August 30, 2026 • 33 mins
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Speaker 1 (00:00):
By the program participants. Welcome to iHeartRadio Communities, a public
affairs special focusing on the biggest issues impacting you this week.
Here's Manny Munoz. I am Manny Munoz. Thank you for
tuning in to iHeartRadio's Communities. our weekly public affairs show,
where we try to bring you conversations that'll help you
(00:21):
better understand important issues or maybe just some interesting topics.
Either way, I do hope you'll stick around for the
next half hour. And if you have any comments, questions,
or suggestions, please feel free to reach out on Instagram.
My handle is at I O D Manny. That's at I-O-D-M-A-N-N-Y. Now,
(00:42):
let's get on with the show. Identity theft used to
mean somebody got hold of your credit card number or
your social security number. Today, criminals can get into your phone,
take over your accounts, even use AI to sound or
look like someone you trust. So how do we protect ourselves?
Let's bring in the CEO of Identity Theft Resource Center,
(01:02):
Eva Velasquez. Eva, I appreciate the time. Thanks for joining us.
Speaker 2 (01:06):
Yeah, I'm happy to be here.
Speaker 1 (01:07):
Their website, by the way, is idtheftcenter.org. Really has changed
quite a bit in the last 10, 20 years when
we talk about what identity theft means.
Speaker 2 (01:22):
Oh, 1000%. There are so many different ways that your
identity can be misused. So I just tell people to
think about all of the ways that you prove you
are you and how you're using your identity from booking
ride share to getting government benefits to getting medical services,
also to making charges on an existing credit card or
(01:44):
even opening a new line of credit. If someone has
the right data and information about you, they can pretend
to be you and do all of those things.
Speaker 1 (01:52):
And most of us don't even think about how much
of that personal information we carry around just on our phone.
It's not even our credit cards or our social security
number anymore. All of it is on our phone, generally speaking.
Speaker 2 (02:08):
That's very true. It's not only on our devices like
our phone or our laptop, but we're also putting it
on our accounts. Think about all of the things you
share on social media accounts. Maybe you like where you
bank and you follow them or you talk about what
kind of cars or clubs you belong to. All of
that information about you, that unique behavioral biometric data, sometimes
(02:32):
we just share that ourselves. And then, of course, we
have to talk about data breaches. We trust companies with
our data, and they unfortunately suffer a breach. That's another
way that this information gets out of our control.
Speaker 1 (02:45):
Yeah, your latest research shows that criminals are increasingly not
only getting into our phones, but our computers. And once
they gain access to even a simple email account, it's
incredibly valuable for them, isn't it?
Speaker 2 (02:59):
Well, I really want people to rethink how they think
about their email accounts because that's the keys to the kingdom.
You may think, oh, it's not a big deal. It's
like another throwaway account or it's not as important as, say,
my financial accounts or my bank account. It absolutely is
because that's what you use to do password reset. So
(03:21):
if someone has control of your email account, boy, oh, boy,
they can get control of a lot of other accounts.
Speaker 1 (03:26):
We've got everything. It feels like everything has two-step authentication now, right?
You want to log into your account. You get a
code on your phone or whatever. You put that in,
and then you're allowed in. Does that make things completely
trustworthy and unbreakable?
Speaker 2 (03:43):
It certainly makes them better. Look, we're never going to
get to zero risk. That's just impossible. But using multi-factor
authentication reduces the risk. significantly. The only caveat there is
that if you share that code, if you fall for
a phishing attack or someone says, hey, can you share
(04:03):
this code with me? Then that's where it breaks down.
So don't ever share that code. with anyone other than
with the website or the app that you're trying to
log into.
Speaker 1 (04:15):
Yeah, you talk about phishing attacks or those kinds of
those types of scams. I can't tell you how many
times a day I get text messages. I don't answer
the phone anymore. I get text messages telling me, hey,
we've got your resume, got a great work-from-home job for you,
or hey, I'm in the neighborhood. Can I come by
and give you a roof repair estimate or whatever? It
(04:37):
is really amazing how many of these scams are out
there at any one time.
Speaker 2 (04:43):
We are being deluged. It is just unbelievable. And it's
not just text messages. It's emails. It's phone calls. It's
DMs on social media accounts. I mean, any way that
a bad actor... can insert themselves and get in touch
with us, they are absolutely leveraging it and using it.
So we have to be on guard all the time.
Speaker 1 (05:04):
We're speaking with Eva Velasquez, Identity Theft Resource Center CEO.
Their website is idtheftcenter.org. Somebody like you, this is what
you do for a living. What are the top two
or three identity theft threats that worry you the most
right now?
Speaker 2 (05:22):
I think right now it is the state of phishing.
and the use of AI to perfect these hooks. And
when I say phishing, I mean smishing because I mean
by text, whatever the medium, whatever the channel is, they
are letter perfect. We used to be able to identify
(05:43):
these attacks by looking at poor grammar, maybe on an email,
the The logo was fuzzy, maybe even on a fake website.
It felt off. It didn't look quite right. But that's
not the case anymore. We cannot continue to use the
litmus tests that we've used in the past. If you
(06:04):
didn't initiate the contact, just go to the source and
verify that. And that's becoming really, really hard because the
hooks are really, really convincing. It's not that people are
careless or less sophisticated. It's that deluge we were just
talking about and the fact that using AI allows the
(06:25):
bad guys to create letter-perfect things that will not trigger
that response in you of, oh, this doesn't look or
feel right, and we're being deluged. And it costs them
nothing and they can just do it at scale.
Speaker 1 (06:39):
Sure. And that's kind of a punch in the gut
because even before AI, there were still smart, you know,
well-informed people who regularly, you know, fell for these scams. And, and,
and it always seems to me, it's the ones that say, Oh,
I'll never fall for that. I'm not, you know, I'm not,
I'm not gullible. The ones that actually do fall for it.
Speaker 2 (07:00):
Well, it's, it's, not about being smart or savvy, again,
or careless. It's the fact that it's your emotions that
are being leveraged. So our logical brain is really good
at making logical choices, but our emotional brain, not so much.
That's that whole fight or flight.
Speaker 1 (07:21):
Yeah, on many levels in life.
