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I'm back.

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It's so exciting.

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I didn't think that this was going to be happening.

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You know what?

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It almost didn't.

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Yeah, that's true.

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We'll talk more about that.

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Yeah, that's true.

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That's true.

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Welcome back.

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I'm so excited to join you back in the podcast studio for another episode of Inspired Insights.

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Yes.

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I think that after our first episode, we're ready to really get running with it.

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I do too.

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And I feel like we got some really good feedback from friends and family.

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Listeners and viewers are going to see more angles.

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We've got three recording devices happening right now.

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We've got a recording device actually happening right now.

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So I'm ready.

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I'm ready.

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How are you feeling?

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I'm feeling really spectacular today.

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I just came off of eight hours of sleep, first time this week.

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Woo woo.

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Nice.

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And we got set up by our lead producer, Amanda Seidel.

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Yeah.

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Yeah.

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She hooked us up today.

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Yeah.

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And we're flying on the, I guess, logistics of me, which is subpar.

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Yeah.

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We'll talk about that.

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We'll definitely talk about that.

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How was the week?

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My week was, I'd say interesting.

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We're really gearing up for AP test season.

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And I got my SAT score back, which it was fine.

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I got a 1350.

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That's a better than fine definition.

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So it was bad.

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My calculator died halfway through the math section.

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And I had to use the provided calculator.

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It was awful.

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But I think, although it's a good score, I have felt really bad about it.

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I keep ruminating on it.

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Oh, really?

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Because just everybody in my class is doing at my level or better.

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My cousin got a far better score than me.

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Yeah.

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So for the transparency, vulnerability, and validation, was this the second time you took

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this?

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No, first time.

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This is your only first time?

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Yeah.

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My second SAT score was about 200 points lower than your first time score.

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Well, it was a different format back then, right?

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What was the atmosphere around testing in your high school situation?

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So that's a great question.

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So I feel like I was in the high school courses that I were in.

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Was in, we're in.

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Clearly why my SAT scores maybe not as great.

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But I was in those AP.

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I think what you're referring to AP, back in my day, they were thought of as college

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prep, that kind of stuff.

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So I had all those kids in my classes.

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And I remember them talking about 12-somethings and 13-somethings.

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And math has never, still isn't, was never and has never been my strong point.

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In fact, I remember in high school, my brother is two grades.

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He's a year and a half younger than me, but two grades below me.

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And I was in my junior and senior year in high school was in his math class.

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Two full grades below.

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Every other course I was in that crowd of kids, except for math.

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So I knew going into SATs that my math was going to be a tough, tough spot.

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But to answer your question, I remember there being a lot of just desks and chairs and a

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couple, I guess they would call them proctors, a couple faculty of the school kind of hanging

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around.

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I remember pressure was high.

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I remember didn't quite know what to expect.

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And I remember leaving with this mixture of relief and like, there goes my college aspiration.

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Well, nowadays, not a lot of emphasis, at least from colleges, is like placed on SATs

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or standardized testing overall.

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But I think there's more of an atmosphere around it.

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Obviously, I don't have the experience of being in high school back in like the 90s,

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early 2000s.

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The 1890s.

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Yeah.

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1920s.

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High schools weren't really around back then.

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But I think that the atmosphere that I have gone on in school, which I really enjoy, is

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jovial and hyper competitive with the other kids in the classes.

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Around the academics.

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Yeah, yeah.

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Around academics.

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I always kind of struggle with that because I am so bad at work completion.

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Like so bad at work completion.

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And like, you were talking about how you hate mathematics.

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I feel like so many really smart kids just can't do math.

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And it doesn't detract from their intelligence at all.

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But like, I think math is like the only class that they properly created like strata for

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in middle school.

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Yeah.

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So it did like create some, I guess, hierarchy of intellectual ability based around something

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that is not necessarily indicative of one's like intelligence.

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True aptitude.

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Yeah, yeah.

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True aptitude for life success.

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Yeah.

