Visual Aids & Adapting to Your Audience — Transcript

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1. 0:00Hello and welcome to our section on visual aids  and adapting to your audience. Pretty interesting
2. 0:06section here, and a shorter section. Professor  Smith, happy to be with you. Hope you're having
3. 0:11a good day today so far. So, let's dive right in  to the section. Again, it's all about visual aids
4. 0:17and adapting to your audience. That's a big deal  for any public speaker since the audience, that's
5. 0:23the whole reason you're giving a speech. They're  your target. Without the audience, it's not really
6. 0:27even a speech. So, good public speakers, they keep  that in mind. They learn as much as they can about
7. 0:34their audience. They really think and analyze the  audience and they can use that information when
8. 0:39putting their speech together with their audience  in mind, tailor their speech to their audience.
9. 0:44And that's a great thing in public speaking.  That's what the great speakers do. So again,
10. 0:49let's take a look, with the objective being  to understand how to do that. How to adapt
11. 0:54your speech to your audience, both verbally and  visually. So adapting your speech's verbal and
12. 1:01visual material with your specific audience in  mind. Let's talk about adapting verbally. First
13. 1:06off, with the relevance of your topic. You always  want to establish the relevance of your topic. In
14. 1:12other words, "Why should the audience care?" Why  should they listen and hear you out? What's in it
15. 1:18for them? How could they gain a benefit? What  good might come if they hear you out and pay
16. 1:23attention to your speech? Could they miss out  in some way if they don't? But bottom line,
17. 1:28why and how are your speech important? You want  to make that clear to the audience. Establish
18. 1:34timeliness. Timely topics are current, recent,  trending topics. They're on society's radar. So,
19. 1:42if you can establish timeliness within your topic  or your topic's already timely -- it's a current
20. 1:47event, it is trending, it's already being talked  about...great. Great. What if you're talking about
21. 1:52something as far as retirement and early savings,  planning ahead, but you're talking to a class of
22. 1:57younger college students? Well, there again,  people might think, "Eh, they're not going to
23. 2:02care because that could be decades away for them."  But you could still establish timeliness as far as
24. 2:07why SHOULD they care right now? And you could  talk about the huge benefits, the extra money
25. 2:13they'll save if they start saving now or earlier  versus later, and what a big difference that
26. 2:19could make. And that could be a huge difference.  That's...I don't have a whole lot of regrets, but
27. 2:23that's that's one regret that I DO have is that I  should have thought more about savings when I was
28. 2:29younger. I wish I had. I'd have been able to save  a lot more and not have to work to catch up nearly
29. 2:35as much. So again, you could hit that hard and  even for a younger audience, even though it's down
30. 2:40the road, you could still establish timeliness  as far as "Here's how you benefit by doing it now
31. 2:45and how much more you could benefit." Proximity.  Establish proximity. Proximity is closeness. So
32. 2:53the idea is if a topic is close, it hits close to  home with the audience, close to where they live,
33. 3:00where they work, it's a local or localized topic.  If your topic is one of those, then that's a great
34. 3:07benefit because the bottom line is audiences  are more inclined to listen, care about, and pay
35. 3:12attention to speeches if it hits close to home,  to where they work, live, play, and so forth. So,
36. 3:18if there's that angle that you can work in to your  presentation, go for it. If you feel like there's
37. 3:24not, or it's not obvious, well, COULD there be a  local angle? How could something in California,
38. 3:30Utah, or Korea affect people in Florida -- in  Pinellas County? In Seminole, for example? So,
39. 3:36if there's a way to tie that in and localize it --  make it more close to home or make it hit closer
40. 3:42to home -- that's a great thing to do, a smart  thing to do. Demonstrate the personal impact of
41. 3:49your topic with regard to the audience. This goes  back to establishing the relevance of your topic
42. 3:54as far as why should the audience care, what's  in it for them. But again, if there's a direct,
43. 3:59personal impact that your topic could have on the  audience, things like "It could help with their
44. 4:05mental health, their well-being, their health in  general." Physical health, getting more sleep,
45. 4:11whatnot, money management, financial skills,  things that people would use personally on
46. 4:16a day-to-day basis. If your topic relates to  that in some way or it could be personalized
47. 4:21to the audience, hit that hard. Demonstrate the  personal impact and how the topic might direct
48. 4:28and impact your audience on a personal level.  That's huge. You can't get much stronger than
49. 4:34that. Information comprehension. It's always good  to orient the audience. Give them an overview of
50. 4:41the information. Preview the main points.  We talked about that in our speech section.