Speaker 2 (07:23):
I mean, let's think about it. And so when someone
actively is trying to trigger and elicit those emotional responses
by creating a sense of fear, a sense of urgency,
a sense of hope, all of that is designed to
counteract our logical choices. So I just always tell people,
we need to acknowledge, all of us, and I include
(07:44):
myself in this statement, we are all vulnerable to these
different types of scans and hooks and It's just differently
because it really depends on how do we engage in
the outside world, particularly the digital world. What websites do
I visit? How much am I on social media? Do
I text a lot? How much do I use my devices?
(08:07):
All of those things add to what our different vulnerabilities are.
But first and foremost, we have to acknowledge that we're
all vulnerable.
Speaker 1 (08:15):
Are there red flags that all of these scams have
in common that should immediately like make us stop what
we're doing and think?
Speaker 2 (08:22):
There are some. Things like creating that sense of urgency.
You have to act right now. You don't have any
time to think. But also creating a sense of fear.
This is law enforcement. This is the government contacting you.
And if you don't do what we say, you're going
to somehow lose personal freedom or lose access to your money.
(08:43):
But one of the new twists we've seen is almost
like a sense of hope, a sense of playing on
your hopefulness, kind of like the lottery scams still do
and they still exist, but they're using it in different ways.
We need your help. We've actually caught a bad guy
and they're trying to infiltrate your accounts or they're using
(09:04):
your identity to peddle salacious content, things of that nature
where you go, oh my gosh, I need to help
fix this. I want to be part of the solution.
And so they're playing on your hope. And that is
a very powerful thing. emotion.
Speaker 1 (09:21):
Yeah. You're not, you're not kidding. I hadn't even thought
about it that way. When you throw, as you were
talking about a minute ago, AI into it, things like
caller ID can be spoofed, right? We could see, I've been,
as a matter of fact, a quick story. I was
sitting next to my wife in the car. Her phone
rang with my number and my name showing up that
(09:42):
it was me calling her while my phone, you know,
is up on my windshield, you know, the little holder thing.
And she looked at me like, how is this even happening?
So we know numbers can be cloned or whatever. With AI,
what hope do we really have of protecting ourselves? Cause
it is a scary new level.
Speaker 2 (10:01):
It's going to be a huge challenge for us again,
because I go back to those things that we used
to use as a litmus test. Please do not trust
caller ID.
Speaker 3 (10:09):
Anyone listening to this, it can be so easily.
Speaker 2 (10:11):
Spoofed, but now you can't really even trust your own
voice detection because Voice cloning is real. It's cheap. It
only takes three seconds of audio. So it's very easy
to clone someone's voice. It's very easy to create deep
fake videos, even cheap fakes. They're not expensive. So the
(10:33):
video actually looks like either you or if you are
the intended victim, someone you trust. I mean, I hate
to say it, but it's almost like, look, you can't
really right now trust your ears and eyes. you have
to think more about what is this contact? What are
they asking me for? And when people start asking you
(10:56):
for money, that's the, to me, money or data, that's.
Speaker 3 (10:59):
The universal red flag.
Speaker 2 (11:01):
Hang on a second. Why are you asking me for
my data or my money?
Speaker 3 (11:05):
I'm going to stop right now because.
Speaker 2 (11:08):
I'm going to choose who I share my money and
my data with. You choose who you share that with.
Don't let them choose you.
Speaker 1 (11:14):
Just a few more minutes here with Ava Velasquez, the
Identity Theft Resource Center's CEO. Their website, again, is idtheftcenter.org.
What about kids? Should parents worry about... their children's identity
being stolen like they're, you know, traditionally, I guess their
social security number or something like that years before a
(11:35):
kid will ever need it.
Speaker 2 (11:36):
Absolutely. And I don't want to fear monger here, but
an add to parents already burdened list. But this is
the world we live in. So we keep our kids safe. We,
you know, we teach them to hold hands, look both
ways when you're crossing the street.
Speaker 3 (11:50):
Yeah.
Speaker 2 (11:51):
Learning to manage cybersecurity and their identity, it's part of
the deal now. I encourage parents, please, freeze your children's credit.
It's free. You can do it for yourself. You can
do it for your kids. You can do it for
any dependent adult. So you're taking care of your parents
if you're part of that sandwich generation. Yes, it does
(12:12):
take a little bit of legwork. You've got to jump
through a few hoops, but we have free resources on
our website that walk you through, you know, very granularly
walk you through the process. And I do want to mention,
I'm so thankful that you've mentioned our website a couple
of times just to let people know we're a 501c3 company. Everything,
(12:33):
all the services that we provide to you, whether it's
recovery plans, risk minimization techniques, all the information, the newsletter,
it is all free to you. We don't charge victims
and consumers for any of the services that we provide.
Speaker 1 (12:47):
Idtheftcenter.org. Idtheftcenter.org. You mentioned freezing your credit. What is the
downside to doing that? Or is there?
Speaker 2 (12:59):
So there is a tiny downside, and that is if
you want to open new lines of credit in your name,
you have to thought. But I can tell you from experience,
it has gotten very, very easy to manage to thought.
You just have to plan ahead. And I almost don't
think it's a downside because the upside is it makes
(13:20):
you plan just a little bit for your budgeting. It
makes you be a little bit more thoughtful about those things.
spontaneous purchases, if you want to open a credit card
or go get a car loan, you have to plan
for it. And it gives you a second to think.
It's also one of the most proactive steps that you
can take to protect yourself. It doesn't solve everything. It
(13:41):
doesn't solve everything. Your identity can still be misused in
a number of other ways, but no one, even if
they have all of the data required, can open that
new line of credit because your credit is fractured.
Speaker 1 (13:54):
What do you at the Identity Theft Resource Center do
to help someone who's been victimized?
Speaker 2 (14:00):
We have a contact center that's staffed by real people,
not AI chatbots.
Speaker 1 (14:04):
Thank goodness, actually human beings.
Speaker 2 (14:07):
Actual human beings who have received extensive training, not just
in the mechanics of recovery, but also they're trauma-informed. They
understand that we're dealing with crime victims, people who are
going through the worst day of their life. So you
can call us at the toll-free number. You can live
chat with us on our website. You can email us.
You can email. Reach out to us on social media
(14:30):
with a direct message and we will get back in
touch with you and listen to the unique details of
what's happening to you and your unique situation because not
everyone has the same access to resources. I mean, just
if you're a member of the blind low vision community,
you may need to receive our services in a different way.
(14:53):
If you're a member of the deaf hard of hearing.
Speaker 3 (14:55):
Community, you may need to receive our services in a
different way.
