Speed19-Campus COVID Divide: Issues with Collegiate Digital Divide
Campus COVID Divide: Issues with Collegiate Digital Divide
While COVID-19 has caused devastation across the globe, it has also brought much-needed attention to the technological needs of university and college campuses. Due to the global pandemic, all campuses were forced to address the digital divide for all members of the campus community, including students, staff, and faculty. Research shows approximately 20 percent of college students in the United States do not have the technological capabilities needed for an online or in-person education (Inside Higher Ed, June 10, 2020). Due to the pandemic, campuses were forced to deliver student services and courses in an online format. The pandemic highlighted issues related to technical knowledge, access to adequate technology such as computers and software, and availability of high-speed internet. Yet, some diverse students benefited from the infusion of online technology for services and courses in synchronous and asynchronous formats allowing for the maintenance of other commitments to family and work. This presentation will focus on the advantages COVID-19 presented for a diverse, multi-generational group of collegiate learners. Symposium participants will be challenged to explore efforts to continually provide an equitable learning environment for a variety of diverse learners.
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[00:00:05.000]Hello. My name is Olimpia Leite-Trambly
[00:00:07.465]I am an instructional designer
[00:00:09.330]for the University of Nebraska Kearney
[00:00:14.570]And I'm Tony Hill. I am a faculty member
[00:00:17.560]and family science at UNK University Nebraska Kearney.
[00:00:21.030]I'm also a program director
[00:00:22.720]for the early Childhood and Family Advocacy Program.
[00:00:26.980]Hello I'm Sharon Obasi I'm an associate professor
[00:00:29.460]and family science at UNK.
[00:00:38.210]Now I was going to mention
[00:00:40.070]that Lanaya couldn't join us today
[00:00:42.110]but he's also part of the presentation. Thank you.
[00:00:46.850]Well, good afternoon, everybody. We are glad to be here.
[00:00:50.947]We're going to be talking about certainly COVID.
[00:00:55.120]I think everybody's talked about that today, but also
[00:00:57.450]in particular, looking at that digital divide
[00:01:00.200]that's happened or that's been amplified.
[00:01:04.570]What we know is that the campuses about a year ago
[00:01:07.650]a little more than a year ago, had to turn on a dime
[00:01:11.050]as one presenter previously said, and it heightened, made us
[00:01:15.700]more aware and amplified this notion of a digital divide.
[00:01:19.120]Digital divide always existed.
[00:01:21.550]It has existed, it just got amplified.
[00:01:24.550]So we were kind of monochrome or mono-color.
[00:01:29.163]And then we went to technicolor with COVID.
[00:01:33.140]And so this, what we saw at my colleagues and I saw was
[00:01:36.850]that this impacted every aspect of the campus.
[00:01:40.323]It was very clear, not just students, not just faculty
[00:01:44.290]but also the staff members and issues like technology
[00:01:48.236]the tools, the instruments that they needed
[00:01:51.585]internet access, access to technology, the different types
[00:01:56.579]of technology software, et cetera.
[00:02:00.410]And then we're going to talk about just, what have
[00:02:02.530]we learned from this wonderful experience called COVID.
[00:02:12.387]Starting to talk a little bit
[00:02:14.000]about the technological divide, all of us,
[00:02:17.360]including our students with the COVID.
[00:02:19.770]We had to rely on technology
[00:02:21.957]and we had to rely on that extensively.
[00:02:25.490]So the technological divide became very visible.
[00:02:30.420]As Dr. Hill just mentioned that kind of became,
[00:02:33.400]that was amplified.
[00:02:34.710]It was more visible than before. Some students
[00:02:38.787]as many of you know, have several devices,
[00:02:45.510]sophisticated devices while others had to very feel
[00:02:51.010]or some of, some of our students actually
[00:02:53.850]they had to learn.
[00:02:56.420]Some students, they were very tech savvy
[00:02:59.620]about the use of technology. And to others,
[00:03:04.090]they had choice struggle in so many different levels
[00:03:08.060]even with things that, for some of us that is very basic.
[00:03:13.820]Additionally, we gave a mention
[00:03:15.700]about the language that is used
[00:03:17.859]by students when we navigating this technological area.
[00:03:23.980]And that could be due to the generation
[00:03:30.850]or just because of the accessibility to that.