51. 4:46Tell the audience what you're going to tell  them. Define important or complicated terms.
52. 4:51Illustrate new or complicated terms with examples,  analogies, explanations. You can simplify. But if
53. 4:58you suspect the audience might find something  unfamiliar or they might not know it at all,
54. 5:04then it's crucial to explain that. You're going to  have to let them know, fill them in. So, if I'm a
55. 5:11defense attorney and my whole defense rests on the  fact that, "Well, if that person were in the pond,
56. 5:17if my client were in the pond where this murder  supposedly took place, my client's clothing would
57. 5:23be covered in diatoms. And they searched my  client's clothing immediately after, not one
58. 5:28diatom was found. He wasn't there. And since he  wasn't there, he COULD NOT have done this crime.
59. 5:34That's why we shouldn't be here today. He's not  guilty." Okay, fine and good. What are DIATOMS?
60. 5:39You would have to explain what diatoms are. Just a  brief summary of that. "Microscopic algae critters
61. 5:45that live in bodies of water by the millions and  billions. So yeah, if you're in there, they're
62. 5:49going to be on your clothes under a microscope."  A quick explanation. That's crucial. And that's
63. 5:55one example of that. Really important to do.  Personalize information. Compare the unknown to
64. 6:01the known, the unfamiliar to the familiar. So, if  you can think of a way to compare something newer
65. 6:08or maybe a bit more unfamiliar to the audience in  a way that they could understand -- compare it to
66. 6:13something more familiar that they would know --  then that's a great idea and a good way to go.
67. 6:19Let's take an example here, and we'll talk about  Japan and how crowded or overpopulated Japan is.
68. 6:25And let's say we want to compare that to America.  And you're thinking, "I want to really convey to
69. 6:30the audience what it would be like to live in  Japan versus here and how much more crowded it
70. 6:35would seem and feel if they were to live there."  So, let me go ahead and share this with you as an
71. 6:42example of how you might go about doing this. Now,  you could give out the numbers here in boldface,
72. 6:47all these square miles, people, population  density. Okay, that gets out the information.
73. 6:54But what if we tried it differently and we  compared Japan to America or, let's say,
74. 6:59California. Now in this example, let's say I'm  giving my speech in California. I live there and
75. 7:05my audience is there as well. So in that example,  I could say, "What's it like living in Japan? Take
76. 7:12one half, one half this whole country, the entire  US population, take half of that and put them all
77. 7:19into our state of California." And that's what  it's like living in Japan, comparatively. Now,
78. 7:24anyone in California -- goodness! -- you're  going to take one half the US population and
79. 7:29stuff them all into our state? My...WOW. it's a...  you picture that right in Florida, we could do the
80. 7:38same thing, so Florida, of course, is even smaller  than California, land-wise. so the percentages
81. 7:44might be 60% of the whole US population and stuff  them all into Florida -- goodness gracious! So
82. 7:52again, it helps the audience visualize and really  understand the information because now they can
83. 7:58relate to it. They might not know about Japan,  but they know their home state and they could
84. 8:02picture America too. So, another way would be to  say, "Japan overall, it is 12 times more crowded
85. 8:09than America. TWELVE TIMES as crowded as the US.  So, for each one of you in the class or let's say
86. 8:15each one of you at home right now watching the  video, if you got a four or five member family,
87. 8:21imagine 48 or 60 -- that's the difference." So  that's Japan compared to America overall. Anytime
88. 8:28you can personalize the information, compare  things to something familiar, that is a good
89. 8:33way to go. Smart play to make. So, I'll go back to  sharing. I got so excited there I stopped sharing.
90. 8:39I got fired up there. It's good stuff. So we'll go  back to it and we'll go back to the course outline
91. 8:45and start to move along and almost start to finish  up here soon. Common ground. That's the background
92. 8:52knowledge, feelings, beliefs and opinions  shared between the audience and the speaker.
93. 8:56So if you can connect to your audience, establish  a connection or common ground with them, that's a
94. 9:04huge thing to do. Here are some ways to help you  do that to actually connect with your audience.
