students to put
• 23:32
  Speaker 4: their their devices away, and sometimes they glower and look
• 23:35
  Speaker 4: at me, but then they realize, hey, all right, I'm
• 23:37
  Speaker 4: going to focus on this. I'm going to.
• 23:39
  Speaker 2: Try the language the sign of respect.
• 23:41
  Speaker 4: Yes exactly exactly. And some of them have never done
• 23:44
  Speaker 4: that before. They are just they're always looking down, always
• 23:48
  Speaker 4: splitting their attention. And when we're speaking, even to the
• 23:52
  Speaker 4: boring bits we want to, you know, make sure that
• 23:54
  Speaker 4: we practice listening and asking follow up questions and showing
• 23:58
  Speaker 4: interest in others. That's super, super important and that actually
• 24:03
  Speaker 4: gets people promoted, sometimes even more often than just a
• 24:07
  Speaker 4: four point zero gpa are on their transcript yep, yep.
• 24:11
  Speaker 4: So these skills are becoming more and more important. The
• 24:14
  Speaker 4: fancier technology gets, the more our base humanity becomes rare
• 24:20
  Speaker 4: and precious and important. When I gave the commencement speech
• 24:24
  Speaker 4: at Berkeley two years ago, I said something very similar,
• 24:27
  Speaker 4: and I believe that, and I think, yeah, the totally
• 24:31
  Speaker 4: digital generation that's coming up, that might be a totally
• 24:34
  Speaker 4: new concept for them, but still it's still going to
• 24:37
  Speaker 4: be super important.
• 24:40
  Speaker 3: Technology is needed. I mean, you know, when we go
• 24:44
  Speaker 3: back to you know, mid century of fork wass technology
• 24:48
  Speaker 3: right advancements, But it's needed. We just have to learn
• 24:52
  Speaker 3: not to be codependent exactly, have an independent thought.
• 24:56
  Speaker 4: Have independent thoughts, like my dad Owys used to say,
• 24:58
  Speaker 4: everything in moderation. Yes, in order to go into media communications,
• 25:03
  Speaker 4: we have to be tech savvy, of course, but we
• 25:06
  Speaker 4: sprinkle in a little bit of our own humanity too,
• 25:08
  Speaker 4: and whammo is the full package.
• 25:10
  Speaker 1: Yeah right, yeah, Yeah, it's constantly going to evolve, so
• 25:15
  Speaker 1: one way or another, we always have to figure out
• 25:17
  Speaker 1: a way to evolve with it. Yes, and I'm sure
• 25:20
  Speaker 1: you're teaching you have to figure out a way to
• 25:22
  Speaker 1: combine everything to Oh.
• 25:24
  Speaker 4: Boy, I tell you it's the last few years being
• 25:27
  Speaker 4: thrust into fully online during the pandemic and then to
• 25:30
  Speaker 4: have AI come out just right after that. Our brains.
• 25:35
  Speaker 4: I mean, it's good for my old noggin, but I
• 25:37
  Speaker 4: mean it's not easy because some people who have been
• 25:39
  Speaker 4: doing things a certain way. Change is scary. Stepping out
• 25:43
  Speaker 4: of our comfort zones is scary. When you're in front
• 25:45
  Speaker 4: of a group of people, trying something new is scary.
• 25:48
  Speaker 5: But I always say it's always good to.
• 25:50
  Speaker 4: Be honest and transparent and say this is my first
• 25:52
  Speaker 4: time trying this. If I make a boo boo, just
• 25:54
  Speaker 4: let me know. And again our humanity always show that humanity.
• 25:58
  Speaker 4: It's super important. Say you're such a vibe, Well so
• 26:01
  Speaker 4: were you. It takes one to know one, and.
• 26:05
  Speaker 1: What you do is so important, by the way, because
• 26:07
  Speaker 1: it's fascinating just sitting here listening, because these are like
• 26:09
  Speaker 1: I wish I could take a class like now you can.
• 26:14
  Speaker 1: Jesus kind, I finished it, but I was saying, not
• 26:19
  Speaker 1: that I still cannot, or not that I won't in
• 26:21
  Speaker 1: the future, because that is a plan. But I would
• 26:25
  Speaker 1: love to learned because I got put into the music
• 26:28
  Speaker 1: my music career, and I got on radio when I
• 26:30
  Speaker 1: was in high school. So like when I came out,
• 26:32
  Speaker 1: I went right into career I'm in. But nonetheless, like
• 26:35
  Speaker 1: learning how to speak and how to you know, eye
• 26:40
  Speaker 1: contact and to carry yourself in a certain manner when
• 26:43
  Speaker 1: you're speaking to certain people, like you're saying, whether you're
• 26:46
  Speaker 1: speaking to a classroom with ten year olds or whether
• 26:49
  Speaker 1: you're speaking in front of a boardroom and peers and adults,
• 26:52
  Speaker 1: Like there's different times to come across different.
