We spoke to Paul L.A. Tue, mentor, football coach, community activist and Co-founder of Students Talking about Race to discuss fighting racism and injustice. His group works with teens in understanding and tackling racism, as well as with local authorities to make important changes to the community.
Janet Jefferson (00:01): Paul L.A. Tue III (00:37): Janet Jefferson (00:40): Paul L.A. Tue III (01:15): Janet Jefferson (01:55): Paul L.A. Tue III (02:01): Janet Jefferson (03:01): Paul L.A. Tue III (03:23): Janet Jefferson (04:08): Paul L.A. Tue III (04:51): Janet Jefferson (07:42): Paul L.A. Tue III (07:47): Janet Jefferson (07:55): Paul L.A. Tue III (07:57): Paul L.A. Tue III (09:12): Janet Jefferson (12:28): Paul L.A. Tue III (12:39): Janet Jefferson (13:54): Paul L.A. Tue III (13:57): Janet Jefferson (13:59): Paul L.A. Tue III (14:30): Janet Jefferson (16:55): Paul L.A. Tue III (17:37): Janet Jefferson (19:33): Paul L.A. Tue III (19:54): Janet Jefferson (20:12): Paul L.A. Tue III (20:23): Janet Jefferson (21:44): Paul L.A. Tue III (21:52): Janet Jefferson (23:39): Paul L.A. Tue III (23:46): Janet Jefferson (24:19): Paul L.A. Tue III (24:37): Janet Jefferson (26:32): Paul L.A. Tue III (26:53): Janet Jefferson (28:07): Janet Jefferson (29:57): Paul L.A. Tue III (30:26): Janet Jefferson (32:10):
Welcome to Third Floor Views, where we at Chesapeake Family Life talk about health, education and living with kids. I’m your host. Janet Jefferson. Here with us today is Paul L.A. Tue III. He is a community activist co-chair of the Social Action Committee for Racial Justice in Chestertown and cofounder of Students Talking About Race. Thank you for being here today, Paul.
Thank you so much, Janet, for having me today.
We’ve got a lot to talk about, but we are discussing talking to kids about fighting systemic racism and injustice. Let’s get started. So as I said, Paul, it’s been a busy week and I know you’ve been all over the place. Let’s first talk just a little bit about your background and the work that you’ve been doing before current events struck us. So tell me just a little bit about your work for the Social Action Committee for Racial Justice in Chestertown, and what is the role of the Social Action Committee for Racial Justice in the community?
Okay. So social action for racial justice it formed three years ago, a bunch of likeminded people, we all participated in a training called Undoing Racism and that training given out by the People’s Institute for Survival and Beyond, they’re out of new Orleans. So come out of that training and it’s a lot of emotions from every side, like what’s next, everybody was ready to do something and we didn’t know what quite to do, but you know, you had a lot of email threads going on, a lot of conversations over coffee going on. And I think the social action was born that way. I’m the co-chair with my partner, Arlene Lee. We share it together. That’s a little bit of the background on social action.
And then how have you functioned in the community? What is the work that you’ve been doing with the social action committee?
Okay. So I think one of my biggest functions is giving people a safe space to talk about issues on races. Often times not discussed and not talked about because it can be so uncomfortable. So you normally, you come to a SARJ meeting, that’s what we call it for short, you can do a SARJ meeting. It’s a safe space. It’s a space that you can talk freely. It’s a space that we can brainstorm around the issues. We have subcommittees. So I’ll stay current Achieving Justice Together as one of the subcommittees that’s co-chaired, we’re lucky enough to have the state’s attorney co-chair with Arlene Lee and that puts people in a room with law enforcement in our community. We can talk about issues, STAR, Students Talking About Race, they partnered up with March For Our Lives and we actually held a sister march here in Chestertown. We sat down with politicians and had tough conversations, trying to get them to commit, to doing some ongoing racism training, done a lot in a little bit of time.