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Here's the, you know, when I think about the career I have now and sort of my pathway over

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the last 20 something years of being a social worker.

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And there's a very established stereotype about social workers go into social work because

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we can't do math.

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Like we are scared of math.

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But what I've realized in across my career is the type of math that's been front and

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center is not the math that I was doing in high school.

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Yeah.

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Or even in college for that matter.

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Like the math that I needed for my career, like if I could go back in time, I would have

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taken the quote unquote business classes to budget and to be able to set some of those

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financial goals to track progress.

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Some of the metrics that go into some of that, again, quoting business math that for some

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terrible reason, you know, 30 ish years ago was seen as a step below the AP or the college

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level math.

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And as I reflect on it now, and we talk about this all the time in some of our spy circles,

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I wish that I had been given more opportunity to learn how to balance a checkbook, learn

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how to create a budget, learn how to figure out percentages.

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I didn't need calculus.

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I didn't need like advanced.

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I don't even know what's above calculus.

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I didn't need that.

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What I needed was somebody to teach me how to find look at revenues and trend revenues

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or expenses over years.

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That's what I needed.

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Yeah, I totally agree.

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Like school, a lot of the like academic emphasis is placed on things that lack utility in like

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the modern world.

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Right.

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Like I think that honestly, for like mathematics, you can exist in society as a layman having

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like past eighth grade pre algebra.

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And you'll be doing fantastic.

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Like actually, this year I'm taking AP statistics.

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And I think of the math classes that I've taken, it's one of the more useful ones because

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it allows for such a better understanding of like demographics.

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And it allows me to interpret scientific articles considerably better.

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Because once you know the like statistical method, which scientists are using to derive

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a conclusion, it's so much easier to understand, I guess, sort of the processes of experiment.

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But I guess that's getting into the weeds of it.

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Well, but I think that's an important point.

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Like that as you're describing that course, that's something that would have so much utility

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for me even today.

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I live in this world today of looking at research and looking at studies and looking at trend

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lines across different demographics.

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And to be able to understand the relationship between those facts and figures would far

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exceed the usefulness of what even my middle school and high school math, even my college

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math did.

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Well, I think like a lot of kids, at least in my classes, like I was talking to, like,

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one of my friends in HBC the other day and we were solving matrices.

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As you do.

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Yeah.

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Well, it was like the beginning of the year.

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Matrices aren't that hard.

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Anyway, sorry.

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It's literally just systems of equations.

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Anyway, it like has zero utility for anything.

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Unless I am a computer attempting to figure out what color a pixel needs to be.

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I don't need to use matrices and like we are spending so much time and like the emphasis

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that is placed like is primarily placed on these classes that aren't going to be useful

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unless you're pursuing a master's or a doctorate in a STEM field.

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And like high schools are set up to prepare children for higher education rather than

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prepare children for the workforce.

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Yes, to prepare some kids for that track.

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But to your point, even that preparation, if that's not it is the world according to

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Chris here, it's the exception to the rule that somebody who's a sophomore or junior

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in high school knows exactly what they're going to be doing for six, eight, ten years.

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Oh, I totally agree.

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And so not knowing how something's going to be useful.

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Like I remember thinking back then that stereotype again of I'm never going to use this shrug.

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This is never going to be useful in my practical world.

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And sure enough, some of it actually has been.

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So let's get like that that stereotype, that trope of it is going to be useful.

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You just don't know it yet is there.

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But I what I love about this conversation and again, I talk about this and you referenced

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this relationship between standardized testing and preparing one for college or or actually

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speaking to one's readiness to go to college.

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And there is just so much debate and discussion across numerous fields right now around is

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standardized testing truly assessing one's aptitude, one's intelligence, or is it testing

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your ability to answer a multiple choice test and fill in the bubbles on the scoreboard?

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Well, I totally agree.

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Right.

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Like and a lot of colleges have stopped using the SATs as a metric for deciding whether

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or not they're going to let students in.

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But actually, a lot of colleges are transitioning back to using SATs as a metric after COVID.

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Like don't quote me here.