• 26:54
  Speaker 4: Ways exactly, and your message also.
• 26:56
  Speaker 1: Right, like your message has to be you know, on radio.
• 26:59
  Speaker 1: It's like with me when I'm doing sales reads or
• 27:02
  Speaker 1: reads you know for a client, Like you have to
• 27:04
  Speaker 1: know when to emphasize certain words when not to and
• 27:08
  Speaker 1: also not to be monotone, how to vocal techniques.
• 27:12
  Speaker 4: Those are thought groups, focus words. I mean, those are
• 27:15
  Speaker 4: all things that we focus on.
• 27:17
  Speaker 1: I learned a lot of that just being on radio.
• 27:19
  Speaker 1: Fis amazing just to go to a classroom and.
• 27:23
  Speaker 4: To get the terminology for everything that you've been doing
• 27:26
  Speaker 4: all along. That's what's so cool about. For example, teaching grammar,
• 27:30
  Speaker 4: I had to learn how to teach grammar, even though
• 27:32
  Speaker 4: I'm fluent in English. I had to learn what a
• 27:34
  Speaker 4: prepositional phrase is, what this is, what that is, and
• 27:38
  Speaker 4: I didn't know until I started teaching it, so you
• 27:40
  Speaker 4: would learn, Wow, there are vocabulary terms for all these
• 27:44
  Speaker 4: things that I've been doing. Naturally, It's like a whole
• 27:46
  Speaker 4: new world that's neat.
• 27:48
  Speaker 1: I can't wait.
• 27:51
  Speaker 4: I can't wait to see you on my class list.
• 27:53
  Speaker 1: You have to do. I feel like you have to
• 27:55
  Speaker 1: go and talking about AI and all that stuff, and
• 27:57
  Speaker 1: I'm not sure how much time we have left. But
• 27:58
  Speaker 1: it's like, oh, you just can't. You can't rely on
• 28:02
  Speaker 1: that stuff, like you have to do it in person.
• 28:03
  Speaker 1: Like I know, there's a lot of courses you could
• 28:05
  Speaker 1: take online, which are great because there's a lot of
• 28:06
  Speaker 1: people who don't have the time, and we get it. Yes,
• 28:08
  Speaker 1: that's a whole other everyone's schedule doesn't allow you to
• 28:12
  Speaker 1: do things, but being there and getting the energy and
• 28:15
  Speaker 1: it's just such a different, such a different, It is different.
• 28:18
  Speaker 1: The one thing that I don't think AI will ever replace.
• 28:20
  Speaker 4: It won't at least is the energy of.
• 28:22
  Speaker 1: A person, like you know, the human centric side. You know,
• 28:27
  Speaker 1: you can read something, but if somebody tells you something,
• 28:30
  Speaker 1: you'll understand how they're It's like you're saying, what's up? Right?
• 28:34
  Speaker 1: What's up? Can mean so many different things said the
• 28:37
  Speaker 1: context at what point?
• 28:41
  Speaker 3: So interpretation is subjective and that is one of the
• 28:47
  Speaker 3: greatest issues with written communication. You know the intent in
• 28:53
  Speaker 3: which you're delivering a message, but you cannot control the recipient.
• 28:58
  Speaker 1: Oh my god, I just thought of a great Because
• 29:00
  Speaker 1: Penny loves to do these like skits for like TikTok
• 29:02
  Speaker 1: and stuff, We're going to do one where I'm going
• 29:05
  Speaker 1: to be like at home chilling and I'm gonna be
• 29:08
  Speaker 1: She's gonna hit me with something like important, and I'm
• 29:10
  Speaker 1: gonna be like, hey, what's up. She's going to read
• 29:12
  Speaker 1: it differently, Hey, what's up?
• 29:13
  Speaker 2: Like, Oh, that.
• 29:14
  Speaker 4: Would be I would love to do something like that
• 29:17
  Speaker 4: in my classes.
• 29:18
  Speaker 1: Getting I want her to like read the answer is
• 29:25
  Speaker 1: all angry and I'm just like nonchalant about her.
• 29:27
  Speaker 4: Like and the Oscar goes to, that would be great,
• 29:33
  Speaker 4: That would be awesome.
• 29:34
  Speaker 2: I can't I love this for us.
• 29:37
  Speaker 3: We have gotten so off topic on this episode, but
• 29:41
  Speaker 3: it's all good stuff. And you know, what we're doing
• 29:43
  Speaker 3: right now is experiential learning. Yes, sitting here in this podcast,
• 29:49
  Speaker 3: in this booth and learning from you and experiencing through
• 29:54
  Speaker 3: our challenges and how we can rectify some of those things.