Speaker 2 (14:58):
And we are cognizant of that. So we will give
you a tailored recovery plan. step by step. We don't
do the work for you because we don't want to
collect your data, but we will hold your hand throughout
the entire process. And your case manager walks with you
through that process, whether it takes a day, a week,
a month, a year, two years.
Speaker 1 (15:19):
Last thing for you. I know for a fact, 10, 15,
20 years ago, it would be a nightmare if someone
had their identity stolen to try and get their life
back together, their financial life back together. Is it easier
in this day and age or more difficult?
Speaker 2 (15:37):
It's difficult in different ways. You know, 20 years ago,
and ITRC has been around for 26 years.
Speaker 3 (15:46):
We were founded in 1999.
Speaker 2 (15:46):
And at that time, we really didn't even understand what
this crime type was. So we had a lot of
people walking around being accused of crimes, being accused of
perpetrating fraud when it wasn't them. And so they had
to fight to prove this negative, to prove their innocence.
That certainly still happens and a lot of people feel
(16:07):
that way, but there are more resources and there is
a better understanding at many of the institutions that this
is a real threat and a real thing that people experience.
Where it has become more difficult is the vulnerabilities, the
different ways, particularly digital, that we use our identity and
(16:28):
verify that I am me. That has just expanded exponentially.
So therefore, the vulnerabilities have expanded exponentially. Therefore, the misuse
has expanded and there's just so many different ways. So
that's become much more difficult. We get people that were like,
I didn't even know this could happen. I knew somebody
could make maybe false, phony, fraudulent charges on my credit card,
(16:50):
but I had no idea they could go get surgery
in my name. I had no idea someone could serve
a prison sentence using my identity that then pops up
on a background check when I'm trying to get a
promotion at work.
Speaker 3 (17:03):
So that, I think, is what's become more difficult.
Speaker 1 (17:06):
My goodness, that's mind-blowing. Ava Velasquez, Identity Theft Resource Center CEO.
The website, again, idtheftcenter.org. Ava, I appreciate the time. Thanks
so much for the information. Be well.
Speaker 4 (17:19):
Happy to be here.
Speaker 2 (17:20):
Thank you.
Speaker 1 (17:21):
You're listening to iHeartRadio Communities, our weekly public affairs show.
I am Manny Munoz. If you have any thoughts, comments,
or questions, please feel free to reach out to me
on Instagram. My handle is at IOD Manny. That's at
IOD M-A-N-N-Y. AI is already in our classrooms, whether schools
(17:43):
are ready for it or not. Six in 10 teachers
said to be using it for their work. Seven in
10 teenagers admitting to using it for schoolwork. And yet
most teachers say they've never gotten any formal guidance about
how AI should be used. Let's discuss it with Joy Okoro,
chief impact and operating officer for Teach for America. Joy,
(18:04):
I appreciate the time. Thanks.
Speaker 4 (18:06):
I'm so happy to be here. And this is such
an important topic, so I'm eager to dig in with you.
Speaker 1 (18:10):
Yeah, it is really, really important. Let's start off broadly.
How dramatically do you think AI is really going to
change the classroom in this school year or next?
Speaker 4 (18:21):
I mean, gosh, when I think about that question, the
thing that comes to mind is the phrase that as
Much as things change, things stay the same is what
comes to mind. So I really do think that AI
is going to evolve and influence what's happening in classrooms.
But it's also true that that is going to result
in us continuing to double down on the fundamentals of teaching,
(18:44):
which I believe is a relationship between an adult and
a student. When I think about my own classroom experience,
I think if you were probably to think about yours,
you're likely to remember your favorite teacher or a moment
that you've had with them. And I believe that that's
something that AI can't replace. But I also think we
have to be eyes wide open. This technology is here,
(19:06):
and I do think it's starting to shape how teachers
experience the role, how students experience their work. And so
As much as it will change things, I think a
lot of things are going to be the same about
the relationship between a student and their teacher.
Speaker 1 (19:20):
So I guess both things could be true, right? This
could be just yet another useful educational tool and also
something that fundamentally changes how we teach. That's right. That's right.
What do you want a teacher who might be listening
to this show? is heard on about 230 radio stations
every weekend. What would you like a teacher to understand
(19:42):
about using AI that she might not really comprehend?
Speaker 4 (19:47):
Yeah, I mean, well, one, let me. start with how
I think I would recommend a teacher orient. And I
think that words come to mind and I think a
teacher should orient cautiously, but also curiously. And what we
already actually know about this generation and particularly at Teach
for America, re-recruit young teachers, people who otherwise may not
(20:11):
be seeking to enter into the classroom, providing them an
opportunity to make a meaningful difference in the lives of
kids and also develop their leadership over time. And what
we know about this generation is that they actually are
skeptics of AI, while at the same time, they are
AI natives. They grew up with iPads. They are very
familiar with the technology, sometimes knowingly and unknowingly. And so
(20:33):
they're actually coming to the table with a little bit
of skepticism, which I think is healthy. And I think
when stepping into the role of a teacher, folks should
be cautious because like anything, things could be used for good.
They could be used for bad. Sometimes you may hear
things like, you know, is it helping students cheat or
are they not critical thinkers? That is as true as
(20:55):
AI helping to enhance. the learning, enhance the critical thinking,
giving them access to more perspectives than just what's going
on in their class and in their school building. So
I feel like my advice to them on how to
orient is to lead with that cautiousness, but to be curious,
but to also be curious about how to allow it
to be a tool that is enhancing what they want.
(21:18):
to be true for their kids, which we know we
want kids to be thoughtful, values aligned, critical thinkers, because
that's what the world's going to require of us, especially
as information is available at our fingertips.
Speaker 1 (21:29):
Right. You mentioned the kids and I mentioned the statistics. 70%
of teenagers admit that they're using AI for homework. Big
difference between using AI to get an answer and using
AI to learn.
Speaker 4 (21:44):
Very, very, very big difference. And also the world is
just moving so fast. So when I think about some
of the pros and the assets of AI, I just
think about how students so quickly can have access to
multiple perspectives, summaries of lots of books at the same time.
And again, I don't believe that that should replace what
(22:04):
happens when you sort of dive deep into a book
and you form your own opinions. But sometimes we all,
especially in the age of social media, living in an
echo chamber. And so I think having quick and easy
access to multiple perspectives is really a good thing. So
I do think that AI can be used to help
us learn and And I think that's the way a
(22:27):
lot of students are, are orienting to it as they're
doing their homework.