[00:03:33.270]They have chosen a specific tool more than others.
[00:03:37.159]If some of you will kind of watch it this morning
[00:03:40.840]our keynote speaker, he gave an example
[00:03:44.000]of things that happen on his campus.
[00:03:46.580]He said that
[00:03:47.994]with COVID they had to experience, some students,
[00:03:51.880]that they needed a stylus or digital pen to
[00:03:57.680]be able to write some of mathematical equations
[00:04:01.440]which it is a sophisticated technological item for some.
[00:04:06.100]And they had to deal
[00:04:07.530]with some students that actually they even
[00:04:09.810]don't have access to the internet at all.
[00:04:12.280]So that is a very vivid example
[00:04:14.850]that many of us had to experience one way or the other
[00:04:19.477]or we saw some students or colleagues of ours
[00:04:22.840]experiencing that as well.
[00:04:25.925]And Diamond showed that we can relate to that example.
[00:04:30.120]And again, that's just one of many examples
[00:04:33.265]that we could use to say
[00:04:35.180]that the technological divide was present
[00:04:38.670]and very amplified when COVID came.
[00:04:46.747]So as with everything else, when you,
[00:04:48.543]when you start talking about this divide
[00:04:51.440]and this digital disparities
[00:04:54.894]we have these, these terms that become even more relevant
[00:04:58.640]in this particular conversation.
[00:05:00.133]So we talk about the divide
[00:05:02.240]basically referencing any disparity
[00:05:04.440]in access to technology, to software, to anything like that
[00:05:08.370]that it may be based on age, on
[00:05:11.640]on your gender ethnicity, your income level
[00:05:14.300]your location for sure has an impact on this.
[00:05:17.650]We also our struggle to get what we call digital equity
[00:05:20.430]where we have a minimization of the disparities
[00:05:23.674]if not an elimination of these disparities.
[00:05:26.420]And we're also looking
[00:05:28.279]towards digital inclusion where we can actually say
[00:05:29.850]that we can all
[00:05:31.260]we're all able to access what we need when we need it
[00:05:34.170]in an equitable and an equitable manner.
[00:05:39.790]Next slide please.
[00:05:41.830]And so even prior to COVID terms like
[00:05:44.701]the new digital divide so I mentioned earlier,
[00:05:47.406]this is not new. So we know as Dr. Obasi talked about,
[00:05:51.184]there's been this inequity, it just COVID amped it up
[00:05:54.841]brought it a little closer to the front.
[00:05:57.450]And there's a 2018 study that looked at about 30+ states
[00:06:01.410]and several other countries outside of the United States.
[00:06:04.183]And what they found is about 91% of the participants,
[00:06:07.370]And we're talking about
[00:06:08.203]over 65,000 students had 91% had access to laptops,
[00:06:12.666]either owned or had access
[00:06:14.670]to and 95% had access to smartphones.
[00:06:18.470]However, when we look at students of color
[00:06:20.912]and students of lower income that is drastically different.
[00:06:24.790]So they may have access to those items,
[00:06:27.120]however, there tend to be older devices or lower quality.
[00:06:30.426]So they may not be able to access the same platforms
[00:06:33.910]as a peer.
[00:06:34.750]And I can tell you from personal experience last semester
[00:06:38.060]using an online quiz format, a student would have to go
[00:06:42.580]to school in order to access that quiz
[00:06:45.240]which kind of defeated the purpose of being online.
[00:06:48.490]But we have to be aware
[00:06:49.628]and cognizant of those differences and that in equity.
[00:06:52.912]And so simply saying that, oh
[00:06:54.855]everyone has access to internet.
[00:06:56.960]We to know exactly what that means.
[00:06:59.152]Some schools are getting wiser and more educated about that.
[00:07:03.950]And they're creating things like mobile hotspots.
[00:07:06.188]There's a school in Maine that actually has a
[00:07:09.800]So parents, family members, students can sit outside
[00:07:13.880]whether it's a library or school
[00:07:15.230]and have access to the internet
[00:07:17.413]but we have to be aware that that digital divide is real.
[00:07:20.666]And that, as Dr Obasi and Ms Leite-Trambly talked about
[00:07:26.900]there are so many differences
[00:07:27.770]when we talk about that divide.
