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Campaigner Speaks about the Data Mining of Our Children in the Education System · UK Column Radio

0:07
Hi, it's really lovely to have today here on the UK column, the
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wonderful Lynn Taylor from the United States.
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She's down there in where are you again?
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You're in North Carolina, South Carolina.
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Amazing. Now, Lynn, I've known about Lynn
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for a very long time. I've looked at her work.
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She is truly incredible with the information that she puts out,
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particularly about education. She talks about social and
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emotional learning in schools. She talks about, you know, the,
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the, what, what we're going to be talking about today is also
0:40
Kate Middleton's involvement with the Royal Foundation Centre
0:43
for Early Childhood and what that really means, you know,
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because people think, oh, you know, how lovely she's dealing
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with, you know, young children and how that's really connected
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to an awful lot of the, the stuff that we're talking about,
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the corporatisation and the selling on of data of children's
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data, which is highly suspect and worrying to all of us.
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And we're going to touch on the Mindspace document as well.
1:08
Now, Lynn, tell us a little bit about yourself.
1:11
And I know that you've, you know, you're known as a Common
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Core diva because you deal with Common Core education and what
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that really means in, in, in education, because it's, it's a
1:20
global agenda, isn't it? Yes, it absolutely is.
1:23
Yes. And Common Core is not exclusive
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to America. A lot of people will think, oh,
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well, you know, you live in another country, it's not here.
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Absolutely it is. And the reason I know that is
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because there was a wonderful booklet that was written by a
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lady by the name of Barrett. That's BERIT.
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And her last name is KJOS. So I'm not sure exactly how to
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pronounce that last name, but she wrote a booklet and it was
1:49
called the IT was called the common.
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I'm not going to get the title just right, but it was basically
1:57
the the agenda for a common One World curriculum.
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And that very precisely is Common Core because we know that
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UNESCO and Bill Gates in 2004 signed a global agreement that
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all education across the world would be the same thing.
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And this was what they tagged. It was Common Core.
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Yes, and and, you know, everything is one world
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everything, isn't it? I mean, this is what we're
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looking at. We're looking at one world
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government, one world, you know, religion, one world education,
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one world, everything and everybody being, you know,
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bought into this whole digitalisation and they are
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literally selling our souls. I mean the, the, the, the data
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harvesting is real. I mean you look at the facial
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recognition, everything that's going on.
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But when it comes to children, it becomes particularly securely
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emotive for me especially, and I'm sure it does for you as
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well. So tell me how you got started
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with all this looking at, for instance, social emotional
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learning, because I find that fascinating.
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OK, well, where I really got started, Sandy, was way back in
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the the dark ages of, you know, 20-30 years ago.
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I was doing some research and it was like, oh, wait a minute,
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this, this One World curriculum is not just reserved for public
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schools. This is going to go into private
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schools, parochial schools. This is going into
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homeschooling. And I know different countries
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have different parameters for each of those types of
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schooling. But when you have that that One
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World agenda to homogenise everyone so that they're
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learning the same thing, hooking them into that data tracking
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system that goes with it. The goal is not to academically
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give Johnny and Susie an academic mind full of how to
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think and how to problem solve or how to put two and two
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together and come up with four. It is to train you for a job
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because the economy means more than the person.
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And anytime we put profit over children especially, it is very
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damaging not only to their minds, but to their hearts.
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And just what is it that you are teaching?
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So when I found all this out, I'm like, OK, there's no way
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that I cannot, first of all, learn more.
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And then two, more importantly, start sharing this information
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because people were not waking up to it.
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They were, you know, they were whining and moaning over the
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fact that, well, this, this new math, you know, two and two
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could be whatever you want as long as you could explain it
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away. Well, when we start removing
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facts for opinions, opinions did not build a safe bridge that
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could get you from point A to point B / a body of water.
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Facts are what is what is what is going to build that bridge so
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that you can get from point A to point B / A body of water
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safely. So when we start putting in
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opinion where fact used to be, we start going into that social
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and emotional learning garbage. I call it student data rate
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because not glorifying the physical active rate, but you
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look at the parameters for physical.
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It's punishable by a crime. It does horrendous mind damage.