Speaker 1 (22:30):
A few more minutes here on iHeartRadio Communities. I'm speaking
with Joy Okoro, Chief Impact and Operating Officer at Teach
for America. Their website is teachforamerica.org. You and Anthropic have
created this new AI fluency course for teachers. Take me
(22:50):
through exactly what that is.
Speaker 4 (22:52):
Totally. We are so excited about this partnership because to
the point that you made earlier, we all have a
lot of learning to do about what this is and
actually how to use it. And so in this partnership
that we have with Anthropic, we've essentially created a course
that helps educators understand how AI tools work, where they
can strengthen instruction, deepen student learning. And also, this course
(23:16):
talks about where the technology falls short and how our
teachers can make ethical, professional judgments about when AI belongs
in teaching and learning and when it doesn't. We just
want to ensure that our teachers have access to meaningful
learning as they're honing their craft as educators, ensuring that
they avoid pitfalls and center on keeping the human connection
(23:40):
with the student at the center. And so I'm excited
about this partnership with Anthropic because I think they have
a lot to learn from us as folks who have
been in this work for 35 years and understand what
what an effective classroom and a relationship student looks like,
a relationship between a teacher and student looks like. And
we have a lot to learn from them as they're
shaping and building this technology that we're all using. So,
(24:04):
you know, I know sometimes AI can be a little
bit of a spicy topic in the world right now,
but I do think excited about our partnership because like we've,
like has been true for us at Teacher America for
35 years, we want to stay on the cutting edge
and we don't want to just be consumers. We want
to be shaping all, Sure.
Speaker 1 (24:23):
Yeah, for sure. Where I live here in South Florida,
I know the school districts are trying to find the
best practices on how to implement AI into the classroom.
But it kind of feels like schools are already way
behind the curve. Am I not reading that right?
Speaker 4 (24:40):
I mean, I think that's true. I mean, it is
hard to implement anything at scale. So whether or not
we're talking about a brand new curriculum, if we're talking
old school textbooks, and today if we're talking about brand
new technology that's moving at a quick pace.
Speaker 2 (24:54):
So I don't think our schools.
Speaker 4 (24:56):
Are behind for lack of trying, but I do believe
that our schools want, they care deeply because we're dealing
with young people and students about getting it right. And
sometimes that does mean that we're moving a little bit slow.
But I think what's also true is that the technology
is moving exceptionally fast. And so it does feel really,
(25:16):
really hard to keep up. And I think that's an
important role that our teachers at Teach for America, when
they're partnering with districts across the country, can play. We,
as a support organization to our districts, can help ramp
up an understanding of how this technology can take shape.
And I'm excited about our teachers bringing that into the
schools that they're partnering in across the country.
Speaker 1 (25:35):
Yeah, it feels like AI arrived in the classroom before
schools even had a chance to Kind of like the
government right now, trying to figure out how to regulate
and control it before it gets out of control. What
exactly is this AI fluency course for teachers like? What
can teachers expect and what will it help them do?
Speaker 4 (25:56):
Yeah, I mean, I think it's going to, one, help
them actually understand the basic tools. A lot of us
are familiar with chat GPT or how to type in
and ask a question, but I'm learning my own self
as I get deeper into understanding what's available to us
through AI.
Speaker 1 (26:13):
Sure.
Speaker 4 (26:15):
There is that, you know, that typical tool that I
think a lot of us are used to with like prompting.
But there's also I'm learning a lot that you can
do to help build systems for yourself to increase efficiency.
So some things that have taken a really long time
as a former special education teacher. You know, I used
to have to make schedules or, you know, write IEPs
(26:37):
and things that took a lot of time for our teachers.
So I think that there's a little bit of an
efficiency element to it if you actually learn how to
build these bots, as I'm learning. And so I think
through the course that we have with Anthropics, We're teaching
our teachers how to move just beyond typical prompting and
get a response to actually build tools to solve problems
(26:58):
as they see it in their classrooms.
Speaker 1 (26:59):
A couple more minutes here with Joy Okoro, Chief Impact
and Operating Officer. at Teach for America. The website is teachforamerica.org.
There's a brand new study out that talks about a
study of, I think, 27,000 students that found that AI
users did better on their homework grades, but eventually did
(27:22):
significantly worse when they were tested. Does that worry you
about how AI can make it look like a child
is learning and succeeding, but not necessarily learning or succeeding?
Speaker 4 (27:34):
I think homework is a wildly debated topic in the
world of education, the extent to which it supports a
student's learning. I can share my own personal perspective. I
think that our students do need practice. And as a
former educator, what I've come to learn is what happens
when you practice incorrectly. which sometimes is happening when a
(27:55):
student is alone working on homework and hasn't mastered the
content yet. And so I don't experience the extreme direct
connection between homework. I think AI can be used to
help a student actually get it correct so that they
can be practicing their content more accurately. I still see
(28:16):
the opportunity in that. And then when I think about
the correlation between testing and That's also a widely debated
topic in education. I am pro accountability and I am
protesting because it creates transparency around what is true for
students and not. But I also believe it's not the
(28:36):
full story. With every student, there's a qualitative narrative that
sits alongside the quantitative understanding, which we usually measure through
tests that tell us how a student is doing. So
I think as the technology grows, becomes more advanced, it
just requires us to actually be more nuanced in how
we think about whether or not a student is prepared
to enter into the world, to be a thriving adult
(28:59):
in society. And so I think we should keep looking
at it and form an opinion. But I don't have
a firm opinion that I think They have a correlation between,
you know, homework and test results, et cetera. I think
it's all data that helps us inform how we can
evolve the future of learning.
Speaker 1 (29:17):
Joy Okoro, Chief Impact and Operating Officer at Teach for America,
that website again, teachforamerica.org. Joy, appreciate the time, the conversation.
Best of luck.
Speaker 4 (29:29):
Thank you so much, Manny.
Speaker 1 (29:30):
I am Manny Munoz. I appreciate you listening to iHeartRadio's
Communities this week. As always, if you have any questions, comments,
or suggestions, reach out to me on Instagram My handle
is at IODManny. That's at I-O-D-M-A-N-N-Y. And that'll do it
for another edition of iHeartRadio's Communities. I'm Manny Munoz. Until
(29:52):
next time. Thank you. From the Money Talks investment coach,
(32:54):
John Arnold Studios, this is 570 WKBN Youngstown, an iHeartRadio station,
guaranteed human. This program is furnished by the program participants.