Yeah. That does sound like a lot in a short period of time. Tell me just a little bit about some of the successes that you’ve had, which you’ve already mentioned a few of them with March For Our Lives and all the different committees. It sounds like there’s a lot of moving pieces and a lot of people involved, which is fantastic. So what do you feel like you’re really proud of with this committee and then what are some of the challenges that you may have encountered so far?
I’m really proud that we’re three years in and we’re growing. I’m proud that we’re three years in and we’re still engaged. It’s easy to come out of a training like undoing racism. I have a lot of emotions, but then life gets in the way, right. Work gets in the way, kids get in the way, sports get in the way, just life gets in the way, but we stuck together and we’re still at it and we’re getting stronger. So I’m really proud of that. Some challenges, I guess, like right now, we’re going through a challenge of trying to keep people engaged because of COVID. Right. So you’re not able to physically get to our meeting spaces at Sumner Hall. So, you know, we’ve been going back and forth with the committee on what’s the best approach to keep our people engaged, especially when we have members joining almost every day on our social media and stuff like that.
Yeah. I can imagine that this is a challenging time with COVID, especially when you want that interaction, that in person interaction, especially with challenging topics and then not having that space is really hard and it looks like we’re in it for the long haul in terms of COVID. So thinking about how can we accommodate and pivot and shift and incorporate everyone. On that note, I’d love to hear more about Students Talking About Race and your background, which I know is as a mentor and as a football coach. So you have a tremendous amount of experience working with kids and I’d love to hear a little bit about the mission of Students Talking About Race and how it began and how it’s going.
I’ll do the mission first. So our mission is to inspire open dialogue, self-reflection around racism in our schools and our community by encouraging uncomfortable conversations. We form partnerships. We encourage activism. We promote equity at every turn. That’s what we’re focused on. A couple of years ago, we had an incident in our middle school and it kind of put some white kids against some black kids or vice versa. And the principal actually reached out and she wanted some help around trying to quell that issue. So immediately I think me and another friend, we say, we’ll come up, I’ll come up to the school. Went up the following week because that conversation with Dr. Sperry happened on a Friday. So went in that Monday and I meet Barbie. Dante Johnson and I, we went in and sat down at lunch and I sat down at lunch with the kid who pretty much started the issue. It was a white kid. And so when I approached the table, I know this generation is big on respect. So I didn’t just come in as an adult and feel like, because I’m an adult, I’m going to sit down and infringe on your lunch. So I walked up to his table and I introduced myself. I asked him, would it be okay, could we have lunch together? Looking at me finally say, yeah. So I said, only thing I need, I need your friends. Right. I’m pushing the envelope and I need your friends to kind of like give us some space. I just want to sit down and talk with you. The hope was kids that I coach football, the kids that know me in the community, some of the black kids would see me sitting down. And the kid that I was sitting with, he was enemy number one at that point in time. Right? Well, I was hoping that the kids who knew me through different experiences in the community would approach the table. Like, why are you having lunch with him? Like what’s going on? You know, kids are very inquisitive, showing up, sitting there for maybe five minutes, having a conversation with the young man. They started popping over. They started wanting to know, Coach why are you here? Mr. Paul, why are you here? And I kind of hand selected kids. I said, well, since you came over to us, sit down. Since you came over to us, sit down. And you looked up probably 15, 20 minutes. And so what we had in total, maybe like eight or nine cases at the table and so it was super organic. The plan was to foster dialogue. But that lunch period, wasn’t going to be enough time to really try to get to the issue. We got contact information, emails, of course, we had to touch base with parents to let them know what was going on. And the principal was gracious enough to give us space at the middle school. We started holding meetings with that group of kids and we were able to, we avoided the situation, right. And I think that was her biggest fear reaching out. She didn’t want a bigger issue, she didn’t want to fight. She didn’t want the school day to be disrupted, but it was a touchy subject. So that’s how it started for me and Barbie Glenn.
That’s an incredible story. So are those same kids still involved?
