Dr. Sheldon Eakins [00:00:00]:
Welcome, advocates, to another episode of the Leading Equity podcast, a podcast that focuses on supporting educators with the tools and resources necessary to ensure equity at their schools. Today's special guest is Judah Taub. So without further ado, Judah, thank you so much for joining us today.

Judah Taub [00:00:18]:
Thank you very much. Thank you for having me.

Dr. Sheldon Eakins [00:00:20]:
Pleasure is all mine. We're gonna be talking about artificial intelligence today. But before we get started with today's topic, I'd love for you to share a little bit about yourself and what you currently do.

Judah Taub [00:00:28]:
Yeah, so my name is Judah. I run a early stage venture capital firm called Hets. We invest in early stage startups. We're currently managing $300,000,000 and we're investing in disruptive technologies. I recently wrote a book called How to Move Up When the Only Way is Down, and the idea behind the book is how we can leverage ideas from AI into our own lives, what we as humans can learn from AI so that we make better decisions. This doesn't mean we have to code. It's taking ideas that AI is implementing when it makes decisions so that we, like AI, can learn to make better decisions ourselves.

Dr. Sheldon Eakins [00:01:10]:
Alright. Thank you. And so here's the thing because in our schools, AI is a thing because you got some folks on one side, they're like, yo, you should not be utilizing AI. It's cheating. But then on the other side, they're Eakins of like what you're saying. It's like, well, we can take a lot of the ideas that AI is producing, and then we can kind of tweak it and go from there. So it may not be cheating. So I want to start from your end.

Dr. Sheldon Eakins [00:01:34]:
What is your take on utilizing artificial intelligence in schools?

Judah Taub [00:01:39]:
Amazing. Thank you. So I think there's two answers to that question. There is the easy, relatively superficial answer, which is schools should adopt AI and allow for AI, and I will elaborate on that for a moment, somewhat similar to maybe many years ago when the calculator was invented and then years later when Excel came out. There probably were folks who said, don't use Excel. Those folks are probably not teaching anymore today. Tools and technology are going to continue to evolve. They will continue to give us new tools that make us humans more efficient, and then there'll be 2 types of people.

Judah Taub [00:02:16]:
There'll be the folks who adapt to this and then can become more efficient, faster. Before the call, you were telling me how you edit using AI. Yeah. If if if you want, you can edit this video without using AI. If people wanna go about writing documents and do everything manually and then try and sort of rather than print it 10 times, manually write it out again 10 times, go ahead and do that. The world is moving in a certain direction, and we can definitely talk about how schools can adapt to this new world. There is a deeper question, and that is, are there ways that we humans can now think in a more creative way now that we see how AI makes decisions? I'll give an example here. For many, many years, we were programming computers.

Judah Taub [00:03:07]:
And the way we were programming computers was anybody who's done any computing will tell you it starts with this, while, and not. And that is the basics of computers. Why? Because we talk computers to think like humans. We think with if one is bigger than 2 or if one is smaller than that's how we learned. Right. Today, AI has gotten so much better. And it's coming up with creative ways of problem solving that we humans struggle with. It's the first time in history that we can say, one second, maybe we humans can learn a new type of logic because we can see AI is becoming creative.

Judah Taub [00:03:48]:
We can see AI is coming up with new ideas that we couldn't. Maybe we can learn like we've taught many years ago, AI, human logic. Maybe it's time for us to teach ourselves humans AI logic. An AI logic is something that will allow us whether we're educators or students to prosper in ways that we didn't imagine.

Dr. Sheldon Eakins [00:04:11]:
Okay. I got questions because here's the thing. Let's bring up the example about me. Like, we were talking before we hit record. I was like, yeah. I'm gonna edit this utilizing AI that's gonna do the editing for me. However, years ago, when I first started, I've been podcasting for 5 years. And those 1st years of podcasting, I was manually doing it L.

Dr. Sheldon Eakins [00:04:31]:
So I know the mechanics, the basics of how to edit and produce, publish a podcast from start to finish. Yes. Now I can utilize AI as a quote, unquote faster way to do it, and it's gonna be very similar to but there's still some it's not perfect. I still have to go back in sometimes and fix a little here and there. There's little parts that might not be perfect. There's some words that get taken out that shouldn't have been taken out. There's little stuff that's there. I think that there's going to be a lot of people out there that are going to argue, L, kids need to know the basic mechanics, fundamentals first, then they should utilize AI.