The following program is paid for.
By the program participants. Welcome to iHeartRadio Communities, a public
affairs special focusing on the biggest issues impacting you this week.
Here's Manny Munoz. I am Manny Munoz. Thank you for
tuning in to iHeartRadio's Communities. our weekly public affairs show,
where we try to bring you conversations that'll help you
(00:21):
better understand important issues or maybe just some interesting topics.
Either way, I do hope you'll stick around for the
next half hour. And if you have any comments, questions,
or suggestions, please feel free to reach out on Instagram.
My handle is at I O D Manny. That's at I-O-D-M-A-N-N-Y. Now,
(00:42):
let's get on with the show. Identity theft used to
mean somebody got hold of your credit card number or
your social security number. Today, criminals can get into your phone,
take over your accounts, even use AI to sound or
look like someone you trust. So how do we protect ourselves?
Let's bring in the CEO of Identity Theft Resource Center,
(01:02):
Eva Velasquez. Eva, I appreciate the time. Thanks for joining us.
Speaker 2 (01:06):
Yeah, I'm happy to be here.
Speaker 1 (01:07):
Their website, by the way, is idtheftcenter.org. Really has changed
quite a bit in the last 10, 20 years when
we talk about what identity theft means.
Speaker 2 (01:22):
Oh, 1000%. There are so many different ways that your
identity can be misused. So I just tell people to
think about all of the ways that you prove you
are you and how you're using your identity from booking
ride share to getting government benefits to getting medical services,
also to making charges on an existing credit card or
(01:44):
even opening a new line of credit. If someone has
the right data and information about you, they can pretend
to be you and do all of those things.
Speaker 1 (01:52):
And most of us don't even think about how much
of that personal information we carry around just on our phone.
It's not even our credit cards or our social security
number anymore. All of it is on our phone, generally speaking.
Speaker 2 (02:08):
That's very true. It's not only on our devices like
our phone or our laptop, but we're also putting it
on our accounts. Think about all of the things you
share on social media accounts. Maybe you like where you
bank and you follow them or you talk about what
kind of cars or clubs you belong to. All of
that information about you, that unique behavioral biometric data, sometimes
(02:32):
we just share that ourselves. And then, of course, we
have to talk about data breaches. We trust companies with
our data, and they unfortunately suffer a breach. That's another
way that this information gets out of our control.
Speaker 1 (02:45):
Yeah, your latest research shows that criminals are increasingly not
only getting into our phones, but our computers. And once
they gain access to even a simple email account, it's
incredibly valuable for them, isn't it?
Speaker 2 (02:59):
Well, I really want people to rethink how they think
about their email accounts because that's the keys to the kingdom.
You may think, oh, it's not a big deal. It's
like another throwaway account or it's not as important as, say,
my financial accounts or my bank account. It absolutely is
because that's what you use to do password reset. So
(03:21):
if someone has control of your email account, boy, oh, boy,
they can get control of a lot of other accounts.
Speaker 1 (03:26):
We've got everything. It feels like everything has two-step authentication now, right?
You want to log into your account. You get a
code on your phone or whatever. You put that in,
and then you're allowed in. Does that make things completely
trustworthy and unbreakable?
Speaker 2 (03:43):
It certainly makes them better. Look, we're never going to
get to zero risk. That's just impossible. But using multi-factor
authentication reduces the risk. significantly. The only caveat there is
that if you share that code, if you fall for
a phishing attack or someone says, hey, can you share
(04:03):
this code with me? Then that's where it breaks down.
So don't ever share that code. with anyone other than
with the website or the app that you're trying to
log into.
Speaker 1 (04:15):
Yeah, you talk about phishing attacks or those kinds of
those types of scams. I can't tell you how many
times a day I get text messages. I don't answer
the phone anymore. I get text messages telling me, hey,
we've got your resume, got a great work-from-home job for you,
or hey, I'm in the neighborhood. Can I come by
and give you a roof repair estimate or whatever? It
(04:37):
is really amazing how many of these scams are out
there at any one time.
Speaker 2 (04:43):
We are being deluged. It is just unbelievable. And it's
not just text messages. It's emails. It's phone calls. It's
DMs on social media accounts. I mean, any way that
a bad actor... can insert themselves and get in touch
with us, they are absolutely leveraging it and using it.
So we have to be on guard all the time.
Speaker 1 (05:04):
We're speaking with Eva Velasquez, Identity Theft Resource Center CEO.
Their website is idtheftcenter.org. Somebody like you, this is what
you do for a living. What are the top two
or three identity theft threats that worry you the most
right now?
Speaker 2 (05:22):
I think right now it is the state of phishing.
and the use of AI to perfect these hooks. And
when I say phishing, I mean smishing because I mean
by text, whatever the medium, whatever the channel is, they
are letter perfect. We used to be able to identify
(05:43):
these attacks by looking at poor grammar, maybe on an email,
the The logo was fuzzy, maybe even on a fake website.
It felt off. It didn't look quite right. But that's
not the case anymore. We cannot continue to use the
litmus tests that we've used in the past. If you
(06:04):
didn't initiate the contact, just go to the source and
verify that. And that's becoming really, really hard because the
hooks are really, really convincing. It's not that people are
careless or less sophisticated. It's that deluge we were just
talking about and the fact that using AI allows the
(06:25):
bad guys to create letter-perfect things that will not trigger
that response in you of, oh, this doesn't look or
feel right, and we're being deluged. And it costs them
nothing and they can just do it at scale.
Speaker 1 (06:39):
Sure. And that's kind of a punch in the gut
because even before AI, there were still smart, you know,
well-informed people who regularly, you know, fell for these scams. And, and,
and it always seems to me, it's the ones that say, Oh,
I'll never fall for that. I'm not, you know, I'm not,
I'm not gullible. The ones that actually do fall for it.
Speaker 2 (07:00):
Well, it's, it's, not about being smart or savvy, again,
or careless. It's the fact that it's your emotions that
are being leveraged. So our logical brain is really good
at making logical choices, but our emotional brain, not so much.
That's that whole fight or flight.
Speaker 1 (07:21):
Yeah, on many levels in life.
Speaker 2 (07:23):
I mean, let's think about it. And so when someone
actively is trying to trigger and elicit those emotional responses
by creating a sense of fear, a sense of urgency,
a sense of hope, all of that is designed to
counteract our logical choices. So I just always tell people,
we need to acknowledge, all of us, and I include
(07:44):
myself in this statement, we are all vulnerable to these
different types of scans and hooks and It's just differently
because it really depends on how do we engage in
the outside world, particularly the digital world. What websites do
I visit? How much am I on social media? Do
I text a lot? How much do I use my devices?