We’ve lost a few and we’ve gained a few, so the core group is still the same core group. Yes ma’am.
And how often do you guys meet?
Before COVID, we were getting together once a month, sometimes twice a month. Me and Barbie are kinda big on letting the kids dictate it. Right. We’re kind of like, she’s on one side of the plane serving as a wing, I’m on the other side, serving as a wing, we’re just kind of making sure we stay on course. But sometimes they’re like, no, we’re busy, got this going on. Sports get in the way, clubs get in the way. Social life, work gets in a way, a lot of them are working and it’s okay. And then sometimes they haven’t heard from us in a while. They reach out and they want to do something. We got this idea, let’s do this. And so that makes us have to sit down at the table and have more meetings. With COVID, we conducted Zoom meetings. We’re checking in via text messages. We have a group thread.
Janet Jefferson (08:47):
That’s great. Let’s get into the meat of it. How do you talk to your students about racism and injustice? So if you could just tell us a little bit about the tools and techniques that you use. So what I’m hearing already is relationship building sounds like a huge part of it. And the other part, being student driven, what are some other tools and techniques that you’re using with your students?
Right. So one jumps off the top. I would say the three R’s: relate, remain and respect. Right? Everything I do with young people is focused on those three R’s. Again, I said it before, I’ll one more time, this generation probably like no other generation, they want respect. You have to meet these kids where they are. So it’s never pushing my initiative or pushing my agenda. I want to know what you all want to do. How do we all want to do it? Then let’s make this work. That might not work sometimes we’ll still try it. And then I’ll sit back, I told you it wasn’t gonna work. Now let’s try it this way. Right. And it’s super, super authentic. Like they trust me, like I said, but everything starts with those three R’s: relate, remain and respect. After that, you have to get comfortable. What we’re over and over and over again, I’m telling them this and I’ve heard them say to other people and it makes me feel good because adults can really follow this model that you have to get comfortable, having uncomfortable conversations. It’s okay to squirm your chair. It’s okay not to have the answers. It’s okay to leave the room after an hour or two hours of conversation back and forth across the table and not have a solution. Right. I think as adults, we get caught up and that’s the problem. We got to have a solution. We got to fix this right now. It doesn’t work like that all the time. Especially when you’re dealing with something like race, right. When you’re dealing with something like social justice and injustices. They’re good. And they tell adults, you have to get comfortable having uncomfortable conversations. That’s that’s a big thing. Like you can say what you feel. You can say what you want around an issue and everybody in the room, might disagree. Right. But we’re going to vet through that issue. We’re going to talk about it. And it can be uncomfortable. An original tool that me and Barbie came up with, it’s something that we call, “I was told.” What you do with “I was told” you want to have two people of opposite races. Alright, let me get them up to the front of the room. You sit them in chairs back to back. Alright. And then there is not really no time limit on it, but we’ll let it go until pretty much they say that’s enough. And I think every time that we’ve done this, there’s been some tears. There’s been some emotion. And so the premise of it is so you’ll have to say what you was told or what you learned growing up about the opposite race. It has to be negative though. Right? Disparaging remarks that you might’ve heard in different circles and the other person, they have to do the same. Right? And so after you go through that for a while, get them up, move the chair out the way, let them face each other. Room needs to be really silent. They’re looking at each other. You think about all the garbage that we get from outside groups or images on TV, and you’re looking at a classmate or you’re looking at somebody from the community. And none of that is true. Right, right. And it takes trust. And it takes them being comfortable being uncomfortable. But that’s a big one right there. I think we both, we never knew that it was going to evoke so much emotion. We came up with that, but it’s called “I was told” and we land on that one a lot.
What do you do after the students turn around and face each other? Is it just a moment for them to reflect or space for them to take it wherever they want to?