95. 9:10One simple way: using personal pronouns. Words  like "we," "us," and "our" in particular. These
96. 9:18could really help make that happen. As an example:  "If somebody asked us our future career goals,
97. 9:24we might not yet know. It takes time to figure it  out. We want to put forth that time to make good,
98. 9:29smart decisions. But I think we could all agree  it's important for all of us to think about our
99. 9:35future plans, especially when it comes to finances  and savings and do the best to live out those
100. 9:40best golden years of our lives." Notice all the  personal pronouns -- "we," "us," "our" -- and that
101. 9:46implies unity. It brings the audience together  with the speaker and basically says "We're in
102. 9:52the same boat. We're in the same boat here. We're  all trying for the same things as far as a good
103. 9:56future, a prosperous retirement. So we have the  same concerns, have the same doubts. We can use
104. 10:02the same strategies to make this happen." So it  implies togetherness and unity between speaker
105. 10:08and audience. Super simple technique -- little  bitty pronouns -- but they can go a long way. Ask
106. 10:14rhetorical questions. Again, a rhetorical question  isn't designed so much for an answer -- it's
107. 10:20designed to get the audience thinking about  the question. Well, if they're thinking about
108. 10:24the question. They all have that in common. You  could use that then as a springboard for unity,
109. 10:32for togetherness. And you could basically roll  with that and say, "We might be thinking about
110. 10:37this or all of you might be thinking about that."  And again, just kind of use that connection as a
111. 10:42start in a speech or presentation. Share common  experiences. This was covered in our Speech
112. 10:49Survival Guide. If you've had an experience you  think's relatable, the chances are the audience
113. 10:53has either been there or done that, then that's a  great way to connect with them. That only works,
114. 10:59though, if the experience you're talking about  is truly relatable. If it's extraordinary,
115. 11:05super unique, once-in-a-lifetime, it might grab  attention and it might keep people's attention,
116. 11:11but it wouldn't help you connect, per se, because  nobody else has done that but you. Speaker
117. 11:17credibility. Is the speaker truthful? And that's  obviously a big deal because imagine giving a
118. 11:24speech or presentation and the audience afterwards  said, "Uh, yeah, we don't find you credible.
119. 11:29We don't think you're telling the truth." Well,  that's a big deal there. Could be a major problem.
120. 11:35So, we want this to to really be strong. Enhancing  our knowledge and expertise, which goes along with
121. 11:42credibility. And we can do this by how prepared  you seem to be as a speaker. So the idea here is
122. 11:48super simple: If you want the audience to believe  you know what you're talking about as a speaker,
123. 11:53the best way to pull that off is to KNOW  WHAT YOU'RE TALKING ABOUT. And you do that
124. 11:58by preparing well, doing your research, practicing  your speech, putting the speech together well. But
125. 12:04you put forth the time and the effort and the  thought to make sure you've got it down. You've
126. 12:10prepared. You are organized. You know what you're  doing and that's what'll come across. The audience
127. 12:15will believe you know what you're doing because  you DO -- because you took the steps to make that
128. 12:19happen and come across as not just competent, but  really, really on your game. How well you know and
129. 12:27convey the material. So knowing it is one thing.  Knowing it is content. It's the content of your
130. 12:33speech. Practicing it, that seals the deal as far  as delivery. Because if you know your content well
131. 12:39but don't practice your speech enough to deliver  it well, then the audience might get the sense
132. 12:43that you DON'T know it so well. So you always  got to do both, right? You prepare your content,
133. 12:49you make sure it's good and strong, that you know  it well. Then you practice delivering your speech
134. 12:54so you can convey that content and that way the  audience feels like, "Oh yeah, they know it AND
135. 12:59they know how to talk about it." So now we've we  got the best of both worlds. How you're directly
136. 13:05involved with the topic. If you have some kind of  personal connection or personal involvement with
137. 13:10your topic, let that be known. That establishes  credibility. If it's your business or a personal
138. 13:17passion or let's say a family business or you've  done some research on it, wrote an essay about it,
139. 13:23even something small like that, that shows some  kind of connection with your topic overall,
140. 13:29that can help you establish credibility. It also  shows that you care as far as if you're giving
141. 13:35a persuasive speech dealing with, let's say, the  environment and oil spills and things like that.