Dr. Sheldon Eakins [00:05:12]:
So I I'm just curious. What is your top thoughts on that?

Judah Taub [00:05:15]:
So let's just take that one as an example. When you said the basics and you learned the basics for editing your movies and videos and pictures, so did you learn the basics of how to go into a dark room and take camera footages and let it distill overnight and wait until the morning and dry them and then none. So the basics are changing as well. As tech adapts, the bottom rank of basics is moving up.

Dr. Sheldon Eakins [00:05:43]:
Okay.

Judah Taub [00:05:44]:
And, yeah, you always need to go one step back so that when AI does something weird, you're able to catch it and retrain it. But even what you call the basics was probably the advanced sessions only a few years ago.

Dr. Sheldon Eakins [00:05:56]:
Fair enough. That's a good point. And and I never thought about it that way because I was gonna hit you with with the calculators. Because, like, my daughter's in 9th grade right now, and she's taking algebra 1. And she's like, the teacher said, we can't utilize our calculators in class. They want us to learn the formulas, the the equations, all that stuff, and be able to do it manually by hand. So I I think you you bring up a really good point where it's like, basics is where basics is relative to today's time. Is that basically what I'm hearing?

Judah Taub [00:06:24]:
Yeah. And I'll say, like, some of the basic statements say you still probably want a child to know 5 times 5 because you're understanding how multiplication works. But you're not gonna spend as long as teaching children how much is 5,497 times 366. You weren't used to do that, and and sometimes they still try and play around with kids to do that. But I would argue kids are better off spending their time learning other, probably, skills rather than long multiplication.

Dr. Sheldon Eakins [00:06:55]:
Okay. So it sounds like you debunked the whole argument that all the kids need to know the foundations. Yeah. They maybe it's so what I'm hearing, I guess, is, yes. It's good to understand some of the quote unquote fundamentals, but maybe you don't have to spend as much time because there are other tools and resources that we can utilize that can do those same functions. So having a basic understanding makes sense, But then there's ways that we can progress from what I'm hearing.

Judah Taub [00:07:20]:
Yeah.

Dr. Sheldon Eakins [00:07:20]:
Okay. Alright. So let's talk about let's fast forward AI is here it's happening embrace it. It's kind of like 10 years from now, who knows who we're going to be at but like it's now is a great time to get on board. What are some of the benefits that teachers can implement or utilize when it comes to artificial intelligence in class?

Judah Taub [00:07:41]:
Okay. So there's many, but I will take on one which is a little bit different. And the reason I wanna do this is because I think today artificial intelligence has gotten to a stage where it could help us think differently.

Dr. Sheldon Eakins [00:07:55]:
Okay.

Judah Taub [00:07:55]:
Not provide us with an answer because that is something you're seeing a lot today. People just using whether it's chat g p t or one of the other ones, they're prompting it. Give me the answer. I think slowly where we will start going is to a stage where we will ask ourselves, can we think more creatively like AI does? And I'll give you an example. So when you today Google something, and I'm sure you Google something very frequently. You're typing in Google, and you're saying, I don't know, Christmas presents. And I want Google to give me back sort of the top ten ideas for Christmas presents. Google has to now very, very quickly decide what is going to be the number 1, 2, 3, 4, 5, 6, and it's a very, very difficult challenge.

Judah Taub [00:08:40]:
It's one that in theory could take forever because there's so many different options. Even Google knows it's not able to go in that fraction of a time through every single option and give me back the best ones. It's making guesses along the way like we humans have to do. When you say, what study should what should I study in school? What should I pursue as a major in college? Even what I scream should I buy? K. Google is making guesses very, very quickly and trying to optimize. And one of the things Google is learning to do today more than ever with AI is take random guesses along the way and not just doing AB tests, which maybe you teach in school saying, is this option better than this option? Let me try this option, but rather every so often, it's trying something completely random and throwing it into the AB testing. Why is the artificial intelligence behind Google doing that? You would have thought that it should just do a is better than b, so let's carry on with a. Let's try a new b.

Judah Taub [00:09:40]:
Is a still better than b? That's what we teach today in school. Take 2 options. Keep trading them off until you get to your best option. But Google is doing something completely different. Every couple of a b testings, the AI has learned to try something completely random. Why is that? And the answer is AI has learned that every so often, you need to try something completely random. In my book, I call it an x, a random thought. And in creative thinking, we humans are now learning that AI is not wrong.