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I don't know if this is accurate, but I think MIT transitioned back to using SATs as like

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a mandatory metric.

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Wow.

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And I was talking to my stats teacher the other day and he was like harping on how useful

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SATs are to determine whether or not a student's going to succeed in college.

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Like he was saying that there's a strong, strong relationship between SAT scores and

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average college GPA, which I don't know if that reflects on intelligence or rather whether

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or not somebody's willing to put in the work to get a good SAT score.

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And maybe this is what I'm about to say is a bit of an unpopular or controversial opinion,

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but I truly believe this, that that correlation between one's SAT score and their college

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GPA might be about their intelligence, their readiness, or their ability to regurgitate

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the information.

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Yeah.

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Well, like I, this is, this is going to get a little like strong minded, but I always

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think that school isn't about like learning things per se.

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It's about forcing yourself to go to a place that you don't enjoy being at and work for

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eight hours a day, then go home and work more so that you can do that for the rest of your

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life.

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Right.

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I could not agree with you more.

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Yeah.

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I mean, it's more about the preparing a kid to do something that they don't like for five

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days a week for most of their year and getting them ready to do that consistently until they

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retire.

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Yeah.

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I think what you're saying that I'm agreeing with is this idea that school serves a larger

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or maybe multiple purposes beyond just reading, writing, arithmetic, that kind of stuff, that

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there is a, for lack of a better word, a life skill that goes into preparing a young person

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for what the professional world of our country's culture is.

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And we live in a country where it's a 40 plus hour week, five days a week, very traditional

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like schedule.

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And I think there's an element of public education that mirrors what the adult expectation of

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so many of us is.

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A hundred percent.

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Today's episode has been brought to you by the Inspired Ally Certificate Program for

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Educators looking to better partner with LGBT youth and their families.

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You know, to bring this full circle when we were talking about the purpose of school and

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education, remember back then?

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Yeah.

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Oh my goodness.

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And in my utopian wish list of our world, that's a piece, that's a function that I wish

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public education could take on is in addition to teaching advanced statistics and mathematics

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and theology and all those pieces, how do we support schools in embracing a curriculum

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of introspection, of helping young people know themselves in an environment that hopefully

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is safe and affirming and conducive to whatever that young person discovers in themselves

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during this process, it's okay to share it.

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I think that schools provide the primary means of like social skill development for most

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kids.

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And I think I totally agree with you.

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They should incorporate a means of internal development and emotional development for

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kids, which I don't think that the American education system does a good job at emphasizing

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at all.

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Yeah.

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Well, you can't measure it.

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Exactly.

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It's hard to measure.

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So if you can't measure it, what use is it?

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You know, and I'm being facetious obviously, but you know, thinking about standardized

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testing, there's no standardized evidence-based test of, hey, Soren, how well do you know

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you?

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Yeah.

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Yeah.

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Well, that actually is something that I really want to study the brain from like a chemical

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and physical level.

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Yeah.

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Fascinating.

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Yeah.

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And it's so complex.

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I think like primary desire in my lifetime is to attempt to unravel the complexity that

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is human experience from a like standardized metric.

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Yeah.

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Today's episode has been brought to you by the Inspired Allies Certificate Program, modules

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designed to inspire confidence and competence in better partnering with LGBTQ plus communities.

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Because it's also bringing me back to this idea of education and it's bringing me back

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to the purpose of education systems.

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And you know, as you're talking about what fascinates you and what interests you and

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what drives passion in you, I was sitting here also thinking that, holy, like the pressure

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on schools.

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And here I am saying like, schools need to do this and this and this.

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And it's not my intent to like lay these edicts of more and more because you and I both know

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all too well that in addition to teaching the basics, schools are also supporting the

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arts and music and theater and teaching the social skills of what working and living in

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the adult world is going to be like and schools are some of our country's largest mental health

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systems as well, supporting the emotional wellness needs of kids of all ages as well.

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So for the educators in my life out there listening, I just want to apologize.