142. 13:40You might have more credibility as a fishing  captain because the audience might feel like,
143. 13:46"Okay, well, it's personal to this individual  because if the beaches in Florida get covered
144. 13:51in crude oil, then tourism shuts down.  Anybody in that field, like the speaker,
145. 13:55is out of a job or career. Yeah, it's personal  to them. So, okay, I don't feel like they're
146. 14:01lying to me. It really does matter to them. It's  a personal thing and they're being genuine." So,
147. 14:05it's not just credibility overall and expertise,  but it can help establish passion and sincerity
148. 14:12as well that "Yeah, that this person is  giving it to me straight. They're not,
149. 14:16um, they're not blowing smoke in that sense.  So, if I'm connected in some way with my topic,
150. 14:22I would let that be known to the audience in my  speech -- probably sooner than later. Second half,
151. 14:28let's start to close it out. Trustworthiness as  well as credibility. And again, being trustworthy,
152. 14:34not much bigger than that. That's a huge deal. If  the audience doesn't trust you... So it's based on
153. 14:42morals and ethical traits, which basically  says if you want the audience to find you
154. 14:46trustworthy as a speaker, then don't give them  reasons NOT to. Don't deceive. Don't manipulate.
155. 14:53Don't over-exaggerate. And of course, do not LIE  to your audience. If they catch you doing that
156. 14:58as a speaker, that is tough to forget about. And  you might get a reputation for years -- forever,
157. 15:04perhaps, even -- as being someone deceitful, being  a flat-out liar. We never want that. Along with
158. 15:10that, your research. Is your research credible?  Because we could argue a speech is only as -- if
159. 15:17if there's research involved -- the speech  is only as strong as the research that we,
160. 15:21that was used to support it. So if the  research itself is faulty, if it's biased,
161. 15:27if it's misleading, if it's false -- just flat-out  false -- then that makes the speech weakened.
162. 15:35Definitely weakens the speech and can weaken the  speaker as a result. And even if that wasn't your
163. 15:40plan -- it was an accident -- the audience might  feel like [uses brief sarcastic tone], "Uh-huh,
164. 15:44yeah, sure...they knew what they were doing. They  were trying to trick me." So, we don't want to
165. 15:48take a chance going down that route. Check your  research. Well, that's a reflection of you and
166. 15:53your speech and your trustworthiness. So, if  there's research involved, you got to do that.
167. 15:59Enhance your personality and likability. Now, look  at this. Look at this one. The extent to which the
168. 16:05audience finds you warm, friendly, enthusiastic,  and likable. And if you're thinking, "Goodness,
169. 16:12I...all this stuff and I got to be liked on top  of it? They got to LIKE me, too?" Well, it's not
170. 16:17a popularity contest, but there are certain  basic things we can do to encourage this. And
171. 16:23as an example, how many of you have not taken what  would have been good advice because the person who
172. 16:29gave it to you, you didn't really like too much.  You didn't care too much for him. "Yeah, whatever,
173. 16:33you jerk." And you thought later, "Huh...that  jerk was RIGHT." How many of you have taken BAD
174. 16:39advice you really shouldn't have taken because you  LIKE the person who gave it to you? Did something
175. 16:45stupid or took really bad advice from a good  friend or your best friend because they're your
176. 16:50best friend and you really like them. It sounds  kind of interesting to say, but liking someone,
177. 16:56liking somebody inherently gives that person POWER  over you -- because we are more likely to do,
178. 17:03to listen, to pay attention and basically  respond to folks we like versus those we are
179. 17:09neutral toward or don't like. So these things can  help in a public speaking situation, especially
180. 17:15persuasive speeches. What we can do, it's based  upon connecting with the audience. If you can
181. 17:20establish a genuine connection with the audience,  that goes a long way to encouraging likability.
182. 17:26Because it's hard to like someone if you can't see  them as being anywhere like you, if you don't find
183. 17:32them relatable, if there's nothing in common, if  they just seem out of touch, out there, whatnot.
184. 17:40So again, connecting, I think, is a good stepping  stone, maybe the first step in encouraging
185. 17:46likability. But those connections, they shouldn't  be forced. And they shouldn't be false. Of course,
186. 17:52don't try to force or push a connection. Back in  high school, I remember speakers would come to the
187. 17:57auditorium sometime. They'd address the classes,  you know, we get all together, there's hundreds
188. 18:02of people, hundreds of students, and the speaker  gets up and says, "How you cool cats doing today?