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It exploits whoever it has been physically compromised and data
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is doing the same thing and it's doing it for profit, whereas the
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physical act is for control. This is all about profits, but
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we also have control in there because what the government can
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profit off of, they can control. So what better way to say, OK,
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I'm going to go in and I'm going to attack your child's social
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and emotional learning, or in other words, their attitudes,
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their values and their beliefs. And we're going to so shift it
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away from what mom and dad and the family and the culture and
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the tradition dictate to. Oh no, we have to be this
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collectively minded moron who goes out and becomes a good
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social warrior for the Sustainable Development Goals.
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Exactly, exactly. I mean, it seems to support sort
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of a long term psychological compliance.
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That's what they're after creating these sort of, you
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know, perfect global citizens. And, and this is the worry.
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And with, with those, you know, those, those ESG values,
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unfortunately with, with the values of the Esg's, the, the
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environmental and social government governance values.
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And this is, this is a problem. So it, it, it stops creative
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thinking that it's, they're just being told what to think and
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it's propagandised and that's the worst thing.
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Yeah, it. It absolutely is.
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But talking about putting profits over children and that
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will kind of segue into the Royal Foundation is the fact
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that if you, I think it was two or three years ago, Sandy, I did
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an article on the profit making of the social and emotional
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market across the world, not just here in America, but it was
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upwards of billions of billions of dollars.
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I want to say it was around a predicted profit margin for the
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social and emotional learning companies such as your
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curriculum, your after school programmes, things like that. 30
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billion with a B dollars. Now what that equates to in
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English pounds, I'm not sure, but it's horrifying to to listen
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and learn that you have companies out there whose entire
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mission is to undermine how your child believes in what they
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learn. It's no longer about being a
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good citizen because it's the right thing to do.
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It's being a good citizen so you can have a good social credit
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score, so that you can eat or you can work.
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What are we doing? Yeah, 100%.
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And this is what I remember speaking to you and you said
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that you had looked into the Royal Foundation Centre for
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Early Childhood that Kate Middleton is involved with.
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And it's funny because at the same time I was looking into the
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Lego Foundation. People think a Lego lovely, it's
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a wonderful toy. Children use it all over the
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world. What a pernicious organisation
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they are. And when you realise that this
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is all shored up. Now for those that don't know,
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Kate Middleton, our Princess of Wales, she in June 2021, she set
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up this Royal Foundation Centre for Early Childhood.
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But it has it has it really it's it it's to drive awareness
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action into research into early years development.
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And and with that comes a whole load of quite, quite concerning
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stuff. You know, it's promoted by The
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Who and UNICEF and the executives that are back it up
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are Unilever, the Ernst and Young Corporation, NatWest and
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the Lego Foundation, which I've done a quite a deep dive into.
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And it's sort of like it's, it's a global alignment.
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You know, you've got the UEF and it aligns with the good health
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and well being the SDG 4. So it's all comes under and it's
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kind of a state or corporate influence over parenting and,
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you know, early biometric behavioural data collection.
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And it kind of creates children into a pathology sort of mind,
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you know, data set where children's behaviour is, is is
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kind of, you know, surveilled and, and it, there's some
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really, really concerning stuff there.
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So do tell what you know about about Kate Middleton, please.
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Well, before we get into that, Sandy, I wanted to make a couple
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of comments as far as how this lends itself to the
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communitarianism that we're seeing across our governments.
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Because without the communitarianism, which also
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attaches itself to the Noahide laws, you're not going to have
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some of these programmes like the Royal Foundation's overreach
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into Early Childhood education or the business Overreach into
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Early Childhood education. And this is from a person who is
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out of Texas. I do not know their full name,
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but they have been considered quite the expert on
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communitarianism and this is what I wanted to point out,
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according to Lark. Is that, is that Lark in Texas
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Lark? Yes, it is.
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Well, he's lovely. OK, so you know who I'm talking
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about, all right. Communitarianism is the
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philosophy that emphasises the connection between the
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individual and the community. And when you're talking about
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place, places and corporations like the Royal Foundation, Lego,
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whatever, you're going to see exactly that because you have
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socialism that connects to gangsterism, which equates to
11:23
slavery. So we're not teaching our
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children to be anything other than glorified indentured
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servitudes to our governments or servants to our governments.