Judah Taub [00:10:10]:
When we're trying to think about problems creatively, sometimes you need to step back and say, I'm gonna try an x, something completely different. We're trying to come up with a new type of ice cream flavor. We're trying to see what do I wanna pursue. Do I wanna be a mathematician, or do I wanna be a doctor? You know what? Let me take a dance class. Every so often in your AB testing, AI is saying to us, you know what? You need to throw in an x. And I'm using this as one example. But to answer your question, what I think we're gonna slowly start learning from AI is not just chat GPT give me the answer or write this essay for me, but chat GPT or equivalent AI can teach me in my own thought process. Are there things I should take into consideration so that I, Judah, or any one of the students in your school can potentially make better decisions and get to a better outcome? And this is a much deeper learning from artificial intelligence.

Judah Taub [00:11:10]:
It's not just to do a quick piece of work for me. It's actually making me better, allowing me get to a better result just like Google does.

Dr. Sheldon Eakins [00:11:19]:
I think your your Google example makes a lot of sense. One of the things I've noticed when I use Google, for example, it seems like a lot of the answers that I get are relative to my location as well. So, like, if I type in what are the best books or the best store or whatever, it's gonna find that information based off of my geographic location and I'm going to get those answers to so when you said in a split second or whatever it's going to give you answers, but it can't give you everything so when I search it like you know how you can do like an incognito tab and you can so you can search that way or you can search the regular way, you're gonna get 2 different results. So what you're saying makes a lot of sense to me.

Judah Taub [00:12:02]:
Yeah. Yeah. I mean, I can give lots of examples, but the but the broader point is we're at a stage where educators are not only gonna have to deal with new technology, but they will actually have the benefit Mhmm. Of dealing with new ways of thinking. So I'll give another example. I don't know if you like going to the gym, but fantastic. I'm glad you could tell

Dr. Sheldon Eakins [00:12:22]:
that I like to go to the gym, by the way.

Judah Taub [00:12:24]:
I didn't wanna make you feel bad or say something. Okay. I'll say that again. You can edit the first part of the car. As I can see

Dr. Sheldon Eakins [00:12:32]:
Thanks for noticing.

Judah Taub [00:12:35]:
As I can see, you like going to the gym. Yeah. Good. In in in the gym, you got 2 types of guys. You got the guys who are super muscular and maybe could do one thing in an unbelievable way, like bench press, like huge bench press, but if you give them any other exercise, they're clueless. They can't do anything. And then there's the all rounders, the folks who, like, maybe can't bench press as much, maybe they can't sort of do anything as good as the individuals who specialize, but they can float around the gym, etcetera. And the question is, do you prefer the sort of the muscular guys or the guys who are sort of agile? And it's a trade off that we have to make in our own lives.

Judah Taub [00:13:16]:
Do you do a major and double down and become sort of an absolute expert in one tiny, tiny field? Or do you, as a student and an educator, try and create people who have a more worldly, more broad view of things? Actually, AI has some suggestions for this.

Dr. Sheldon Eakins [00:13:34]:
K.

Judah Taub [00:13:34]:
If you look at the way AI is programming or engineers are programming cutting edge AI, they are now opting for more agile than muscular algorithms.

Dr. Sheldon Eakins [00:13:47]:
Okay,

Judah Taub [00:13:47]:
and they're not doing this because they like sort of flexing their so called sort of algorithms in the gym. They see that over long periods of time, which in algorithms can be sort of a couple of hours the agile folks outperform the muscular ones. And as an educator, as a principal, I'm sure this is not a surprise. Today, you are you mentioned to me before the call, you're educating folks who are between the ages of 14 22. They are likely to be in the workforce until the age of 60, even 70. Who knows? That means, according to to the students that you're now teaching, they should be working in 2065, the year 2,065. Just imagine what the workforce will be like in 2,065. It's it's it's nearly impossible to predict.

Judah Taub [00:14:36]:
So the people who are gonna come and specialize in such an extreme way today, it's highly likely that at some point over the next decade, maybe 2 decades, something will happen. The game will change, and some suddenly, it's not bench pressing anymore. It's something else. And the agile folks who are pretty good at this and are pretty good at that and are pretty good at this and are pretty good at that, they're able to bounce around. So one day, GPT chat comes out. The next day, a new type of, I don't know, editing video software comes along. Afterwards, something else happens, and the folks who have a a worldly view, a a a more broad skill set, are far more likely to find a way to fit into this changing world. So another one of the takeaways from the way we see AI developing for us as individuals and as educators is we're finding that broad based and skill sets are more important than narrow and knowledge based education.