189. 18:07You feeling RAD?" And it's -- and they were  trying to fit in by using language at the time
190. 18:12they thought we might have used. And you could see  the people just rolling their eyes. "And here they
191. 18:17go. Somebody just trying to trying to fit in with  us and connect with us." And it just seems like a
192. 18:22smokescreen and a bunch of BS. It seems fake.  And people can't stand fake. So don't be that
193. 18:28way. It's based upon grooming and dress. So, how  you look, your dress overall, I think it's a good
194. 18:35idea to at least dress as well as your audience.  If not a bit, maybe slightly more so. Slightly
195. 18:41more so. So for, let's say the college speeches  as an example, in a college classroom I tell
196. 18:47my students just dress like a college student  because that's who you are and that's who your
197. 18:51audience is. If you dress super nice with the  tux or suit, dress, and all that fancy stuff,
198. 18:56well you might feel confident. You'd look great.  But if you're the only one who looks that way,
199. 19:01then you might stand out and the audience  might find that actually, you could argue,
200. 19:05even somewhat awkward. So you could stand out in  a negative way, in that sense. It'd be like on
201. 19:10a factory floor. When you see presidents touring  factories, a lot of times you'll notice that they,
202. 19:15they're not in their suits and ties and they're  dressed down more. So, they might have some boots
203. 19:19on. They might have just a basic shirt and some  blue jeans with the idea being, "Well, that's how
204. 19:25you tend to dress at a factory." Now, even that  can be seen as fake as far as they rented that or
205. 19:31somebody just gave it to them. "That's all fake.  Yeah. They they put on jeans for the first time in
206. 19:35their life to try to fit in." So even that could  risk the the potential of being seen as fakery.
207. 19:40But you get the idea. Overall, okay, dress at  least as well as your audience, if not slightly,
208. 19:47just slightly, better. It's based upon smiling and  using a pleasant tone and CPR. CPR can't be beat.
209. 19:54So this goes back to the Trifecta again of public  speaking as far as what you say, how you say it,
210. 20:02and how you LOOK when you say it. So, how you say  it gets into your tone of voice. Mind your tone,
211. 20:07as the old saying goes. How many of you have  been told before, "Don't you take that tone
212. 20:12with me!" Or somebody said something like that.  "I don't like your tone, all right? I don't like
213. 20:16that way you're saying that." So, that's a big  one. And then how you look as well. Again, the
214. 20:21Trifecta. It's a big deal for a reason. That's why  I keep mentioning it. And CPR. CPR can save lives,
215. 20:29of course, but CPR can also save speeches. CPR  is an acronym which stands for being Courteous,
216. 20:36Professional, and Respectful. Do that at all  times to your audience, especially with persuasive
217. 20:43speeches, and especially with persuasive speeches  where the topic's controversial. Again, courteous,
218. 20:49professional, and respectful. And, pardon me, and  what you say, how you say it, and how you look
219. 20:58when you say it. It's -- sometimes I feel like  I, I have so much pop or soda and stuff that's
220. 21:03bad for me. When I actually drink water, it's like  I'm allergic to it. I start coughing and my body
221. 21:07is like "Something good and pure?! Goodness,  gracious!" All right, let's close out before
222. 21:14I fall over. Initial audience attitudes. Your  audience's predispositions for or against your
223. 21:21topic. So, this gets into the audience directly.  You can use audience analysis -- and you SHOULD
224. 21:27analyze the audience -- to try to figure out their  attitudes, their beliefs, what they might think,
225. 21:32how they might feel, and how they might react  toward your topic. Making educated guesses, just
226. 21:38thinking about the audience. If my audience, for  example, a bunch of college students...all right,
227. 21:43what might college students find interesting  as a speech topic? What might be some concerns
228. 21:48of college students? What do college students  care about? And if you think, "Oh, we're going
229. 21:52to just start making a bunch of stereotypes."  Well, every stereotype is based on some aspect
230. 21:58of truth. The idea is, is it truthful enough to  use as a topic? When I think of college students,
231. 22:05anything dealing with, let's say, debt,  savings, sleep deprivation, mental health,
232. 22:11emotional health...that's big. Housing, that's  a huge one these days. So right there is five or
233. 22:17six, just from thinking about "Okay, I got some  college students as an audience." Adapt, then,
234. 22:24their attitudes accordingly. What might college  students be for or against in a persuasive speech,
235. 22:30for example? So, getting back to censorship,  video games, violent video games encourage violent
236. 22:36behavior. I think most college students probably  don't agree with that. So, as a persuasive,