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I should say here in America we have the 14th Amendment that was
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supposed to outlaw indentured servitude to a government.
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What we're seeing enslavement happen through education and
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it's through this communitarianism.
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He also says here it's the basis for a globalised surveillance or
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a police state, which is exactly what we're experiencing in both
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countries as well as all over the world.
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It says here it's much like the 21st century prison or work
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camp. Well, you know, I don't know
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about in England, but I can tell you in America we live in the
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largest open air prison known to man.
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Yeah, I mean, I, I, I really actually Lark is somebody that
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I, you know, I've, I've said I would like to interview on here
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because his work is extraordinary.
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And I, I did read Nikki Rupana and Nordica Friedrich's
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wonderful. Unfortunately, Nikki's not with
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us anymore. She, she passed away, I think in
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2020. And the, the if anybody wants to
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understand what communitarianism is, do read the Anti
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communitarian manifesto. And it's written by Niki Rapana
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and Nordica Friedrich and it's online for free.
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So that's where I got a lot of my information from.
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And Lark is really expanding it. He's absolutely amazing because
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people have no idea what, what, what communitarianism is.
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And it's coming to us because the whole word community has
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been used to, to create this almost like a little goo lag.
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So that when we get that, when we get our, our, our smart
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cities or our 15 minute cities, that everything is contained
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within that. And we have a snitch society
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because they want to get rid of, they want community policing,
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which is everybody. It's like 1984, everybody
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watching everybody, as well as the surveillance that we have.
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It's everybody watching everyone.
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And this is really, really worrying.
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In education, you have to watch for the the surveys that the
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children bring home because those surveys are designed to
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turn the child into a snitch for the family.
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Now, here in America, they're known as a survey that attaches
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itself to adverse childhood experiences.
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And the mindset over that is, well, if we can get rid of every
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negative aspect of Johnny and Susie's life, we'll have a happy
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healthy whole child. Now here's the problem with
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that. When you take a human being that
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is filled with positive and negative energies and positive
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and negative emotions and you hyper focus on one set, be it
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positive or be it negative, you negate the other side to the
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point that it causes irreparable damage physically, mentally and
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socially. So for example, we have this,
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like I said, these adverse childhood experiences so we can
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get rid of all the negatives. Well, what happens when you get
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rid of all the negatives? There is that somehow, someway
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that energy has to come out and so the child either implodes
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internally, causes harm to themselves either physically or
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emotionally, or they explode and they start damaging others.
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Does that sound like it really solved the problem?
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No, it kicked the can down the road.
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So we really have to be very, very careful with these parents
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surveys because they don't sound so bad.
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Because OK, for example, one of them was do mom and dad make you
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go to church more than you want to?
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Does anyone in your house do drugs?
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If so, what kind of drugs? Do you see mom and dad smoking
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or drinking? Notice how it's always do you
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see mom and dad? What are mom and dad doing?
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And with these school assigned devices, there being even more
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of a spy. And people will tell me, oh,
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Lynn, you have no way of knowing that.
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Yes, I do. And you want to know how?
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Because I have had parents from all over contact me at different
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points in me being able to to speak out and say, you know,
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Johnny brought home this laptop and he set it down and he walked
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away. And during if next thing I know
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my bank account's been spied on, it was the school assigned
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device that did it. So if you think that school
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assigned device is just keeping Johnny and Susie abreast of
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their homework or their online classes, oh, please do beware
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because we know we have phones that listen to us.
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We have computers that listen to us.
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We have computers that are equipped with data mining
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information across the whole family.
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I mean come on, if you've got metres up over your highways and
16:47
your freeways that can read your drivers licence as you go by and
16:52
your credit card as you go by, we can have that invasion in the
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home through the child's computer or these surveys.