• 29:56
  Speaker 3: So m h, why is experiential learning so important, especially
• 30:02
  Speaker 3: with this program.
• 30:03
  Speaker 4: Well, to get people out like like you're doing right
• 30:06
  Speaker 4: now with me, to get people to see how careers
• 30:11
  Speaker 4: in media communication work, what it looks like in the
• 30:14
  Speaker 4: real life, beyond a video that they'll see on YouTube
• 30:17
  Speaker 4: about it, or something that they read in their eText
• 30:20
  Speaker 4: about it, or something that we pontificate about the professors
• 30:24
  Speaker 4: talk about in class. Yes, that's a great word, isn't it.
• 30:28
  Speaker 4: I love that word pontificate. So it's for example, having
• 30:33
  Speaker 4: some students come here and watch how these podcasts are
• 30:35
  Speaker 4: done would be awesome, or even watch of the podcasts,
• 30:39
  Speaker 4: or getting guest speakers in or that's really a very
• 30:43
  Speaker 4: very vital part of a media communication program, or either
• 30:47
  Speaker 4: you know, even any other major So this is Manhattan,
• 30:51
  Speaker 4: I mean, and also you know, Berkeley has locations in Jersey.
• 30:54
  Speaker 4: There's a lot going on, There's a lot that we
• 30:56
  Speaker 4: can do, and this is just the tip of the iceberg.
• 30:59
  Speaker 4: So I'm very excited to see what will develop and
• 31:03
  Speaker 4: what will grow out of all this.
• 31:05
  Speaker 3: Yeah, we're very excited to see what waits for us
• 31:08
  Speaker 3: in season three.
• 31:10
  Speaker 2: Me too.
• 31:12
  Speaker 3: We're going to be doing some surprises along the season,
• 31:15
  Speaker 3: So it's going to be a fun time, so tune
• 31:18
  Speaker 3: in and follow us through season three.
• 31:22
  Speaker 2: We did not get through most of these questions, but
• 31:25
  Speaker 2: we kind of indirectly answered.
• 31:27
  Speaker 1: The funny thing is because so like earlier, we were
• 31:29
  Speaker 1: talking and she brought up the fact that you're a
• 31:30
  Speaker 1: photographer and you take these amazing pictures, which we're going
• 31:33
  Speaker 1: to talk about. I want to know your Instagram and stuff.
• 31:35
  Speaker 1: Psycho follow Oh sure, yeah, yeah, yeah. And you brought
• 31:38
  Speaker 1: up that you're a violinist and you play the violin,
• 31:41
  Speaker 1: but I didn't know you were a roller coaster.
• 31:43
  Speaker 2: Oh my gosh.
• 31:45
  Speaker 4: I don't know if either of you love your coasters,
• 31:47
  Speaker 4: but I am a huge coaster fans.
• 31:50
  Speaker 1: Adrenaline rush, what is it?
• 31:52
  Speaker 4: Yeah, I think you know, it's kind of like a
• 31:55
  Speaker 4: once you're over that first hill or the first launch,
• 31:58
  Speaker 4: depending on the type of coaster you go on, that
• 32:01
  Speaker 4: feeling that that rush is unbelievable. Have not yet, My
• 32:08
  Speaker 4: nephew wants to.
• 32:09
  Speaker 1: I'm surprised jumping and all that I'm getting older. I
• 32:12
  Speaker 1: just like I don't even care about like I'll only
• 32:14
  Speaker 1: get on a roller coaster if like I have to
• 32:15
  Speaker 1: win my kids like, we're gonna go to Disney.
• 32:18
  Speaker 4: Oh great, they have a lot of fun stuff there.
• 32:20
  Speaker 1: There's nothing too crazy there, but about.
• 32:22
  Speaker 4: Six Flags Great Adventures. You got to get back there.
• 32:24
  Speaker 1: Well, they're not big enough yet for that. Well I
• 32:25
  Speaker 1: think maybe they're starting to.
• 32:27
  Speaker 4: Get to the building. A new one, record breaking one
• 32:29
  Speaker 4: coming up. Twenty seven.
• 32:31
  Speaker 2: Liam's in the studio. Liam, do you like roller coasters?
• 32:35
  Speaker 5: Liam said yes.
• 32:37
  Speaker 2: Yeah, almost died on one, so no for me.
• 32:39
  Speaker 4: Oh no, no, yeah, you know they don't want that.