(08:07):
All of those things add to what our different vulnerabilities are.
But first and foremost, we have to acknowledge that we're
all vulnerable.
Speaker 1 (08:15):
Are there red flags that all of these scams have
in common that should immediately like make us stop what
we're doing and think?
Speaker 2 (08:22):
There are some. Things like creating that sense of urgency.
You have to act right now. You don't have any
time to think. But also creating a sense of fear.
This is law enforcement. This is the government contacting you.
And if you don't do what we say, you're going
to somehow lose personal freedom or lose access to your money.
(08:43):
But one of the new twists we've seen is almost
like a sense of hope, a sense of playing on
your hopefulness, kind of like the lottery scams still do
and they still exist, but they're using it in different ways.
We need your help. We've actually caught a bad guy
and they're trying to infiltrate your accounts or they're using
(09:04):
your identity to peddle salacious content, things of that nature
where you go, oh my gosh, I need to help
fix this. I want to be part of the solution.
And so they're playing on your hope. And that is
a very powerful thing. emotion.
Speaker 1 (09:21):
Yeah. You're not, you're not kidding. I hadn't even thought
about it that way. When you throw, as you were
talking about a minute ago, AI into it, things like
caller ID can be spoofed, right? We could see, I've been,
as a matter of fact, a quick story. I was
sitting next to my wife in the car. Her phone
rang with my number and my name showing up that
(09:42):
it was me calling her while my phone, you know,
is up on my windshield, you know, the little holder thing.
And she looked at me like, how is this even happening?
So we know numbers can be cloned or whatever. With AI,
what hope do we really have of protecting ourselves? Cause
it is a scary new level.
Speaker 2 (10:01):
It's going to be a huge challenge for us again,
because I go back to those things that we used
to use as a litmus test. Please do not trust
caller ID.
Speaker 3 (10:09):
Anyone listening to this, it can be so easily.
Speaker 2 (10:11):
Spoofed, but now you can't really even trust your own
voice detection because Voice cloning is real. It's cheap. It
only takes three seconds of audio. So it's very easy
to clone someone's voice. It's very easy to create deep
fake videos, even cheap fakes. They're not expensive. So the
(10:33):
video actually looks like either you or if you are
the intended victim, someone you trust. I mean, I hate
to say it, but it's almost like, look, you can't
really right now trust your ears and eyes. you have
to think more about what is this contact? What are
they asking me for? And when people start asking you
(10:56):
for money, that's the, to me, money or data, that's.
Speaker 3 (10:59):
The universal red flag.
Speaker 2 (11:01):
Hang on a second. Why are you asking me for
my data or my money?
Speaker 3 (11:05):
I'm going to stop right now because.
Speaker 2 (11:08):
I'm going to choose who I share my money and
my data with. You choose who you share that with.
Don't let them choose you.
Speaker 1 (11:14):
Just a few more minutes here with Ava Velasquez, the
Identity Theft Resource Center's CEO. Their website, again, is idtheftcenter.org.
What about kids? Should parents worry about... their children's identity
being stolen like they're, you know, traditionally, I guess their
social security number or something like that years before a
(11:35):
kid will ever need it.
Speaker 2 (11:36):
Absolutely. And I don't want to fear monger here, but
an add to parents already burdened list. But this is
the world we live in. So we keep our kids safe. We,
you know, we teach them to hold hands, look both
ways when you're crossing the street.
Speaker 3 (11:50):
Yeah.
Speaker 2 (11:51):
Learning to manage cybersecurity and their identity, it's part of
the deal now. I encourage parents, please, freeze your children's credit.
It's free. You can do it for yourself. You can
do it for your kids. You can do it for
any dependent adult. So you're taking care of your parents
if you're part of that sandwich generation. Yes, it does
(12:12):
take a little bit of legwork. You've got to jump
through a few hoops, but we have free resources on
our website that walk you through, you know, very granularly
walk you through the process. And I do want to mention,
I'm so thankful that you've mentioned our website a couple
of times just to let people know we're a 501c3 company. Everything,
(12:33):
all the services that we provide to you, whether it's
recovery plans, risk minimization techniques, all the information, the newsletter,
it is all free to you. We don't charge victims
and consumers for any of the services that we provide.
Speaker 1 (12:47):
Idtheftcenter.org. Idtheftcenter.org. You mentioned freezing your credit. What is the
downside to doing that? Or is there?
Speaker 2 (12:59):
So there is a tiny downside, and that is if
you want to open new lines of credit in your name,
you have to thought. But I can tell you from experience,
it has gotten very, very easy to manage to thought.
You just have to plan ahead. And I almost don't
think it's a downside because the upside is it makes
(13:20):
you plan just a little bit for your budgeting. It
makes you be a little bit more thoughtful about those things.
spontaneous purchases, if you want to open a credit card
or go get a car loan, you have to plan
for it. And it gives you a second to think.
It's also one of the most proactive steps that you
can take to protect yourself. It doesn't solve everything. It
(13:41):
doesn't solve everything. Your identity can still be misused in
a number of other ways, but no one, even if
they have all of the data required, can open that
new line of credit because your credit is fractured.
Speaker 1 (13:54):
What do you at the Identity Theft Resource Center do
to help someone who's been victimized?
Speaker 2 (14:00):
We have a contact center that's staffed by real people,
not AI chatbots.
Speaker 1 (14:04):
Thank goodness, actually human beings.
Speaker 2 (14:07):
Actual human beings who have received extensive training, not just
in the mechanics of recovery, but also they're trauma-informed. They
understand that we're dealing with crime victims, people who are
going through the worst day of their life. So you
can call us at the toll-free number. You can live
chat with us on our website. You can email us.
You can email. Reach out to us on social media
(14:30):
with a direct message and we will get back in
touch with you and listen to the unique details of
what's happening to you and your unique situation because not
everyone has the same access to resources. I mean, just
if you're a member of the blind low vision community,
you may need to receive our services in a different way.
(14:53):
If you're a member of the deaf hard of hearing.
Speaker 3 (14:55):
Community, you may need to receive our services in a
different way.