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It's really worrying and, and also it's also the commodifying
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of children and well, you know, because all of this data is, is
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a currency. And we know that the data is the
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currency now it's the new gold and they can, they can sell that
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onto whoever. You don't know where this data
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is going. You know this is the worrying
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thing. Well, I can tell you where it
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ends up. I can tell you that here in
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America, any of the data that is supposedly local, you can, if
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you do a Freedom of Information search, and I'm not sure what
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you would call it there, but you could do that on your local
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school. You could do that on your state
17:41
school or whatever. And you can find out that they
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have data contracts sometimes 15 levels deep.
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What does that mean? That the data that you're told
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stays local, doesn't stay local. No, it goes on to a state level.
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Then from the state level it goes to DC where it is housed in
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the Department of Education, the Department of Labour, the
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Department of Health and Human Services, the Department of
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Commerce. I can several other departments.
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I'm sure in England you'll have similar, but it goes from there
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to the international test assessments like the Pisa, the
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Programme for International Student Achievement that also
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goes into the World Bank Organisation for their
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educational research that goes into the UNESCO arm, which ends
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up in the United Nations. It's also shared with the
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International Labour Organisation because we cannot
18:40
have good worker bees if we don't have education aligned for
18:44
workforce readiness, which is exactly what this is, to
18:48
commodify our children so that they are worth more for the
18:52
greater global capital than they are for their own families
18:57
provision. Yes, and and, and they're also
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they're they're sort of funnelling children into this,
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if you like this technocratic agenda and and and they're, you
19:08
know, you've got pay for success schemes, haven't you?
19:10
And you've got impact investors all involved in, you know, we
19:14
know that Michael Bloomberg and certainly Tony Blair is a he's
19:17
got an impact investing company. And they are really, it's like
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they're they they bet on the outcomes of these children.
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It's, it's a bit like a global futures market.
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And, and that is, you know, it's just awful.
19:31
And it's all aligned with globalist reform initiatives
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and, and, you know, 21st century skills and, you know, data
19:39
driven outcomes. And, and this is, this is really
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awful. It's almost like they're,
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they're, they're selling our children's souls on the
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blockchain. And that is exactly what they're
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doing. Well, absolutely they are.
19:49
They are because in a digitalized world, you don't
19:52
need humans, but you need, you need avatars.
19:56
And you're, you're finding out that you're worth more as an
19:58
avatar because you're a stackable, chunkable credit than
20:03
you are as a living, breathing, God fearing human.
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Now, as far as how this ties in with the the Royals.
20:11
This is just from the glossary. This is from a report that was
20:15
put out by the Royal Foundation with the cooperation of the
20:19
Deloitte. Yeah, Deloitte.
20:24
OK, but this is this is the report.
20:27
OK, It's not really showing up, but this is this is from, yeah,
20:30
May 2024. Now here it is at the bottom,
20:34
prioritising early childhood for a happier, healthier society.
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Again, what are we stressing? We're not stressing the child as
20:44
important and valuable, but society, how businesses can
20:49
drive and benefit from transformative change in the
20:54
United Kingdom. Now you go to the glossary and
20:58
one of the first things that you see is the adverse childhood
21:02
experiences, which I just explained.
21:04
Then you have early childhood education and care because after
21:09
all, if we don't educate the whole child, Sandy, well, did
21:12
you? Did you ever stop to wonder what
21:14
was meant by whole child? It's meaning that we're going to
21:19
really start with the mind. We're going to hyper focus on
21:22
the mind where the social and emotional learning comes in.
21:25
But when I hear it, I'm like, well, did you think for years
21:28
that we only send half a child to the school room?
21:31
What did you do with the other half?
21:32
The whole child has always been there.
21:36
It's just we're now going to shift where we pay attention to
21:39
that child. So we ditched the reading, the
21:42
writing, the arithmetic. We ditched the critical
21:44
thinking. We put the critical thinking in
21:46
kindergarten when a child's mind is absolutely so immature it
21:50
cannot handle it. And then we confuse them to
21:53
frustration and then we wonder why they turn out the way they
21:58
do. Let's keep going.