Okay. So we want them to reflect, but also it normally leads to some conversation, about phrases like ‘I might’ve been told that,’ or ‘I might’ve heard that,’ but I’ve known you, I’ve been in the school, I’ve seen you in the community and you’re not like that. You’re people aren’t like that. Right. And so it just, it just follows more conversation. Like I said, it’s normally some tears, there’s normally some hugs, even with adults, like we had a reporter one day I’ve talked to him on the spot with another adult. We had, it was a white guy reporter and an African American, a black woman. And we got them to agree to do it. And they were both misty eyed. It’s oftentimes conversations or jokes or stuff that you might keep in your circle. Right. So I’m with a group of black guys we’re talking like this. So we signed X, Y, and Z, maybe about what we heard about white people and the same thing with white people in their circles. They’re having these conversations. But now you’re back the back with the person of a different race. And you’re saying some stuff that you heard or some stuff that you maybe even was taught or some stuff that you feel when you’re completely honest, you’re being completely transparent. And it’s hard to do, especially sitting down in that room, back to back with the person who you’re talking about, you’re talking about their race.
It sounds like a really powerful exercise.
It’s intense. It’s intense.
We at Chesapeake Family Life, are with parents all the time. We’re talking about parenting. We’re really focusing on that aspect. I’m sure we have many, many parents that are with us right now talking and listening to us today. What do you recommend parents do? And sort of tools or techniques and then specifically black parents and then also white parents. Are there recommendations that you have on how they approach the conversations about race and injustice?
Alright, so we don’t have to split them by a black parent or white parent because they’re the same, right? You’re raising kids. I mean, the message might be slightly different, but brutally honest, straightforward. Right? My kid recently became a licensed driver in the state of Maryland. In a white family, that’s the time to celebrate, that’s a time to be joyous. You’re driving, you’re legal, you can run some errands now. You can go pick up your little brother from practice. I don’t have to do it anymore. And of course we were ready for all of that. But before we can have that celebration, we have to sit him down and have a conversation. This conversation is not going to be had in a white house. You have to sit down and let him know you’re going to be moving now and maneuvering throughout this world without us a lot more now. So you need to know what that looks like is when the cop pulls you over. If you get pulled over by the police and it’s anytime after dusk, try and get your lights on right away. Turn the car off put the window down, and put your hands out of the window, both of them. When they approach the car and they give you directions, you repeat those directions back to him slowly. So you want me to reach and get my license officer. I’m reaching to get my license now. So brutally honest, he wasn’t ready for that conversation. He’s kind of like in his own little bubble, but it’s nothing that we can afford to tiptoe around it. I knew a mom who has a son and we’re friends now. We’re good friends now and mentoring them for the last three years. And she reached out to me about the use of the N word in hip hop songs. She got a house full of white boys that she’s raising and she’s like, Oh, um, they don’t all get it, they’re still questioning, you know? And I directed her to a video on YouTube where he breaks it down brilliantly. But he was basically talking about some black guy. And he’s talking about having a friend with a nice cabin. And his friend, the white guy calls it the white trash cabin and the black guy’s like, no, even though he says that when he invites me to the cabin, I’m not telling him that you’re white trash. And there’s other examples in that video. Well, I told her, after the video, just have brutally honest conversations. They can handle it. We often think kids can’t handle it. They can handle it.
Yeah, definitely. You were telling the story originally about how STAR got started and that was middle schoolers. Right. And I’ve been doing a lot of research recently about when is the right time to talk about racial injustice with kids. And the answer is yesterday, three years ago, before birth. How do you maneuver that conversation with different age groups that’s sort of developmentally appropriate? You’re saying brutally honest. And is that how you navigate that at all ages? Or do you sort of scaffold this for kids differently depending on how old they are.