Dr. Sheldon Eakins [00:15:39]:
Okay. So it's not just necessarily the understanding of how to utilize the platform, whatever it is, what's the current trend right now, but just being able to adapt is is more on the longevity on side of things. Is that what I'm saying?

Judah Taub [00:15:54]:
100%. I'll just give you another example. So we invest in, as I mentioned, lots of start ups, and so I'm on the board of about a dozen start ups, and we've invested in about 40 of them. And suddenly, COVID hits, and nobody obviously could have predicted COVID.

Dr. Sheldon Eakins [00:16:07]:
Right.

Judah Taub [00:16:07]:
And you ask, okay. Of the 40 start ups, which are the ones that successfully managed to navigate their business throughout COVID. Obviously, some of them, if you're, for example, in digital or telemedicine, digital medicine, it's easier than if you're in travel tech. Right. But broadly, the agile ones, the ones who were open minded, who had a broad skill set were the ones who succeeded far more than the ones who had the sort of more muscle approach, focused approach, didn't sort of think about changing too much. You know, this is what we do, and we we're gonna succeed anyway. And now sort of a couple of years after the COVID, I look back, and I just say one thing. Which are the agile start ups? Those are the ones that I can see succeeding today, and the ones who were very fixed with their mindset found it very difficult.

Judah Taub [00:16:58]:
And in a world that's changing so quickly, I think it's just a an obvious calling and one that AI is pushing us towards that that having a broader skill set and a more agile, flexible mindset is is seems seems to be the obvious way to go.

Dr. Sheldon Eakins [00:17:14]:
Okay. Okay. Okay. I I wanna go back a little bit because you mentioned something that Eakins stuck out to me. So I took a little note on it because typically, chat g p t, for example, is often utilized to give answers. Write me a 500 word essay on such and such, or what is the answer to this? Like, we put in a lot of prompts that are asking AI to give us the answers to to and so I think that's one of the main reasons why a lot of educators, teachers, for example, are, like, against it. Professors are against it because, oh, you're just giving artificial intelligent essays and and scholarship essays and all these different things that are out there. So what are some other utilizes that we could have for ChatGPT if that's not the direction we wanna go in?

Judah Taub [00:18:04]:
Okay. So let let me tell you a story. So I've got a dear friend called Takala. He is an amazing guy who moved to Israel about, I think it's 33 or 4 years ago from Ethiopia. He moved to Israel through the Sahara Desert, and he is the first of his entire family to get an education. He became an engineer. And after doing this, he turned around and said, look what an amazing life I have now. I've got an engineer.

Judah Taub [00:18:30]:
He said, my first paycheck, I came home, and I bought stuff for my family and my brothers, etcetera. And then he sat down, and he said, actually, I don't wanna be an engineer. I wanna dedicate my life to helping other Ethiopians get a life that I have now achieved. And so for the last, I think it's 20 years roughly, he's been running an organization called Tech Korea that helps Ethiopians move from working in gas stations and those type of jobs to becoming software coders. And he does this within 10 to 12 months. He gets folks who have no background in computing. Some of them barely know English. And within 10 to 12 months, he's able to educate them from nothing so that they get jobs in companies like Intel and Mobileye and Facebook, etcetera.

Judah Taub [00:19:21]:
I met with him last week, and it's really incredible how he does this, etcetera. And I asked him the same question. I said to him, how are you using the likes of AI and GPT, etcetera? And he said to me, it's unbelievable, because now I can train people within 8 to 10 months rather than 10 to 12 months. And now the gap between them and some of the other folks who have full university diplomas has become even smaller. And now the folks that I have, who are willing to work much harder and are willing to think into the middle of the night for creative solutions, etcetera, are actually able to surpass some of the guys or girls who started off with a more privileged background. So one of the things that JPT is doing is it's leveling the playing field. You don't necessarily need anymore so many years to get that first job as a coder, as a software engineer, as a video editor, like you said. These are real opportunities for people, and the world is only gonna carry on going this way.

Judah Taub [00:20:27]:
So just to give another example, 10, 15 years ago, if you wanted to start your own website, that would have taken you, I don't know, a month of programming, and most folks couldn't write, I don't know, c plus plus or whatever they had to do to try and build a website. And today, for $10 a month, you can build your own website. It's easy. You don't actually have to program at all. You can just do it. You could L drag, drop, build it around. AI is coming along and doing that for tons of different industries. It's just starting.