[00:07:30.050]So what we had happened roughly 14 months ago
[00:07:33.322]as we went down this great digital highway,
[00:07:36.230]schools, our university was no exception.
[00:07:38.940]You had to go online
[00:07:40.547]and some people were not quite ready to go online.
[00:07:43.930]And I, again, I'm going to say at all levels
[00:07:46.150]not just students, not just faculty, but also staff members
[00:07:50.070]and having to have access to forms that typically
[00:07:53.860]were written to be able to access those digitally.
[00:07:56.760]It became a challenge
[00:07:58.520]but some universities made that transition pretty quickly.
[00:08:02.339]We all had to make it.
[00:08:05.541]I love what the keynote speaker said this morning.
[00:08:08.282]He talked about sort of this tension
[00:08:11.120]between wanting to be in person and being online.
[00:08:16.040]It was so eloquent the way he said it, schools are
[00:08:19.780]they're almost like a divide.
[00:08:21.793]We like having in-person classes, but the reality is
[00:08:26.400]that we will also have to have online.
[00:08:28.869]So we're sending mixed messages,
[00:08:31.105]Dr. Obasi and I are both family scientists.
[00:08:33.650]So it'd be like a bigamist. You're married
[00:08:36.400]to in person and then married to online
[00:08:39.280]and wanting to do both at the same time.
[00:08:42.170]I'm not saying they need to divorce
[00:08:43.500]but they can't be married probably at the same time.
[00:08:46.413]We're going to have to make that commitment.
[00:08:48.908]Again, that notion of whether it's in-person online,
[00:08:52.204]whether it's and you've heard this argument I'm sure,
[00:08:56.386]quality almost only exists in the classroom.
[00:08:59.810]If you really want to connect with students
[00:09:02.290]you can only do that in the classroom.
[00:09:05.160]Okay. That's not practical when there's a pandemic
[00:09:09.280]and your school is closed. Again I'm going to go back
[00:09:12.090]to the keynote speaker. He just talked about,
[00:09:14.790]you know, some of those differences that
[00:09:16.770]once we have let students go online
[00:09:20.024]when we come back in person, we better be really good.
[00:09:24.674]And so I think that's something that's going to
[00:09:28.130]continue to happen, but I like the way you said it
[00:09:30.910]now that we're back, you know, or some
[00:09:33.020]of us are back in person, we need to be really, really good.
[00:09:35.590]I will say, as a faculty member, we're not alone though
[00:09:39.440]that this is something that is a university issue
[00:09:42.010]not a faculty only issue
[00:09:43.610]not a student only issue or a staff person issue.
[00:09:46.620]It takes all of us to be really good when we go back.
[00:09:50.650]Pre pandemic, we're looking at about universities
[00:09:54.190]in the United States spending about 5% on IT services.
[00:09:57.720]And you know, I got this
[00:09:59.740]from the Harvard business review in September of 2020.
[00:10:02.978]Also pre pre-pandemic, say that fast why don't you?
[00:10:07.610]One-third of US universities were online
[00:10:10.590]and two thirds in class.
[00:10:12.621]But we know post pandemic, it will probably never,
[00:10:16.960]ever look the same again.
[00:10:18.580]And as an institution, education tends to lag behind
[00:10:23.230]businesses when we talk about incorporating technology.
[00:10:30.110]So everyone was, as I showed them, and this is a few
[00:10:34.350]of the applications that we've been using around.
[00:10:37.530]I know that we have several campus in here
[00:10:40.060]not only in Nebraska, but all across the country.
[00:10:44.950]If you're willing, please use the chat area
[00:10:48.200]and type some of the platforms that you had to learn
[00:10:52.300]or something that you already use it
[00:10:55.520]but because of the pandemic, you had to become proficient.
[00:10:58.552]And as you type that, I will proceed with the presentations.
[00:11:03.410]And then we can go back to that.
[00:11:04.940]But for example, all of us
[00:11:07.980]we had to learn something either in the matter
[00:11:11.310]of technology or maybe in the matters of boundaries.
[00:11:15.390]And that's a topic that we're going to
[00:11:17.210]talk a little bit later, but for example
[00:11:20.618]I remember once talking to Dr. Hill
[00:11:22.150]and she mentioned that you, during one day
[00:11:23.746]she had to so many conferences that she ended
[00:11:27.090]up using three different platforms in order to
[00:11:30.093]accomplish her work in order to help and support students.