My expertise is probably middle school and that’s my pocket, that’s what I work with. Right? So we’re talking like seventh grade all the way through, but I’m fortunate enough to have a 12 year in the house. And I’m fortunate enough to have a nine year old in my house. Important to still be really, really honest, but more reserved. And I kind of let both my 12 year old daughter and my nine year old son, they let me know how much they can handle by the questions that they ask, by some of the conversations that I hear them having with each other around race. We might watch a movie. And a couple of years ago we watched Selma as a family. And my daughter has so many questions. She couldn’t get over the fact that it was girls similar to her age, sitting in church and somebody bombed a church like that, it did something to her. So it was her questioning to me, Daddy, why did they do that? That let me know that she was ready to have a conversation. So I feel like that was the kids that I work with. Because again, they’re there they’re middle school up to high school with some college, but I can speak on it too. The fact that I’m raising some little ones and I just kind of let them dictate and push the envelope of the conversations that we have. And even the activities that we do. We took them to the African American museum. Most of our groups started downstairs when we got to the museum in DC. That’s where the start of slavery and bringing the slaves over. And so I had both of my kids and they were a couple of years younger and I just asked them, I said, listen, the slavery stuff is downstairs. A lot of the good stuff that we’ve done and accomplished as a people is upstairs. You to tell me, where are we going to start? My daughter looks at me and said, Daddy, we know we were slaves. We learned about that. How much more do we got to know? Can we go upstairs? Let’s go upstairs. And if we don’t get to the bottom, if we don’t have enough time, so what because like she says, she already knows that narrative about herself and her people.
So it sounds like really student driven, let the kids lead. Though you are absolutely providing all of these opportunities for them. So taking them to the African American history and culture museum, having them watch Selma together as a family. So you’re just sort of throwing the opportunities out there, but then letting the kids dictate what they can handle.
Totally, totally. My boy is nine. He might not want to have a conversation about it and that’s fine, but I know seeds were planted. Right. And I know if we ever got to revert back to it, or if you’re not with me, you see something on TV, you see something on one of your devices, then you got those seeds that were planted and we can always revisit it.
How do you talk to your students about violence towards the black community and the lack of judicial consequences?
So we’ve had some conversations this week in a group chat with a group of young members and it’s all young men in this group chat and ages range range from probably 11th grader in high school to college seniors. They’re angry. And so what I try to do is I listen, I actively listen to them and I try to steer it to where we can do something positive. It also gives me a chance to soap box. I’m a real big advocate for local politics and local politics mattering. Right. And so, especially with that impressionable age where a few of them are voting, but most of them, they aren’t old enough to vote. I let them know that’s why we have to pay attention to your local politics. Not more than nationally, but equally, because I think oftentimes national politics trumps local politics. And I almost feel like local is more important, right. Because this is where I live. We talk about just protecting themselves. We talk about them being aware and conscious of your skin color as a black person. And you know, it’s things in situations that you have to be mindful of that your white counterparts, either your age, they might not have to be aware of. Right. So it’s a constant evolving and it’s a fluid conversation that we have.
So with that, how do you balance empowering your students, but then also ensuring their safety?
Okay. That’s a great question. So we had a person, a young woman at STAR speak out this past year. And she received a lot of unwanted and negative attention before because she was so brave and speaking out. So conversation that me and Barbie had with the other STAR students and other people, the kids are dangerous allies where we have to cocoon her now, we have to protect her, right? If you have a class on the same hall, walk with her to her class, get her to her class. First, we start paying attention to her social media, ask her to lower her voice, not to be fearful, but you’ve got this started. And you would have faced for getting started, now that other people who agree with you and taking a similar stance as you, let them amplify their voices. And it’s not the silence you, it’s to protect you. And that doesn’t always go over well with a headstrong young person. Let somebody else speak out. So that’s the biggest thing. We just try to cocoon as best we can so they’re not taking the hits by their self. Barbie’s a mental health therapist. So she’s always constantly going to them with coping skills and they know that line of communication, no matter what time it is, you need to call and cry. You need to call and vent. Like it’d be times throughout the day, they’re texting or calling because something has happened. And another safety mechanism that people don’t often think about documents. I used to think about teaching kids to document, right. But we’re constantly letting them know you have to document it because sometimes in these situations, if it’s not documented, it didn’t happen because sometimes people don’t always want to deal with it because we go back to what we said in the beginning. Race can be very uncomfortable.