Judah Taub [00:20:59]:
But if you wanna be a a video editor, if you wanna be a front end engineer, if you wanna be a back end, if you wanna be we're just starting to see this. If you want to be a writer, you can get it to write. Even if you found it difficult at the beginning, you can work long enough to get your ideas on paper. And slowly, over time, I think, the opportunities are only going to grow. So one of the things that I would argue to educators, like those that you mentioned earlier, is that AI is going to democratize a lot of the skill sets that we have today. It's gonna provide a step up for people who don't necessarily have the background, but now, within a couple of months, they could be doing things that a couple of years ago were unheard of, they couldn't have dreamt about. I think the challenge for these educators is that a lot of them have syllabuses that they have been teaching for many, many, many years Oh. Which they like to do stop, start, play.

Judah Taub [00:21:56]:
And AI has come along and said, guys, there actually is a much better education that you could offer your students, but you're gonna have to redo some of your syllabus. And you and I both know that that is a painful process for the educators. So I don't think it's so much a question of is AI good or not for the students. Long term, I think for students and especially for the less privileged ones, it's phenomenal. The question is, are the educators up for the challenge?

Dr. Sheldon Eakins [00:22:24]:
Man, you just hit this that part right there makes so you hit it hard because you're right. We've got a lot of educators that have been teaching the same thing, same lesson, same syllabus, same test, same exam, same everything. The class is the exact same for the last 10 years. Because it's easy. It's easier to do it that way as opposed to recreating the wheel every single semester, every single school year. But I mean, I'm just thinking, like, you could essentially put your syllabus into a chat GPT and ask it for some help with updating your your syllabus to be a little bit more current and more AI friendly. Isn't that correct?

Judah Taub [00:23:00]:
Yeah. It depends how how much I mean, the harder you're willing to work as an educator, the students will probably benefit.

Dr. Sheldon Eakins [00:23:06]:
Okay. Okay. So a lot of the talk that we've had today, and I'm not sure how your book is framed, but is in the future. You know, in the years from now, 10 years from now, we're gonna be here. We're gonna so what would you say to a teacher that says, well, I'll just wait 5 years or I'll wait for technology to catch up, and then I'll start you to because right now, there's just too much that that it's not ready yet. It's it's not where it needs to be, and it's still it still has a ways to go. How do you respond to an individual that has those that Eakins of language?

Judah Taub [00:23:39]:
Like, it's difficult. I do feel for teachers. You you typically and I don't know how it is in your school, but, typically, teachers are doing it because they believe in the job and the privilege of teaching others, not because the pay is great, not because the hours are great. So, like, you gotta feel for teachers. Having said that, the reality is technology is only accelerating, and the students who adapt to this new and changing world are going to be the ones that can then go off and succeed. And if you, as an educator, want to see your students thrive, you need to think about how you allow them to prosper in this fast changing world. One of the things I would say is just like I say to students, I would say the same thing to teachers. Technology is becoming far, far more user friendly than it ever was.

Judah Taub [00:24:35]:
If you think about sort of you noted earlier when I mentioned sort of c plus plus and building sort of basic websites many years ago, so I'm assuming you've seen or had some type of background here. But these were really horrible for a user to get involved. And I remember from high school when it was even sort of before that and sort of Pascal and and and whatever the people were writing code back then. I mean, you really had to be very geeky to even want to look at the screen back then. When you mentioned sort of GPT, it sounds scary. AI, LLMs, the new GPT 4. But the reality is, for anybody, somebody who doesn't like technology at all, the user interface, the experience is so much more pleasant. And what I would say is something that I think most teachers say to their students, which is play with it.

Judah Taub [00:25:30]:
Just like if you are a teacher in music, you literally want the students to go home and just be with the instrument. That way, they will improve. I would say the same thing with technology. Like AI and GPT, it's becoming so friendly that even folks who have always felt that technology is not for them and always felt that, I don't know, technology is is not their thing. It's always difficult. It gets stuck, etcetera. I would just play with it. And very quickly, you will see, even if it's just the chat GPT bar, which is very similar to Google, everyone searches on Google.

Judah Taub [00:26:06]:
It's not very different to using that on chat GPT. And we will start seeing new types of AI, new types of large language modules that will come out. And as long as you're not afraid, as long as you're playing with these things, trying out spending an hour a week, a couple of minutes a day, you might find that this is not only not scary, but it's actually useful. And it's something that you can integrate into your teaching methods, and it's something that you will become more open minded to to allowing your students to prosper because I can guarantee that one way or another, your students, your educated students will come across AI when they meet their first job or or just working world. And those who have a more open approach, who have played with this in the past, who've been exposed to this, will just naturally be better positioned than the others.