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Like I'm not saying schools doing a terrible job.

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I'm dreaming big, which is a part of what you and I both also have in common.

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And wouldn't it be great if we could figure out a better balance of this, this, this and

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this?

283
00:18:31,900 --> 00:18:32,900
Yeah.

284
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So if kids are going to spend six to eight hours every single day in this environment,

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how do we support it to be as useful and supportive as it could be?

286
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I totally agree with that.

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And I love, I would say all of the teachers that I interact with on a daily basis.

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And I think that a lot of the administrative staff of our school are pretty all right.

289
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It's a systemic constructive criticism rather than an individual.

290
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Yeah, that's so important.

291
00:19:11,380 --> 00:19:13,180
Oh, you said that so much better than I was.

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We're not attempting to attack teachers and teachers are trying to do their absolute best

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with such limited resources, such limited resources.

294
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In every sense of the word.

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Time, personnel, money, materials.

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Yeah.

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We have given individual teachers very few resources and we are giving them a task which

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used to be like literally a village's work.

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And we're keeping it on these individuals that like oftentimes nobody has infinite emotional

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energy to attempt to create and foster a fantastic environment for the hundreds of students who

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go into their class every day.

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In an environment where they are so often thought of as public enemy number one.

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Like in the environment of gender ideology and wokeness and all of these other criticisms

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that a minority, a loud minority, a vocal minority, that's the narrative they're pushing.

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And so I love that you said this, you're saying this because it honors that teachers are doing

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the best they can with what they have in the moment in an environment where they are so

307
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ridiculed and targeted and attacked for either doing too much or not enough.

308
00:20:43,860 --> 00:20:44,860
Yeah.

309
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Lose, lose.

310
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And you're on the school board.

311
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I am on a school board.

312
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Just watching from the sidelines, some people that come to school board meetings and are

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so critical and misinformed and yet so violent and vile in their attacks of individuals.

314
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Like what's your experience with that?

315
00:21:08,700 --> 00:21:13,620
Oh, it's like hashtag if you know, you know, right?

316
00:21:13,620 --> 00:21:14,780
Yeah, Soren.

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00:21:14,780 --> 00:21:23,300
You know, it is, it's reminiscent, like the current realities for myself and many like

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00:21:23,300 --> 00:21:30,620
me on in these elected local offices, whether it's school or town or what have you, it's

319
00:21:30,620 --> 00:21:34,420
very reminiscent of how I was describing my childhood to you.

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You know, it's this, it's bullying.

321
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It's a, you know, it is a form of bullying.

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And I, my heart goes out to the teachers in these communities that are truly being held

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hostage or under attack by a very vocal minority who are pushing a narrative for very personal

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agendas.

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And you know, in my, in my best moments in my social work guru on the mountain moments,

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I can take a trauma informed perspective with even those individuals and say, you know,

327
00:22:10,740 --> 00:22:18,540
what has happened to this person or this group of people to act in this way?

328
00:22:18,540 --> 00:22:22,460
What needs are being met?

329
00:22:22,460 --> 00:22:28,300
What past traumas are being explored and, and maybe repeated in this moment.

330
00:22:28,300 --> 00:22:33,940
But to be really candid with you and with our listeners, it's tougher and tougher and

331
00:22:33,940 --> 00:22:43,620
tougher to keep that trauma informed perspective with people who are so intent on hurting somebody

332
00:22:43,620 --> 00:22:46,700
else or groups of somebody else's.

333
00:22:46,700 --> 00:22:48,980
No, I totally agree.

334
00:22:48,980 --> 00:22:52,780
And that's something that I've had like a lot of, I guess, banter about with my mother.

335
00:22:52,780 --> 00:22:59,020
She also has experienced serving on the school board for like six or seven years.

336
00:22:59,020 --> 00:23:00,020
She did a couple times.

337
00:23:00,020 --> 00:23:04,860
My was her heart at my school.

338
00:23:04,860 --> 00:23:09,780
And like, I've talked to her because obviously I sit on the sidelines.