Like using your phone to record and making sure that there is sort proof that it happened.
Or even if you can’t get to your phone, right. Jot some notes down. Write down the trigger. It doesn’t have to be a paragraph or an essay, but jot down what was said, jot down what happened. How did it make you feel? Was there anybody else in the room jot their names down. So when we come back to the table with it, because we might not be able to get to the table that day, with schedules and stuff happening, and we don’t get together until three days later, you can pull it right up, such and such was in the room. This person was in the room. This is what was said. This is how it made me feel. And we’re able to take the appropriate actions from them.
That makes a lot of sense to pivot a little bit. Let’s talk a little bit about law enforcement and the police. How do you talk to your students about police and within your sort of larger umbrella of the social justice committee? Do you work with law enforcement at all?
Achieving Justice Together, that sub committee and we have law enforcement in the room. We have law enforcement. They’ve been at every meeting, the Chestertown police. And then also our sheriff’s, our Kent County Sheriff’s have been in the room. And we had some conversation there that were pretty tough because people in my community who don’t trust the police and there’s people in my community who have just rights to not trust the police. So now you have the police in the room. But what I talk about with my kids that I work with directly is there are way more good officers than bad officers, but because there are bad officers, we have to train you and teach you how to deal with them in case you want to cross one. Now it’s not to have you in a situation of looking at every single police officer is bad because that’s not true. But until we can figure out a way as a society and as a country to weed out those bad ones, well, we get you. We can get away from this narrative, wherever able to change this narrative. I feel like we have to do our just do as mentors and as community activists to prepare, not just our case, but everybody what to do in case you come across bad ones. But I’m definitely having them in the room with the young people, having a meal. That’s how the meetings start. Every meeting, start with the meal or breaking bread together. And you can sit over here with me cause you’re comfortable. You got to go sit over there. We gotta mix this up and are able to hear conversations. So officer’s able to say, what are you doing in school? Like what, what clubs are you? What sports? You know what it does over a meal? It makes them human. I want the cop to look at this young African American kid as human. I want this kid to look at this cop as human, because once we can get to a place, if you’re human, I’m human, well, we can start to make some changes.
Do you feel like the work that you’ve been doing with the social justice committee has put Chestertown sort of in a better place to handle what’s happening this past week in terms of protests and the relationship between the black community and law enforcement?
I can’t speak for the law enforcement part. It’s a handle. Yes. Because we have a mixed group that I feel like it’s somewhat trusted by the community. Right. So I feel like we can handle it, we can and we were prepared to have conversations. We have people in place to have conversations, to do Zooms or teleconference. And we met this week in the park. One of our ministers had just invited anybody that wanted to come have prayer in the park. There’s a prayer walk tonight, a silent prayer walk. There’s a rally scheduled for tomorrow. The NAACP is doing something on Sunday. I believe we had a nice turn out last Sunday at Wilmer Park. We haven’t had any violence. We’re having conversations. I see some heated debates on social media. So I won’t toot our horn and say like, we’re the epicenter of ready to handle it because of course we’re not, there’s always more work to be done. But I think we have a good foundation. I feel like we’re ahead of some other places. I’ll say that. Yes.
I do want to pivot just a little bit because this is tied together. I know that you’ve been doing a lot of work with COVID-19 relief. Can you just speak briefly about that and what you’ve been doing, how it’s been going and how you’ve been helping the community deal with COVID-19.