Dr. Sheldon Eakins [00:27:00]:
Do you recommend that higher education, for example, when they're offering teacher prep programs that they offer in AI teaching AI or utilizing AI in class? Like, usually, like, as I I remember when I was in college and I was going through teacher training, we had a you know, just a traditional technology in class type of class. But now I'm just thinking as I'm talking to you and I'm thinking about the future and we're preparing future teachers, should we offer an artificial intelligence class as part of the courses that we're offering for teacher prep programs?

Judah Taub [00:27:33]:
For sure. Let me give you an example. So I'm guessing that when you became a manager, whether it's a principal or even one stage before that, you had a course in Excel. You had to do a budget. You had to check the right. You you had to do this.

Dr. Sheldon Eakins [00:27:47]:
Yeah.

Judah Taub [00:27:47]:
Okay. Nobody said to you, no. You're gonna do that on a piece of paper with a pen. They gave you a course and said, by the way, when you submit to us your monthly, annual, quarterly reporting, etcetera, use this tool called Excel. It will make you better. It will eliminate mistakes. And by the way, it would take you less time. It's a win win win for everyone.

Judah Taub [00:28:11]:
I'm sure you also have a sort of dashboard where you have sort of, like, some type of portal where you have to enter information, etcetera. That's also something that didn't exist many years ago, and now most education systems around the world are trying to sort of reskill their teachers. AI is just gonna be the next obvious step. If you don't wanna use AI, you probably shouldn't be using Excel just so that you're consistent with your beliefs.

Dr. Sheldon Eakins [00:28:37]:
Yep. Yep. Yeah. Good point. Yeah. We had to take it. I remember taking statistics, you know, because we had to implement it. You know, check grades, academic performance, how our students are doing.

Dr. Sheldon Eakins [00:28:48]:
And if I hadn't taken a class like that, then I'd probably be in trouble when it comes to looking at the data for our students and and the growth and academic progress of our kids. So, I mean, that's a good point. I'll say this, Judah. I I have definitely learned a lot from you just having this conversation in regards to artificial intelligence. It's got me excited with the future. And, you know, I hope that those who are listening to this conversation, especially if you are highly against utilizing artificial intelligence in class, then maybe this will be an opportunity for you to do some further research and kinda look into it a little bit more. I'd love for you to share with with our listeners one final word of advice that you can

Judah Taub [00:29:27]:
provide. Yeah. So the main one that I would say is just don't be afraid. So I started off writing a book on AI, and I made it very technical. And then I sent it to a bunch of people, and they said, you know what would be a real challenge? Like, write the book with all the insights that you have, but now sort of do it again, but without anything technical. Stories after stories after stories with small bottom lines of what you can learn for each of these from a and it was a challenge, But that's what I did ultimately, and it took a lot longer. But but I'm so pleased with it because now it means that people who have absolutely no background can use this to get a first exposure into how AI even thinks, and it's through stories. And my advice to anybody is not to be afraid to feel like they can play around with AI.

Judah Taub [00:30:18]:
It's becoming more more more accessible, and I really think it's something that could help level the playing field in a very significant way.

Dr. Sheldon Eakins [00:30:25]:
I love that you you keep referring to it, leveling the playing field because, like you said, there are people that are at Advantage. And and a lot of the stuff that I talk about in my show is about how do we make sure that students that do not have that access to all of your bells and whistles and and parents who've had PhDs and doctorates or whatever kind of things, like, how do we make sure that they have the same opportunities as everyone else does? And I think you bring up a really good point that artificial intelligence is a way to help level that playing field. So thank you so much for for all this information. If we have some folks that want to connect with you, what's the best way to reach you online?

Judah Taub [00:31:04]:
There's a website. Judataub.com.

Dr. Sheldon Eakins [00:31:07]:
Judataub.com. So once again, I am speaking to Judah, author of How to Move Up When the Only Way is Down. Judah, thank you so much for your time.

Judah Taub [00:31:16]:
Thank you so much.

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Now if you enjoy listening to the show, I would be really grateful if you left me a review over on iTunes, too. Those reviews help other advocates find the podcast and they’re also fun for me to go in and read. Just click here to review, select “Ratings and Reviews” and “Write a Review” and let me know what your favorite part of the podcast is. Thank you!