[00:11:37.039]So just imagine how, just recall actually
[00:11:40.080]recall how exhausting that was for many
[00:11:44.020]of us to start to rely so much on technology
[00:11:47.544]as we were back then. And some of us
[00:11:50.880]is still on that, still on that page
[00:11:55.449]and to one thing, it does not matter how proficient we are
[00:11:59.275]does not matter how tech savvy each one
[00:12:02.720]of us can be or can become.
[00:12:05.310]When we started to use technology, it becomes exhausting.
[00:12:09.860]It is time-consuming, it takes our knowledge
[00:12:18.100]our peace to a different level.
[00:12:20.330]So all of us, we want assurance, and we need to
[00:12:23.360]to remember that because sometimes we
[00:12:26.573]we forget how difficult it is
[00:12:28.940]or all the struggles that students struggle through
[00:12:32.250]and then imagine the struggles that they are going to
[00:12:34.840]on top of the pandemic
[00:12:36.887]and all the things that they had to deal with.
[00:12:42.210]So again, having to become aware
[00:12:43.560]we have to become aware of the differences.
[00:12:45.965]We also, we have to become aware of each person's experience
[00:12:51.480]and the reality that we are living at that moment.
[00:12:56.580]And that was one thing that also our speaker
[00:12:59.570]mentioned a lot, the fact that we might have to
[00:13:02.562]learn it to work differently. We're going to
[00:13:05.170]have to learn it to do with our students differently,
[00:13:09.000]not only focusing
[00:13:10.270]on the pieces that we needed to teach
[00:13:12.380]but actually also thinking in the holistic approach
[00:13:16.100]in which we want also have to see where are our students
[00:13:19.783]what are the pieces that they have
[00:13:21.750]and bring back to our classroom.
[00:13:24.890]Next slide please.
[00:13:27.760]Again, students learning different platforms
[00:13:31.550]that they had to learn, different interfaces that they
[00:13:34.423]and we had to be exposed to.
[00:13:40.210]Next slide, please.
[00:13:45.190]So due to the Covid, we had to rely a lot
[00:13:48.720]on technology again. And instructors
[00:13:53.290]they had to become creative
[00:13:54.870]about the way that they would be teaching to the students.
[00:13:57.910]About the way that they would be
[00:14:00.370]assessing the students. Things came to a different level
[00:14:05.037]and we all had to be prepared to. Or better yet,
[00:14:10.620]maybe we had to become aware
[00:14:12.350]about the complexity that technology can bring to our lives.
[00:14:18.210]Some applications, for example, as we know, works better
[00:14:22.220]maybe in Firefox, rather than Chrome and vice versa.
[00:14:25.790]So be aware of that
[00:14:27.890]and then making sure that your students know that as well.
[00:14:31.310]All the applications, for example, they are on the cloud.
[00:14:34.650]So sometimes we want to work
[00:14:36.546]and then the internet is not working
[00:14:39.130]or sometimes that application that is not as accessible
[00:14:42.770]or who knows what it is in between.
[00:14:45.490]So, and that is a unit that I found to kind of show
[00:14:49.340]that technology ended up adding a layer
[00:14:51.730]of complexity. Technology can be a obstacle again.
[00:14:56.610]So many of us rely on the technology and the reality
[00:15:01.020]that technology, for some, ended up becoming a obstacle
[00:15:05.045]for many of our students from the beginning to the success
[00:15:11.160]from completing a course. For example, one thing
[00:15:15.880]on our campus that many instructors they had to rely on
[00:15:20.120]or they decided to rely on, it was for example, proctoring.
[00:15:24.310]And while that kind of seems to be a easy solution
[00:15:28.376]for accessing the students. That actually,
[00:15:31.860]for many students and administrators
[00:15:34.870]and support people, that kind of became a nightmare
[00:15:39.522]because of the complexity that it was added
[00:15:43.030]by using a proctor to take care or to assist
[00:15:50.030]to the instructors while they are accessing the students.
[00:15:55.640]And again, everybody's still learning how to do better
[00:16:03.014]with accessing only students
[00:16:04.900]how to better teach our students.
[00:16:07.550]All of us are alone in that aspect, but we also
[00:16:10.520]we are learning on what it is the best practice
[00:16:13.947]and the best technology for us to use in our classroom.