21:59
Environmental social governments, you talked about
22:02
that. Organisation for Economic
22:05
Cooperation and Development, who termed the the, the phrase human
22:10
capital to describe human beings because you're worth more in an
22:15
economic view than you are as a contributing member of society,
22:20
right? the United Nations Conventions
22:22
on the rights of the child, don't get me started on that
22:24
one. Then you have the UNESCO, UNICEF
22:27
and the World Economic Forum. Every one of these have direct
22:31
ties to this Sustainable Development Goals, the social
22:37
and emotional learning. All seventeen goals are woven
22:40
into UK education, US education, education in Dubai, education in
22:47
India, Australia, the Philippines, you name it.
22:50
It is all woven in because we have to groom better collective
22:55
global citizens because we're no longer going to have citizens
22:59
that will say, I pledge allegiance to the flag of the
23:01
United States or whatever it is you do in England or in other
23:05
countries because I know this is going to be heard everywhere.
23:08
So it's it's no longer going to be that, but it's going to be
23:10
the global citizenship pledge. And if you've not seen that, I
23:14
have a giant poster of it. I wish I had gotten it ready for
23:17
you. We could do it another time.
23:18
But it is absolutely the dumbest thing on earth because you're
23:24
not pledging to support what you know to be valuable.
23:29
You're pledging yourself to a nation less formless body of
23:35
control. Yeah, I mean it, it is, it's
23:39
like global slavery really, because you, you're signed,
23:41
you're signed up to these global agendas which have psychological
23:45
nudging going on. All sorts of, you know, because
23:48
we, you know, in, in the UK, we, we have the behavioural insights
23:51
team in the cabinet who came up with obviously the, you know,
23:54
we're going to talk later about Mindspace, but you know, this,
23:57
this, this whole psychological assault on humanity.
24:02
And we saw it during COVID, you know, we know what happened
24:05
there. It's, it's, you know, it, it is,
24:08
it is there. And it's, if people are more
24:10
aware of it, people can step aside it and maybe, you know, do
24:15
something about it. Don't comply.
24:16
Don't I, I don't know what the solution is, but at the moment,
24:20
you know, we are looking, looking at, at ways of, of, of
24:22
stepping out of systems here. But it's very, very difficult
24:26
because this is ingrained and it what's happened is it's got
24:30
it's, it's been in decades, in the making decades.
24:33
Of course. But the, the, the success in all
24:36
of this, the, the sick success in all of this is that it's not
24:41
to set your child up to succeed, but to have them fail so that
24:47
the government can rush in with their solution.
24:51
And, and that was one of the things that you brought up when
24:54
you said outcomes. One of the reasons why I hate
24:56
that word with a purple passion is because when it comes from a
25:02
government purview, it means that you will fit in a
25:07
predetermined box that they have decided for you.
25:11
The government, the system, the education demise has has
25:16
determined that you will fit in. Not the free will that you were
25:21
given, not the curiosity that naturally occurs because that
25:27
has to be dumbed down, that has to be taken away because no, you
25:30
don't need to be curious. No, this test said that you need
25:33
to go be a plumber. Well, what if I don't want to be
25:35
a plumber? Too bad, honey.
25:37
That's what your that's what your education is geared for.
25:40
But that's why I hate hearing when a government bureaucrat or
25:45
a business person who has decided to overstep their bounds
25:50
into education and say, Oh yes, we have the students outcome all
25:55
figured out. The only person who should be
25:58
figuring out that students income is that outcome, excuse
26:03
me, not income, that students outcome is the family and the
26:09
student themselves. That's it.
26:12
But when you have business that has said, OK, we're going to
26:16
overstep our bounce like this, Della, what?
26:19
What did you call it? Delo, Deloitte, Deloitte,
26:22
Deloitte, Deloitte and the Royal Foundation, they're allowing the
26:25
government to literally come into your home to check up on
26:30
how you're doing as a family, not to fit your checklist of
26:36
what satisfies your family needs, but their checklist.
26:41
Did you dot your eyes? Did you cross your T's?
26:43
Did you, you know, did you tip your hat to the governor?
26:47
It's an overreach that is absolutely so egregious.
26:51
It just gets me so bum fuddled I can hardly talk.
26:56
But it also covers a cradle to grave system is where that data
27:01
tracking comes in. Absolutely.