237. 22:42if you're arguing that they DO encourage violent  behavior, your audience of college students would
238. 22:47probably be mostly against you overall. So, adapt  to the attitudes you expect from your audience
239. 22:53accordingly. That's especially big, again, for  informative and persuasive speeches -- especially
240. 22:59persuasive -- and especially controversial  ones. Let's close this thing out. Visual aids,
241. 23:04the criteria for choosing them. Don't  just look at visual aids as, "All right,
242. 23:08Smith wants this. Let's get it done. I got  to pick something here. Here we go. Here's a
243. 23:12giraffe. Here's a tree." No. What's best explained  visually? When's it best to use a visual aid? So,
244. 23:20think about that clearly. When would be the best  time to use that visual aid in my speech? And if
245. 23:27you're putting your speech together and you start  feeling like, "Oh, wait a minute. That'd be good
246. 23:31to SHOW the audience." Okay, listen to that voice.  Listen to your instinct. You start thinking, "Oh,
247. 23:38wait a minute. I think I could probably show  them this better than explaining it. In fact,
248. 23:42the video or this picture that I have, it would  explain it better than I could say it." Well,
249. 23:47then, bingo. That's when you use the visual  aid. So, when's the best time based on what
250. 23:52you want out of your speech? When's the best  time to use a visual aid in your speech to
251. 23:58get that? What are the most important ideas  for the audience to understand and remember,
252. 24:03which goes along with when's the best time to use  it? So, what do you most want from the audience?
253. 24:08What's your aim or goal? And then, what's the best  time in a speech to use your visual aids or aid to
254. 24:15get that goal? How many visual aids? For my speech  assignments, I always give you a set number. So,
255. 24:21give me at least that many. You can have more  than that, but don't have too many. And of course,
256. 24:26don't have LESS than that. You want to have at  least the minimum, without having so many it's
257. 24:31overwhelming. How big is your audience? That  could really influence the size of your visual
258. 24:37aids. Showing something to three people could be  a smaller visual aid than showing it to 35 people.
259. 24:43In that case, it's going to have to be bigger. So  again, how many people are we talking to here? Is
260. 24:49the equipment available that you need? Well, what  equipment would you need or what would you like,
261. 24:53and is that equipment available? Professional  speakers have a habit if they're going to a
262. 24:58particular engagement, they either have a crew  or at least one person that works with them
263. 25:03on their visual aids or somebody at the venue  works with them. But even then, lots of times,
264. 25:08if they have the time to do so or have the chance,  those speakers will actually go there ahead of
265. 25:13time and basically scout the place out. And that  way, they can see what equipment's available. They
266. 25:18can see what they're working with. They can see  the size of the room, the layout. They plan ahead
267. 25:24like that. That's always a good thing. Now, for a  classroom, you know the layout. You know the size
268. 25:30of your audience. If you're giving a speech  at home for my online or live online classes,
269. 25:35then you know the size of your audience there  because it's people you chose. It's your family.
270. 25:41It's your friends. You would know that. And  the layout, you know it too because, well,
271. 25:46it's YOUR layout. You're there or it's where you  work. So, a lot of times we kind of know this,
272. 25:51but just thinking about it a bit more to seal  the deal. Nothing wrong with that. Is the time
273. 25:56and effort involved in making your visual aid an  effective investment? That's sometimes overlooked.
274. 26:02The bottom line is if it took you five hours  to make a painting for your visual aid, that's
275. 26:06great. It's probably beautiful, but five hours  is a long time. Whereas, could you have gotten
276. 26:12something you've already done, a painting you  already have, and save that time? So, what's the
277. 26:17best way to get your visual aids as far as saving  time, saving work or effort, and of course, saving
278. 26:24money? Is the visual aid going to cost you versus,  maybe you already have one? So, that's the first
279. 26:31thing I think about is, "Do I already have this  visual aid in my pictures, on my social media?
280. 26:37I took a picture recently myself that would work  as a visual aid." If you already got it, you're
281. 26:42done. And now you saved a ton of time and work and  money because it's probably free at that point,
282. 26:48and saving all those things is good. I like that  idea. That is pretty much it for our section. I'll
283. 26:53double check. Yeah, we are done and we are golden.  As always, I appreciate your time. I will see you
284. 26:59at our next VA assignment video. Looking forward  to it. Have yourselves a good day. Take care.
285. 27:06[Manually reviewed and captioned May 2026]