Speaker 2 (14:58):
And we are cognizant of that. So we will give
you a tailored recovery plan. step by step. We don't
do the work for you because we don't want to
collect your data, but we will hold your hand throughout
the entire process. And your case manager walks with you
through that process, whether it takes a day, a week,
a month, a year, two years.
Speaker 1 (15:19):
Last thing for you. I know for a fact, 10, 15,
20 years ago, it would be a nightmare if someone
had their identity stolen to try and get their life
back together, their financial life back together. Is it easier
in this day and age or more difficult?
Speaker 2 (15:37):
It's difficult in different ways. You know, 20 years ago,
and ITRC has been around for 26 years.
Speaker 3 (15:46):
We were founded in 1999.
Speaker 2 (15:46):
And at that time, we really didn't even understand what
this crime type was. So we had a lot of
people walking around being accused of crimes, being accused of
perpetrating fraud when it wasn't them. And so they had
to fight to prove this negative, to prove their innocence.
That certainly still happens and a lot of people feel
(16:07):
that way, but there are more resources and there is
a better understanding at many of the institutions that this
is a real threat and a real thing that people experience.
Where it has become more difficult is the vulnerabilities, the
different ways, particularly digital, that we use our identity and
(16:28):
verify that I am me. That has just expanded exponentially.
So therefore, the vulnerabilities have expanded exponentially. Therefore, the misuse
has expanded and there's just so many different ways. So
that's become much more difficult. We get people that were like,
I didn't even know this could happen. I knew somebody
could make maybe false, phony, fraudulent charges on my credit card,
(16:50):
but I had no idea they could go get surgery
in my name. I had no idea someone could serve
a prison sentence using my identity that then pops up
on a background check when I'm trying to get a
promotion at work.
Speaker 3 (17:03):
So that, I think, is what's become more difficult.
Speaker 1 (17:06):
My goodness, that's mind-blowing. Ava Velasquez, Identity Theft Resource Center CEO.
The website, again, idtheftcenter.org. Ava, I appreciate the time. Thanks
so much for the information. Be well.
Speaker 4 (17:19):
Happy to be here.
Speaker 2 (17:20):
Thank you.
Speaker 1 (17:21):
You're listening to iHeartRadio Communities, our weekly public affairs show.
I am Manny Munoz. If you have any thoughts, comments,
or questions, please feel free to reach out to me
on Instagram. My handle is at IOD Manny. That's at
IOD M-A-N-N-Y. AI is already in our classrooms, whether schools
(17:43):
are ready for it or not. Six in 10 teachers
said to be using it for their work. Seven in
10 teenagers admitting to using it for schoolwork. And yet
most teachers say they've never gotten any formal guidance about
how AI should be used. Let's discuss it with Joy Okoro,
chief impact and operating officer for Teach for America. Joy,
(18:04):
I appreciate the time. Thanks.
Speaker 4 (18:06):
I'm so happy to be here. And this is such
an important topic, so I'm eager to dig in with you.
Speaker 1 (18:10):
Yeah, it is really, really important. Let's start off broadly.
How dramatically do you think AI is really going to
change the classroom in this school year or next?
Speaker 4 (18:21):
I mean, gosh, when I think about that question, the
thing that comes to mind is the phrase that as
Much as things change, things stay the same is what
comes to mind. So I really do think that AI
is going to evolve and influence what's happening in classrooms.
But it's also true that that is going to result
in us continuing to double down on the fundamentals of teaching,
(18:44):
which I believe is a relationship between an adult and
a student. When I think about my own classroom experience,
I think if you were probably to think about yours,
you're likely to remember your favorite teacher or a moment
that you've had with them. And I believe that that's
something that AI can't replace. But I also think we
have to be eyes wide open. This technology is here,
(19:06):
and I do think it's starting to shape how teachers
experience the role, how students experience their work. And so
As much as it will change things, I think a
lot of things are going to be the same about
the relationship between a student and their teacher.
Speaker 1 (19:20):
So I guess both things could be true, right? This
could be just yet another useful educational tool and also
something that fundamentally changes how we teach. That's right. That's right.
What do you want a teacher who might be listening
to this show? is heard on about 230 radio stations
every weekend. What would you like a teacher to understand
(19:42):
about using AI that she might not really comprehend?
Speaker 4 (19:47):
Yeah, I mean, well, one, let me. start with how
I think I would recommend a teacher orient. And I
think that words come to mind and I think a
teacher should orient cautiously, but also curiously. And what we
already actually know about this generation and particularly at Teach
for America, re-recruit young teachers, people who otherwise may not
(20:11):
be seeking to enter into the classroom, providing them an
opportunity to make a meaningful difference in the lives of
kids and also develop their leadership over time. And what
we know about this generation is that they actually are
skeptics of AI, while at the same time, they are
AI natives. They grew up with iPads. They are very
familiar with the technology, sometimes knowingly and unknowingly. And so
(20:33):
they're actually coming to the table with a little bit
of skepticism, which I think is healthy. And I think
when stepping into the role of a teacher, folks should
be cautious because like anything, things could be used for good.
They could be used for bad. Sometimes you may hear
things like, you know, is it helping students cheat or
are they not critical thinkers? That is as true as
(20:55):
AI helping to enhance. the learning, enhance the critical thinking,
giving them access to more perspectives than just what's going
on in their class and in their school building. So
I feel like my advice to them on how to
orient is to lead with that cautiousness, but to be curious,
but to also be curious about how to allow it
to be a tool that is enhancing what they want.
(21:18):
to be true for their kids, which we know we
want kids to be thoughtful, values aligned, critical thinkers, because
that's what the world's going to require of us, especially
as information is available at our fingertips.
Speaker 1 (21:29):
Right. You mentioned the kids and I mentioned the statistics. 70%
of teenagers admit that they're using AI for homework. Big
difference between using AI to get an answer and using
AI to learn.
Speaker 4 (21:44):
Very, very, very big difference. And also the world is
just moving so fast. So when I think about some
of the pros and the assets of AI, I just
think about how students so quickly can have access to
multiple perspectives, summaries of lots of books at the same time.
And again, I don't believe that that should replace what
(22:04):
happens when you sort of dive deep into a book
and you form your own opinions. But sometimes we all,
especially in the age of social media, living in an
echo chamber. And so I think having quick and easy
access to multiple perspectives is really a good thing. So
I do think that AI can be used to help
us learn and And I think that's the way a
(22:27):
lot of students are, are orienting to it as they're
doing their homework.
