Okay. Okay, so yeah, they had those. And for the younger SLPs out there that don't remember these, they had these like little leatherette kind of bags that you would have a cellphone in that was long and you know, you had to plug it in and with a cigarette lighter. You've analog phone, you might have had a minute plan that was 15 minutes on a good month, if you know you were calling after 9pm I had to carry one of these around because I was broadcasting my high school football team and basketball teams games. And that was how we broadcast back then was we've actually literally put this little cell phone hook it into a microphone and a headset, I'm probably going to be irradiated by some sort of wicked cancer later on, which I wonder about that sometimes. But this was this was high school version of me. And I was calling those ballgames and going from city to city and for for me that led into the, you know, first college years, which was still like a job, I was just going on the road flying to Nashville, Tennessee, or flying to Denver to do a ballgame for our basketball team and a lot of fun, but as far as the work experiences and being a young sportscaster, but it really didn't endear me or you didn't allow me to have that opportunity to to have a college experience that was traditional, and that was kind of sad, but each to their own. I got it back in the last couple of years of college but still did a lot of broadcasting. And then there was that pivot that I talked about on the last episode where I became a school speech therapy aide. That was a lot of fun. It was a good opportunity to really interact with the first people that I would consider patients. Granted I wasn't a billing SLP but I was interacting with students in middle school and then elementary school and that sort of born love for this profession in the communication that went into it then interaction with patients, but wow grad school Genet, my goodness, you know, I had the post baccalaureate in which that was okay. But once that admission happened, and I feel a little strange saying this because I'm a white male. But I went into a program that was predominantly female in my cohort, I was the only, I think I was the only male. I really felt, I'm gonna be honest, I felt a lot of discrimination in grad school. I did. I did. And I think some of it for some of the professor's was just not having dealt with a lot of male SLPs, especially ones that were may be coming to the profession as a broadcast journalism major, but also maybe a little bit of resentment, because some of the admission, wouldn't be honest, it may have been somewhat quota related, my GPA was good. I don't know that it was the best I had a good one is that the GRE that we took to get in at a good GRE score, but then got into the program, and encountered some really tough customer professors that were female. And I remember having a conversation with one where I had failed a couple of assignments. And I was just having a really hard time I would listen to see what it was she wanted for these assignments, write down all these details. And then something that she would have mentioned in passing was like the key thing she wanted on that assignment, and I would get an F. And finally I met with her in her office. And I said, Look, I know I'm having trouble with this. Is it perhaps possible for you to provide a written handout of what some of the assignment expectations are, that may help me and I will never forget sitting in her crummy little office. And she said, Well, I'm not going to do that unless you go down to student services, and get some sort of an accommodation for your disorder. My eyes about popped out of my head, and I was since I post baccalaureate into the field. I was in my late 20s and married and I just wasn't going to take that and I said, I'm sorry, that is very offensive. And from that day forward, it was a very animosity, you know, there's a lot of animosity in that relationship. And then when the student placements came, my goodness, we all sit filled out, I don't know how it was in your program, you fill out some of your interests in the field, where it is you might like to have a student placement. I of course, had no interest in school SLP work or pediatrics for that matter. But I understand we all have to have a broad experience. So I put down that I'm interested in sniff rehab, VA, outpatient, hospital, all those. And I've got about three school placements in about three pediatric placements, and I was going out of my mind. In fact, I think if it had not been for working at an adult habilitation center one they gave me one, placement two days a week, worked with a speech therapist who I still work with this day, I'm going to use her name Brooke Jeter, fantastic speech therapist, I think I would have washed out if it wasn't for that one placement. I'll tell one more story. I was at one of those public school placements Janette, would you believe I was accused of stealing articulation cards by my supervisor is yes, I and I'd already gotten a really negative review. I was having to go under a improvement plan with the same professor that thought I had a learning disorder and or had willingly or unwillingly diagnosed me with one, which I don't have. But anyway, I came into the office one day or at the school. And the speech therapist that was my supervisor there. She said, have you seen the th articulation cards? And I said, No, I haven't. And she said, Well, they're not here. And I said, Well, if you looked over here where we keep them, and I started trying to look for them. And I said I don't see them here. And she just she said Were you sure you didn't have them? And I said, Well, I think I had them three days ago when I worked with this patient, but I don't have them now. Well, they're not here and I don't know what I'm going to do about it. I felt terrible. And after you get asked something about three or four times or something is what's the expectation? Jeannette? You're thinking I'm being accused of stealing that? Yeah. So I finally went to a different school speech therapist that would periodically rotate through that elementary school. And I asked her I said, have you had these cards and I think it turned out she had and it came back to my supervisor that I had asked about them and I said, Well, I'm I think I'm being accused of stealing them. Well, she called me in about 20 minutes later and just rang me up and down, said, How dare you do this. And she just, I felt at that time, a bit of discrimination. I just felt like I don't know that I would be going through this same thing. If I was like every other student up here because I talked to my fellow students, and they said, Well, I've never had that happen. And she called that professor, the one that thought I had the learning disorder. She showed up within 30 minutes, and they came up there, and both just took me down to size. And so when I finally got out of that program, Jeanette, and I, fortunately, I didn't wash it out, I just decided to put one foot in front of the other. But I remember visiting with the Vice Chancellor, or the dean of the department, I remember visiting with the department chair, and putting forth concerns and grievances. And they were all ignored. Yeah, there was this like now. Now, this is all in your head. There's there's your front along. And that's where we've mentioned it earlier, when I hear about those students now that are pushing for different things. And some of them are a little bit beyond me right now. I must admit I'm, I'm a enthusiastic person about some of the LGBTQ stuff out there. But I will openly admit, I don't know everything about it. But I do see those accommodations taking place now. And some of that culture change happening. And I think, Wow, well, I'm glad that's different, because it was not different when I was there.