• 32:41
  Speaker 3: Roller coaster and Cony Island, Oh these fires ago. I
• 32:45
  Speaker 3: got to hear this years ago. So they dared me
• 32:48
  Speaker 3: to go on the roller coaster because I am the
• 32:50
  Speaker 3: I'll hold all the bags at the bottom. I'm the
• 32:52
  Speaker 3: mom of the group, right, and blame my horoscope. So
• 32:57
  Speaker 3: I get on the roller coaster like we're scared of heights,
• 33:01
  Speaker 3: and it's like two people at a time, right, that's
• 33:04
  Speaker 3: what it's all. And again on the roller coaster and
• 33:07
  Speaker 3: I'm like, I'm not feeling I'm not feeling this, and
• 33:10
  Speaker 3: the top wouldn't click and I told the guy it's
• 33:15
  Speaker 3: not clicking. And right at the end of clicking, they
• 33:18
  Speaker 3: started the thing and you know it goes over the
• 33:21
  Speaker 3: water and you come back and the thing was flying
• 33:24
  Speaker 3: up and I almost final destination myself.
• 33:27
  Speaker 5: Where was this? Now this was an island.
• 33:30
  Speaker 1: Yeah, you just have bad luck.
• 33:31
  Speaker 4: Oh my gosh. So it wasn't discipled because it doesn't
• 33:35
  Speaker 4: go over the water.
• 33:36
  Speaker 2: Maybe it was the one that went over water.
• 33:37
  Speaker 3: Yeah, yeah, definitely an interesting time. But that, you know,
• 33:43
  Speaker 3: talking about legacy and how I'm still here, you know,
• 33:47
  Speaker 3: because God wanted me.
• 33:49
  Speaker 2: To be here to do this podcast.
• 33:51
  Speaker 1: I can't wait to find out her word.
• 33:53
  Speaker 2: But very simple word. But you have the honors.
• 33:58
  Speaker 1: Okay, Normally any would ask this, if you could describe
• 34:03
  Speaker 1: what you want your legacy to be remembered as in
• 34:06
  Speaker 1: one word? What would that word be? And we're expecting
• 34:10
  Speaker 1: like a word that think of from you.
• 34:13
  Speaker 4: No, it's very very simple, and it's something we already
• 34:16
  Speaker 4: talked about. The word is listen, okay, and that is
• 34:24
  Speaker 4: the foundation for just everything. I mean, we need to
• 34:28
  Speaker 4: listen to others in our lives. We need to listen
• 34:32
  Speaker 4: to what's going on around us, and we need to
• 34:35
  Speaker 4: quiet our minds and even listen to ourselves and what
• 34:38
  Speaker 4: our bodies are telling us, our minds are telling us,
• 34:41
  Speaker 4: and so many of us. We're listening all the time,
• 34:44
  Speaker 4: but we're listening at.
• 34:45
  Speaker 5: A very shallow level.
• 34:46
  Speaker 4: We need to deepen that and work on that, and
• 34:49
  Speaker 4: I think that we'll just enrich our lives and the
• 34:51
  Speaker 4: lives of people around us. I think that's very important.
• 34:54
  Speaker 2: I love that. That's beautiful.
• 34:57
  Speaker 3: That's grant you, and we hope that you continue to
• 35:00
  Speaker 3: listen to us.
• 35:01
  Speaker 2: I will like it on one O three.
• 35:04
  Speaker 3: Five k T you right, also the iHeart app. You
• 35:10
  Speaker 3: can listen to us wherever you stream your podcast. You
• 35:13
  Speaker 3: can also watch pro on YouTube under one O three
• 35:15
  Speaker 3: five K T you, or you can listen to us
• 35:19
  Speaker 3: on Sundays on WOR seven ten Talk Radio.
• 35:22
  Speaker 1: Well, before you go, and thank you for being here.
• 35:24
  Speaker 1: So let everybody know, you know how they can reach
• 35:26
  Speaker 1: out to you via social media. They want to see
• 35:28
  Speaker 1: your pictures of the you know, the b and.
• 35:29
  Speaker 4: Oh yes, yes, well you can follow me on Instagram
• 35:34
  Speaker 4: at I'll say it slowly because I don't have it,
• 35:36
  Speaker 4: you know projected here l S K P I C
• 35:41
  Speaker 4: S twenty twenty three.
• 35:44
  Speaker 2: Awesome, Yeah, you know, all right, Well, thanks for tuning in.
• 35:49
  Speaker 3: This has been a podcast episode of Teach Me Something
• 35:52
  Speaker 3: Podcast with Penny Dolls.
• 35:54
  Speaker 1: And DJ pro Style, presented by Berkeley College.
• 35:57
  Speaker 2: Your potential is our promise.
• 36:00
  Speaker 1: That's right, See you next time.
• 36:03
  Speaker 2: Hey, thanks for listening. Tune in next
• 36:05
  Speaker 1: Week for all new episode of Teach Me Something, brought
• 36:08
  Speaker 1: to you by Berkeley College.