339
00:23:09,780 --> 00:23:11,700
I don't really engage with these people.

340
00:23:11,700 --> 00:23:15,660
But also I try to take like a very trauma informed position.

341
00:23:15,660 --> 00:23:25,180
And like, I don't feel upset or attacked when people are spewing these awful, awful things.

342
00:23:25,180 --> 00:23:36,580
I feel sad almost because like that's sad that that person is so, I guess, ideologically

343
00:23:36,580 --> 00:23:42,780
entrenched in this dogmatic perspective that they feel the need to say these things and

344
00:23:42,780 --> 00:23:44,620
stuff like that.

345
00:23:44,620 --> 00:23:45,860
And I'm not even sorry to interrupt.

346
00:23:45,860 --> 00:23:50,460
I'm not even convinced that all of these folks truly believe.

347
00:23:50,460 --> 00:23:57,140
Some of it is there's this need for attention and fame and fortune and I'm using air quotes

348
00:23:57,140 --> 00:24:04,620
purposely that, you know, that the vocal few have found some notoriety, not just in our

349
00:24:04,620 --> 00:24:05,860
towns and in our state.

350
00:24:05,860 --> 00:24:15,040
This is a national movement at foot of creating, creating chaos, creating mistrust in these

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00:24:15,040 --> 00:24:20,420
established systems like education to meet other needs.

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00:24:20,420 --> 00:24:29,700
And it's so I love that you said that because I like talking to my grandfather who watches

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00:24:29,700 --> 00:24:32,220
news all day.

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00:24:32,220 --> 00:24:41,780
He is so empathetic and throughout his entire life has devoted himself to charity and very

355
00:24:41,780 --> 00:24:45,080
formative inclusive organizations like CISV.

356
00:24:45,080 --> 00:24:46,420
He put a lot of work in.

357
00:24:46,420 --> 00:24:48,020
Children's International Summer Village.

358
00:24:48,020 --> 00:24:49,020
Yeah, yeah.

359
00:24:49,020 --> 00:24:55,020
It's like an international nonprofit that works on building global friendships.

360
00:24:55,020 --> 00:24:56,020
Student exchanges.

361
00:24:56,020 --> 00:24:58,140
Yeah, yeah, basically.

362
00:24:58,140 --> 00:25:03,900
And he has welcomed into his home many children from all over the world and is such a great

363
00:25:03,900 --> 00:25:04,900
guy.

364
00:25:04,900 --> 00:25:11,140
But then I have conversations with him and he'll go from being so empathetic and kind

365
00:25:11,140 --> 00:25:16,860
and loving and not bigoted to just spewing the punchlines that he hears on for all day.

366
00:25:16,860 --> 00:25:23,520
And I'm like, how do you have such like a kind heart and yet you're so able to say such

367
00:25:23,520 --> 00:25:28,480
hateful damaging things, which like a lot of these people don't realize the negative

368
00:25:28,480 --> 00:25:30,580
impact that they're having.

369
00:25:30,580 --> 00:25:35,540
It speaks to the toxic nature of some of those narratives and messages.

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That how like the best pop culture songs, the earworms, these messages, this narrative

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00:25:46,060 --> 00:25:54,340
finds its way in somebody's unconscious brain and festers and grows.

372
00:25:54,340 --> 00:26:01,820
And the best harmful narratives are the narratives that play on safety.

373
00:26:01,820 --> 00:26:06,400
Nationalism, you know what we talked about earlier.

374
00:26:06,400 --> 00:26:13,260
These messages that create doubt and confusion about your safety, the safety of your loved

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00:26:13,260 --> 00:26:20,740
ones, who's coming for your jobs, your materials, your goods, your housing, your kids.

376
00:26:20,740 --> 00:26:27,060
And the people on the left are guilty of this as well.

377
00:26:27,060 --> 00:26:28,060
Sure.

378
00:26:28,060 --> 00:26:29,060
Right.

379
00:26:29,060 --> 00:26:32,540
Like I don't mean to specifically touch on people.