[00:16:16.760]Next slide please.
[00:16:22.890]So as we continue and hopefully as we move
[00:16:25.660]through the pandemic, learning never stops, right?
[00:16:28.650]We're still trying to understand
[00:16:30.710]still trying to provide the best experience
[00:16:34.051]for all of us in the higher ed space.
[00:16:36.890]Certainly when it comes to the digital divide
[00:16:39.720]internet connectivity remains a problem.
[00:16:42.560]We still have students who are in remote parts
[00:16:45.830]of the world who cannot access their information
[00:16:49.700]the way that we would like them to that will be in an
[00:16:52.330]in an equitable format.
[00:16:54.050]We still have issues regarding delivery of information.
[00:16:58.690]We still have trying to try to balance out
[00:17:01.610]how do we go back to being face-to-face?
[00:17:05.850]How can we continue some of these
[00:17:07.760]some of these promising practices that we've
[00:17:09.600]acquired from being online and so on.
[00:17:13.990]And then of course technology is always changing.
[00:17:16.980]It's never static.
[00:17:17.870]So we, so as we're trying to understand and make
[00:17:21.070]sense of it and incorporate in an equitable manner
[00:17:23.856]some of the, some of the riches that we have
[00:17:26.286]they're being updated, they're being modified
[00:17:28.810]they're being made better or in some
[00:17:30.500]some places made worse sometimes.
[00:17:32.640]And we still we're constantly trying to
[00:17:36.894]to keep up with, with everything and make sure that
[00:17:39.330]we were bringing out the best that we can for our students
[00:17:42.571]because when all is said and done, it comes back to them.
[00:17:46.690]Next slide, please.
[00:18:04.150]I, I certainly can.
[00:18:07.310]We also know with the technology
[00:18:12.040]in the digital world that we're in,
[00:18:14.030]there's issues like boundaries
[00:18:16.070]and what they call E-Etiquette or electronic etiquette.
[00:18:18.614]You know, I had to use this when I started teaching online
[00:18:22.806]I called it E-Etiquette, you know
[00:18:24.300]be respectful of your peers.
[00:18:25.650]Don't use certain words, you know, don't use all caps
[00:18:29.320]I think back in the day
[00:18:30.210]but now I'm sure it's probably different
[00:18:32.490]but what we're starting to see now is that
[00:18:34.874]with whether it's asynchronous or synchronous teaching
[00:18:38.760]there are issues with kind of boundaries and etiquette.
[00:18:41.825]And some of our best examples are coming
[00:18:43.960]from the business world.
[00:18:45.600]And this actually was a true story that we love.
[00:18:49.195]I know I do.
[00:18:50.314]This was a manager that was attending a meeting
[00:18:53.450]used a filter and became a potato and could not get
[00:18:56.930]out of that ground picture because she was afraid
[00:19:01.490]that she would actually disconnect from her meeting.
[00:19:03.360]So she became the potato manager for the entire meeting.
[00:19:07.870]And then we have the attorney who was the cat
[00:19:12.822]and there is, there's actually a video.
[00:19:15.210]I see some head nods where he says, I'm not a cat.
[00:19:20.900]That's great that they did not let you pass the bar
[00:19:23.460]as a cat.
[00:19:24.830]But, and the judge, I think actually walked this attorney
[00:19:28.740]through getting that filter off
[00:19:30.120]but how nice a judge is that?
[00:19:32.070]And I'm sure the attorney left an impression so to speak.
[00:19:36.513]And then this is kind of a quiz for you.
[00:19:41.140]This is a another professional meeting.
[00:19:44.700]Can anybody tell me what is different about this picture?
[00:19:49.870]You're in a meeting.
[00:19:51.504]Oh, I see a Kelly is, is doing it.
[00:19:54.510]Okay. She's given me the
[00:19:56.600]the motion that is actually a seatbelt.
[00:19:59.028]Yes. This is an Ohio city council member who was
[00:20:02.955]at home in his office.
[00:20:07.820]You have your seatbelt on
[00:20:09.500]and you clearly are looking like into traffic.
[00:20:12.470]So busted you.
[00:20:14.630]It might not be a good idea to be driving
[00:20:17.220]while in a professional meeting.
[00:20:18.550]But if you are, I don't know
[00:20:20.140]maybe take off your seatbelt and park.