Paul L.A. Tue III (28:25):
All right. So paying attention to when, once we realized that COVID was serious and that schools were going to get shut down, I called my coach and I said, we’ve got to figure out how to feed people, because we’re about to go on a lockdown or whatever you want to call it. And we put an email thread out. We identified other leaders in the community. We didn’t keep it in house. We said, this is going to be an initiative, we’re going to need help. One of the first people that we reached out to was Myra Butler, our Kent County Parks and Rec director. And once she gave us the space, the community did the rest as far as volunteering, as far as donations and even people outside of this community have given a lot monetary wise, but we’re able to galvanized the community. Last I checked, we were sending out 400 senior citizens bags, 200 on Tuesday, 200 on Thursday with perishables and nonperishables. So you’re getting cheese, eggs, your getting tilapia. We were able to get Cisco, they donated 15 tons of food. It was able to make that happen to get us 15 tons of food, gallons of milk. So for 13 weeks we’ve been feeding, we’ve been doing a big part to feed our community. Kent County, they were doing lunch and dinner and we sent out breakfast bags. I think at the height up, we had maybe like 15 sites. There was no excuse not to get some food, if you wanted food in Kent County.
That’s great. That’s fantastic. So taking all of this into account, that sounds like a really busy few months, 13 weeks, and now we’re headed into summer. COVID still here. We are protesting. What are the next steps? How can we prepare for this summer? What can we as parents and family and community members do next? And sort of, what’s your take on this?
All right. So my take on it. One is we’ve got to continue to be smart regardless of how the state is opening back up, regardless of what phase, when I feel like we gotta use good common sense. I feel like we got to continue the social distancing continuum. So wear a mask, continue to stay home if you’re not feeling well, that’s the first thing, right? And that’s what I’m trying to let everybody know in my circles, let’s continue to monitor this thing. Cause we don’t know what it’s going to look like in August. We don’t know what this fall is going to look like on a social action front. You know, because people are chomping at the bit to get active and stay active and stay engaged. I know we’re working on a few things. We have a hundred days of action that we’re working on and we’re going to be coming up with some things. I know that we have a new group, the Black Man’s Community Council. We have some things working in the works. Like I think our first roll out initiative was going to be Arrive Alive. And we talked a little bit about that was going to be teaching young people how to interact with the police if they are pulled over. Well, not even pulled over any form of police contact and how to keep you safe. And the name, the title explains it, all your job is to Arrive Alive. So it’s a lot of stuff in the works through social action. And then the Black Man’s Community Council, it’s a lot of stuff behind the scenes going on right now, but we’re planning on keeping busy and keeping safe. Like I was in DC yesterday. I protested for a little while and it was just an amazing amount of love. Have people walking around with hand sanitizer, like the spray nozzles that you might use in your garden, like guys and women, they had a contraption and they would sanitize by spraying your hands down. So it was definitely gotta be smart, but I know also we got to stay active and we gotta stay busy. You gotta stay vigilant.
Definitely. Well, thank you so much Paul for being here with us today, I know you’re super busy. So thank you for taking time to talk to us and address many of our questions. We love to hear your thoughts, comments, and questions. If you enjoyed what you heard today, check out more at thirdfloorviews.com. I’m Janet Jefferson. This is Third Floor Views. Thank you for listening.
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Janet Jefferson (07:55):
Paul L.A. Tue III (07:57):
Paul L.A. Tue III (09:12):
Janet Jefferson (12:28):
Paul L.A. Tue III (12:39):
Janet Jefferson (13:54):
Paul L.A. Tue III (13:57):
Janet Jefferson (13:59):
Paul L.A. Tue III (14:30):
Janet Jefferson (16:55):
Paul L.A. Tue III (17:37):
Janet Jefferson (19:33):
Paul L.A. Tue III (19:54):
Janet Jefferson (20:12):
Paul L.A. Tue III (20:23):
Janet Jefferson (21:44):
Paul L.A. Tue III (21:52):
Janet Jefferson (23:39):
Paul L.A. Tue III (23:46):
Janet Jefferson (24:19):
Paul L.A. Tue III (24:37):
Janet Jefferson (26:32):
Paul L.A. Tue III (26:53):
Janet Jefferson (28:07):
Janet Jefferson (29:57):
Paul L.A. Tue III (30:26):
Janet Jefferson (32:10):