27:03
And it's a shift really from the parental control and the family
27:07
control to the state control. And that, that, that is a very
27:12
well, it's almost it, it's a well, communitarian communistic
27:16
ideal. And, and, and The thing is that
27:19
it also it's, it's, it's, it's if you're, if you're looking at
27:23
natural law, it's against natural law.
27:27
And so to it's to natural law. It absolutely is.
27:31
And then you have but but looked at look at the failed communist
27:35
systems where they said, okay, mom and dad, you're Oh no,
27:41
you're not mom and dad, you're a couple and your job is to breed.
27:45
Our job is to raise and think how well that turned out and we
27:50
want to replicate that in modern form.
27:53
I don't think so. When you look at the history you
27:56
realise that this has failed many, many times and this is
28:00
what would they appear to be trying to funnel us into and we
28:04
have to be very aware of what's going on.
28:07
Well, we have to ask ourselves, Sandy, how many different shades
28:10
of lipstick am I going to put on the same pig before I finally
28:14
get it through my head? It's not going to work.
28:17
It's not going to make that pig beautiful.
28:19
That pig's still a stinking pig. It's a good analogy, sorry.
28:26
I told you it gets me riled up. I'm just amazed because there,
28:31
there seems to be a bit of an agenda here because I mean, I, I
28:34
will go back to the Lego Foundation who've got real links
28:36
with this Royal Foundation Centre.
28:38
And what I found interesting about them is in 2021, they
28:43
committed 143 million to children impacted by COVID-19.
28:49
Now, obviously that's problem reaction solution.
28:52
You know, they've a lot of children did get, get very, very
28:56
disturbed during COVID-19. And it's almost like, yeah,
28:59
we'll take care of them. We'll, we'll, we'll, we'll, you
29:01
know, let's, we, we completely, you know, destroyed their mental
29:05
health during COVID. But now we're gonna make it all
29:08
better with all this money. And we will decide the
29:11
directives on how to do that. And they also donated 100
29:15
million to support early childhood development in a, in
29:18
any given crisis situation in the future.
29:21
That was in 2022. Now what?
29:23
You know, what does that mean? You know, And this is they they
29:28
are partnered with UNICEF. Oh yeah.
29:30
International Rescue Committee play futures and Lab Labs, which
29:35
is is is all about social and emotional learning or the the
29:39
stuff that goes with that. So what do you think that's all
29:43
about, you know, sort of looking at it as develop, you know,
29:46
early childhood development in crisis situations.
29:49
What are they planning on that there?
29:51
Well, that's code for widening the net of what's a crisis.
29:55
Yeah, exactly. That's also redefining what is a
29:58
crisis because a crisis for your family may not meet the national
30:02
criteria for what crisis is, but if it's a crisis in the family,
30:08
it's still a crisis. And and that's the thing, you
30:11
cannot across the you shouldn't, let's put it that way.
30:15
You shouldn't across the board say ABC and D qualifies crisis.
30:19
Everything else, not so much. It was kind of like when you saw
30:23
during COVID who was classified essential and who wasn't or what
30:29
service was classified as essential and what wasn't.
30:32
Because I'm going to tell you what, with all the different
30:35
dietary needs that are in my family alone, what was what was
30:39
classified as essential across the board.
30:42
None of us could could even qualify even if we wanted to, we
30:47
couldn't because it wasn't deemed essential.
30:50
What was deemed essential was things that people without
30:53
sensitivities to diet could have.
30:56
And that's just a broad example. But again, you can't across or
31:01
you shouldn't across the board, say ABC and D qualify as crisis
31:05
because, OK, mom or dad loses their job, that might create a
31:11
family crisis. But according to whatever
31:13
national parameter, not so much because guess what?
31:16
Mom can now go get food stamps or dad can go get, you know,
31:21
public assistance. What is that helping set up the
31:25
nanny state? Because government cobbles you.
31:28
Government provides for you. So who needs the parents?
31:32
Parents don't matter. They just don't matter because
31:35
after all, the the state has a solution.
31:39
And one of the things that gets me about the Lego Group is they
31:42
are a wolf in sheep's clothing. They have been for years because
31:45
I can remember back on my blog, it's Common Core, diva.com, I
31:49
did a article on when Lego sold out to the United Nations.