380
00:26:32,540 --> 00:26:40,860
And legacy media on the left and on the right is dedicated to pushing division and fear.

381
00:26:40,860 --> 00:26:47,460
And like people on the left are stuck in dogmatic ideology and refuse to step out of it as well.

382
00:26:47,460 --> 00:26:48,460
Equally as guilty.

383
00:26:48,460 --> 00:26:49,460
Totally.

384
00:26:49,460 --> 00:26:50,460
Yeah.

385
00:26:50,460 --> 00:26:56,780
However, those of us on the left, it's easier for us to deny that that is happening because

386
00:26:56,780 --> 00:27:01,300
we tend to feel like we own the moral high ground.

387
00:27:01,300 --> 00:27:07,320
So we can camp out there and say, yeah, yeah, yeah, but at least the stuff that we're listening

388
00:27:07,320 --> 00:27:10,100
to isn't fill in the blanks.

389
00:27:10,100 --> 00:27:11,740
No, I totally agree.

390
00:27:11,740 --> 00:27:20,540
And like social issues are super important, but we have social issues have been pushed

391
00:27:20,540 --> 00:27:29,100
so forcefully onto the American public that we refuse to like look at economic disparities,

392
00:27:29,100 --> 00:27:31,020
for example, which is a social issue.

393
00:27:31,020 --> 00:27:34,980
Like I think perhaps a bit conspiracy theory.

394
00:27:34,980 --> 00:27:45,500
It is beneficial for the current, say, fairly corrupt system in place for us as individuals

395
00:27:45,500 --> 00:27:54,780
to fight as individuals and work against each other than working then rather than work with

396
00:27:54,780 --> 00:27:58,700
each other to foster a better environment for everybody.

397
00:27:58,700 --> 00:27:59,700
Right.

398
00:27:59,700 --> 00:28:00,700
Right.

399
00:28:00,700 --> 00:28:05,140
So like social divisions and like ideological wars.

400
00:28:05,140 --> 00:28:06,140
Yeah.

401
00:28:06,140 --> 00:28:07,140
Who are they benefiting?

402
00:28:07,140 --> 00:28:08,140
Right.

403
00:28:08,140 --> 00:28:09,140
They're not benefiting us as individuals.

404
00:28:09,140 --> 00:28:10,140
That's right.

405
00:28:10,140 --> 00:28:18,380
And the folks that are benefiting are sitting back watching us as consumers of this stuff

406
00:28:18,380 --> 00:28:23,540
go at it while other agendas are at play.

407
00:28:23,540 --> 00:28:25,340
I don't think that's conspiracy theory.

408
00:28:25,340 --> 00:28:35,100
I think that I think what I know in my adult life is we more folks are getting aware that

409
00:28:35,100 --> 00:28:36,620
this dynamic is happening.

410
00:28:36,620 --> 00:28:41,860
We may not be able to put our finger on it, but we know it's happening yet.

411
00:28:41,860 --> 00:28:45,220
We're falling victim to it over and over again.

412
00:28:45,220 --> 00:28:51,260
Well, it's like I just think of the dumpster fire metaphor.

413
00:28:51,260 --> 00:28:57,540
We're a bunch of trash in a dumpster fire and we're surrounded by fire.

414
00:28:57,540 --> 00:29:02,580
Of course we're going to catch flame, but we are all trash and the man who lit the fire

415
00:29:02,580 --> 00:29:05,060
is standing out getting the warmth from it.

416
00:29:05,060 --> 00:29:06,060
That's right.

417
00:29:06,060 --> 00:29:07,060
Yeah.

418
00:29:07,060 --> 00:29:08,060
I love that analogy.

419
00:29:08,060 --> 00:29:09,060
Right.

420
00:29:09,060 --> 00:29:10,060
Who's lighting the match?

421
00:29:10,060 --> 00:29:11,060
Who's dumping the gasoline?

422
00:29:11,060 --> 00:29:12,060
All of those kind of metaphors.