[00:20:22.120]So there are so many different things.
[00:20:24.610]I know that there's been a lot of things in the chat too.
[00:20:28.342]And we want to attend to that.
[00:20:31.570]I'm going to let Olimpia address this slide.
[00:20:34.010]And I think Dr. Obasi there's maybe one more.
[00:20:38.817]So, so what is the most important piece
[00:20:41.900]of that image just is a representation of our students.
[00:20:47.243]I don't work directly with the students. However,
[00:20:50.890]I'm happy to say that
[00:20:52.900]I help others to support students.
[00:20:55.570]And I am a happy when I had the opportunity to
[00:20:58.000]help them directly or indirectly.
[00:21:00.750]And again, being aware of the
[00:21:03.339]where they are at. Be aware of their needs, be aware
[00:21:08.530]of what do we need to be teaching them, not only teach
[00:21:12.440]but also what would you like to educate our
[00:21:15.440]students about it because it is important.
[00:21:19.083]The things that they have to learn it from the university
[00:21:21.170]But each one of us, as educators,
[00:21:24.246]we also, we have the things that we would like to
[00:21:26.750]educate students on top of the subject matters
[00:21:30.410]that they have to learn.
[00:21:31.720]So our students, it is the most important piece
[00:21:34.230]and everything that we do it is it's going to reflect
[00:21:39.350]it's going to contribute into their future.
[00:21:44.070]Next slide please.
[00:21:47.586]So in the interest of time
[00:21:49.250]I'm just going to summarize comparatively quickly.
[00:21:51.807]And we learned quite a bit.
[00:21:53.320]We're still learning in this process, but
[00:21:55.120]if there's things that kind of like jump out at us
[00:21:57.226]it would be these, these three things to begin with.
[00:21:59.659]We were forced to be rapid responders.
[00:22:01.970]We, some of us held those roles, anyhow, unofficially
[00:22:04.921]in our departments and in our colleges and so on.
[00:22:07.248]But for all of us in the higher ed space
[00:22:09.860]we had to really be learned to be responsive
[00:22:12.170]to students and colleagues and faculty.
[00:22:15.410]And non-faculty to just to make sure
[00:22:17.050]that we can all help all our students
[00:22:19.980]through the process and
[00:22:21.031]and receive the education that they deserve.
[00:22:24.980]The other aspect
[00:22:25.813]of this is this idea of being digitally literate.
[00:22:29.730]We always assume that our students
[00:22:31.820]because they are I-Gen, Gen Zs and so
[00:22:34.706]on that they are the experts when it comes to technology.
[00:22:39.526]And we'll because we have a multi-generational environment.
[00:22:43.130]We have to realize that we communicate differently.
[00:22:46.090]We access technology differently.
[00:22:47.970]We have to attend to that.
[00:22:50.200]Because we work in family science,
[00:22:51.950]we always talk about resilience and mindfulness.
[00:22:55.080]I think for all disciplines, all aspects of higher ed
[00:22:58.109]we really had to learn to lead with grace
[00:23:01.300]and continue to lead with grace and make sure
[00:23:03.990]that we are being the best that we can possibly be
[00:23:07.470]for everyone that, that we impact.
[00:23:10.810]Next slide, please.
[00:23:13.960]So thanks for your time and attention.
[00:23:15.620]If there are any questions, please email us
[00:23:17.750]or drop something in the chat and have a fantastic day.
[00:23:25.974]I was going to say just one comment here on the chat area
[00:23:29.580]for those who didn't see from John O'Bryan.
[00:23:32.180]He mentioned that, adding to the piece of
[00:23:33.960]the digital divides, the disproportionate impact
[00:23:38.140]of our most valuable students.
[00:23:40.110]So yes, yes. Thank you.
[00:23:49.530]When I see some of the comments, slack was one type
[00:23:54.740]of platform that was used.
[00:24:04.690]But please reach out to us if you have questions,
[00:24:07.410]we're all learning.
[00:24:08.370]WhatsApp, somebody mentioned that.
[00:24:14.280]And that was great, internationally to save money
[00:24:17.930]for individuals to talk free, so to speak.
[00:24:23.910]These are great.
[00:24:31.090]I'm picking out the ones that I don't know
[00:24:33.400]but thank you again.
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