Speaker 1 (22:30):
A few more minutes here on iHeartRadio Communities. I'm speaking
with Joy Okoro, Chief Impact and Operating Officer at Teach
for America. Their website is teachforamerica.org. You and Anthropic have
created this new AI fluency course for teachers. Take me
(22:50):
through exactly what that is.
Speaker 4 (22:52):
Totally. We are so excited about this partnership because to
the point that you made earlier, we all have a
lot of learning to do about what this is and
actually how to use it. And so in this partnership
that we have with Anthropic, we've essentially created a course
that helps educators understand how AI tools work, where they
can strengthen instruction, deepen student learning. And also, this course
(23:16):
talks about where the technology falls short and how our
teachers can make ethical, professional judgments about when AI belongs
in teaching and learning and when it doesn't. We just
want to ensure that our teachers have access to meaningful
learning as they're honing their craft as educators, ensuring that
they avoid pitfalls and center on keeping the human connection
(23:40):
with the student at the center. And so I'm excited
about this partnership with Anthropic because I think they have
a lot to learn from us as folks who have
been in this work for 35 years and understand what
what an effective classroom and a relationship student looks like,
a relationship between a teacher and student looks like. And
we have a lot to learn from them as they're
shaping and building this technology that we're all using. So,
(24:04):
you know, I know sometimes AI can be a little
bit of a spicy topic in the world right now,
but I do think excited about our partnership because like we've,
like has been true for us at Teacher America for
35 years, we want to stay on the cutting edge
and we don't want to just be consumers. We want
to be shaping all, Sure.
Speaker 1 (24:23):
Yeah, for sure. Where I live here in South Florida,
I know the school districts are trying to find the
best practices on how to implement AI into the classroom.
But it kind of feels like schools are already way
behind the curve. Am I not reading that right?
Speaker 4 (24:40):
I mean, I think that's true. I mean, it is
hard to implement anything at scale. So whether or not
we're talking about a brand new curriculum, if we're talking
old school textbooks, and today if we're talking about brand
new technology that's moving at a quick pace.
Speaker 2 (24:54):
So I don't think our schools.
Speaker 4 (24:56):
Are behind for lack of trying, but I do believe
that our schools want, they care deeply because we're dealing
with young people and students about getting it right. And
sometimes that does mean that we're moving a little bit slow.
But I think what's also true is that the technology
is moving exceptionally fast. And so it does feel really,
(25:16):
really hard to keep up. And I think that's an
important role that our teachers at Teach for America, when
they're partnering with districts across the country, can play. We,
as a support organization to our districts, can help ramp
up an understanding of how this technology can take shape.
And I'm excited about our teachers bringing that into the
schools that they're partnering in across the country.
Speaker 1 (25:35):
Yeah, it feels like AI arrived in the classroom before
schools even had a chance to Kind of like the
government right now, trying to figure out how to regulate
and control it before it gets out of control. What
exactly is this AI fluency course for teachers like? What
can teachers expect and what will it help them do?
Speaker 4 (25:56):
Yeah, I mean, I think it's going to, one, help
them actually understand the basic tools. A lot of us
are familiar with chat GPT or how to type in
and ask a question, but I'm learning my own self
as I get deeper into understanding what's available to us
through AI.
Speaker 1 (26:13):
Sure.
Speaker 4 (26:15):
There is that, you know, that typical tool that I
think a lot of us are used to with like prompting.
But there's also I'm learning a lot that you can
do to help build systems for yourself to increase efficiency.
So some things that have taken a really long time
as a former special education teacher. You know, I used
to have to make schedules or, you know, write IEPs
(26:37):
and things that took a lot of time for our teachers.
So I think that there's a little bit of an
efficiency element to it if you actually learn how to
build these bots, as I'm learning. And so I think
through the course that we have with Anthropics, We're teaching
our teachers how to move just beyond typical prompting and
get a response to actually build tools to solve problems
(26:58):
as they see it in their classrooms.
Speaker 1 (26:59):
A couple more minutes here with Joy Okoro, Chief Impact
and Operating Officer. at Teach for America. The website is teachforamerica.org.
There's a brand new study out that talks about a
study of, I think, 27,000 students that found that AI
users did better on their homework grades, but eventually did
(27:22):
significantly worse when they were tested. Does that worry you
about how AI can make it look like a child
is learning and succeeding, but not necessarily learning or succeeding?
Speaker 4 (27:34):
I think homework is a wildly debated topic in the
world of education, the extent to which it supports a
student's learning. I can share my own personal perspective. I
think that our students do need practice. And as a
former educator, what I've come to learn is what happens
when you practice incorrectly. which sometimes is happening when a
(27:55):
student is alone working on homework and hasn't mastered the
content yet. And so I don't experience the extreme direct
connection between homework. I think AI can be used to
help a student actually get it correct so that they
can be practicing their content more accurately. I still see
(28:16):
the opportunity in that. And then when I think about
the correlation between testing and That's also a widely debated
topic in education. I am pro accountability and I am
protesting because it creates transparency around what is true for
students and not. But I also believe it's not the
(28:36):
full story. With every student, there's a qualitative narrative that
sits alongside the quantitative understanding, which we usually measure through
tests that tell us how a student is doing. So
I think as the technology grows, becomes more advanced, it
just requires us to actually be more nuanced in how
we think about whether or not a student is prepared
to enter into the world, to be a thriving adult
(28:59):
in society. And so I think we should keep looking
at it and form an opinion. But I don't have
a firm opinion that I think They have a correlation between,
you know, homework and test results, et cetera. I think
it's all data that helps us inform how we can
evolve the future of learning.
Speaker 1 (29:17):
Joy Okoro, Chief Impact and Operating Officer at Teach for America,
that website again, teachforamerica.org. Joy, appreciate the time, the conversation.
Best of luck.
Speaker 4 (29:29):
Thank you so much, Manny.
Speaker 1 (29:30):
I am Manny Munoz. I appreciate you listening to iHeartRadio's
Communities this week. As always, if you have any questions, comments,
or suggestions, reach out to me on Instagram My handle
is at IODManny. That's at I-O-D-M-A-N-N-Y. And that'll do it
for another edition of iHeartRadio's Communities. I'm Manny Munoz. Until
(29:52):
next time. Thank you. From the Money Talks investment coach,
(32:54):
John Arnold Studios, this is 570 WKBN Youngstown, an iHeartRadio station,
guaranteed human. This program is furnished by the program participants.
The following program is paid for.
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