423
00:29:12,060 --> 00:29:14,820
Like I can see it so clearly in my head.

424
00:29:14,820 --> 00:29:19,360
And yet you asked me about school board experience.

425
00:29:19,360 --> 00:29:28,420
When you are in the middle of that fire and all you see around you is fire and smoke,

426
00:29:28,420 --> 00:29:32,020
you can't see who's on the other side of that ring.

427
00:29:32,020 --> 00:29:34,260
And you're going to catch a flame as well.

428
00:29:34,260 --> 00:29:41,180
And it's about what do you then do to protect yourself from catching on fire?

429
00:29:41,180 --> 00:29:47,900
Maybe you start throwing the trash or diverting the gasoline to those other folks around you

430
00:29:47,900 --> 00:29:50,100
as their survival skill.

431
00:29:50,100 --> 00:29:58,140
Which actually ties back in directly to what we were saying about in schools, kids pushing

432
00:29:58,140 --> 00:30:02,580
or leading focus to other people who are struggling.

433
00:30:02,580 --> 00:30:12,500
I name called other effeminate boys to divert the attention of because I was that effeminate

434
00:30:12,500 --> 00:30:13,500
boy.

435
00:30:13,500 --> 00:30:21,860
And so when the world is on fire, when you deflect that gasoline in another direction

436
00:30:21,860 --> 00:30:27,860
or the flames in another direction, like that's hard to sit with.

437
00:30:27,860 --> 00:30:28,860
Yeah.

438
00:30:28,860 --> 00:30:32,260
And it's a survival skill, right?

439
00:30:32,260 --> 00:30:33,260
Yeah.

440
00:30:33,260 --> 00:30:35,260
I think we've...

441
00:30:35,260 --> 00:30:36,260
Quite a...

442
00:30:36,260 --> 00:30:37,260
Yeah.

443
00:30:37,260 --> 00:30:45,860
We've met some of the goals of this podcast, of sharing some truth from our perspectives,

444
00:30:45,860 --> 00:30:50,620
our experiences, hopefully inspiring some conversations, hopefully giving folks some

445
00:30:50,620 --> 00:30:57,220
permission to have some of these conversations as much with themselves as with other people.

446
00:30:57,220 --> 00:31:00,100
And let's call it a day.

447
00:31:00,100 --> 00:31:01,100
Totally.

448
00:31:01,100 --> 00:31:05,140
Thank you guys so much for listening.

449
00:31:05,140 --> 00:31:11,180
I hope that this cultivates an audience and feel free to reach out to me or Chris.

450
00:31:11,180 --> 00:31:12,180
100%.

451
00:31:12,180 --> 00:31:16,120
Thank you, Soren, for your willingness to have this conversation, for being who you

452
00:31:16,120 --> 00:31:20,300
are and for just sitting in this space with me.

453
00:31:20,300 --> 00:31:22,420
Well, I wouldn't have a platform without you.

454
00:31:22,420 --> 00:31:23,420
So...

455
00:31:23,420 --> 00:31:24,420
I'm happy for that.

456
00:31:24,420 --> 00:31:25,420
Yeah.

457
00:31:25,420 --> 00:31:26,420
I'm happy to give you that platform.

458
00:31:26,420 --> 00:31:27,420
So thanks all.

459
00:31:27,420 --> 00:31:30,580
This has been Inspired Insights podcast with Chris McLaughlin.

460
00:31:30,580 --> 00:31:31,580
And Soren Peterson.

461
00:31:31,580 --> 00:31:32,580
And we'll see you next time.

462
00:31:32,580 --> 00:31:33,580
Indeed.

463
00:31:33,580 --> 00:31:34,580
Bye.

464
00:31:34,580 --> 00:31:37,900
So, this has been Inspired Insights podcast, been brought to you by Inspired Consulting

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00:31:37,900 --> 00:31:47,100
Group LLC, edited and produced by Amanda Seidel, music by Dira Kurda, copyright 2024, all rights

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00:31:47,100 --> 00:32:05,960
reserved.