31:55
And they're doing it to help promote what's called coding.
31:59
And coding is what is being used to turn our little people, our
32:03
little children into trained spies to spy on families, to spy
32:10
on neighbours. Because it all goes back to the
32:12
coding. It all goes back to the are you
32:15
being a good citizen or are you, are you being that non
32:18
conformist that we just can't handle?
32:21
That is what I know about them. They are tied in with what's
32:24
called science, technology, engineering and math.
32:27
And people look at me and well, you just don't understand.
32:31
We need science, we need technology, we need engineering
32:34
and math. And I don't argue because if you
32:38
look at traditional math, if you look at traditional engineering,
32:42
that's when we were able to invent wonderful things like
32:46
bridges. You know, I used that earlier.
32:49
But under Common Core or this globalised education, have you
32:54
seen some of the modern bridges? They don't last because they're
32:59
not built with facts. They're not built with quality
33:02
engineering. We have dumbed down
33:04
mathematicians and dumbed down engineers.
33:07
And the reason why STEM is so toxic is because it was a tool
33:14
cooked up by the United Nations. And I can verify every bit of
33:18
this. So when you hear this, do not
33:20
think I'll have my tinfoil hat on too tightly because I don't I
33:24
can back all this stuff up. But it was cooked up by the
33:27
United Nations and it was sold in America as an acronym that
33:35
would be tied into Common Core, but without a whole lot of
33:39
public attention. So they stealthily snuck it in
33:44
because the United Nations came over and said to the United,
33:48
excuse me, the National Science Foundation, which is a non
33:51
government organisation of the United States government.
33:55
They receive congressional funds, which means taxpayer
33:58
dollars. And yet they have all this
34:01
jurisdiction over what happens in education and in science
34:04
specifically. But they came over to the
34:07
National Science Foundation and said, you know, we need an
34:10
acronym. This going to sound good, but
34:13
it's it's not going to be good. And so that's how the National
34:16
Science Foundation came up with STEM.
34:19
It's now morphed into STEAM or Stream.
34:23
And every time they add a different letter, they're adding
34:26
a different part of your child's curriculum.
34:29
So stream, in other words, stands for science, technology,
34:32
reading, Writing, arithmetic, the Arts, Engineering, and Math.
34:37
Because it used to be STEM, didn't it?
34:38
Just that's what it is here at the moment.
34:42
STEM, yeah. OK, Steam was hatched in North,
34:46
excuse me, North Korea. I believe it was passed off as
34:49
created at the University of Rhode Island here in the United
34:52
States. I documented that.
34:55
So every time it is gained a new letter.
34:58
I have been researching it, but the reason why I'm bringing it
35:00
up that it was passed off as an agenda point is because when
35:05
Obama went into office, he had no presidential experience
35:09
whatsoever, but he was handed 2 reports.
35:12
One was the Nation's Academic Progress Report and the other
35:17
was the President's Council of Advisors on Science and
35:20
Technology. And then that particular PCAST
35:24
report. And this is on my blog as well,
35:27
one of the first articles I ever wrote.
35:29
It revealed we needed to create a STEM education, to create a
35:34
STEM people with STEM jobs, for a STEM economy to contribute to
35:40
the greater global good. Does that sound like it was
35:44
American taxpayer inspired? No.
35:49
Does it sound globally hooked up?
35:52
Yep. But the reason why is because
35:55
the United Nations knew if America could accept it from
35:59
within, like it came up with its own idea of let's do this,
36:04
people would be all over it like white on rice saying, yes, let's
36:07
go. But if they found out that it
36:10
was coming from an outside entity like the United Nations,
36:13
there would be so much pushback it wouldn't succeed.
36:18
So it was married to the Common Core State Standards so that it
36:22
could align education with jobs. And if you look at what it has
36:28
done, it has reduced education down into clusters.
36:32
And within each cluster, is this myriad or a limited myriad of
36:38
jobs that you can get? Yeah.
36:41
So did this originate then in the United States or is it, is
36:44
it AUN directive? It's AUN directive, so you would
36:48
need to look in the UK government who, who snuck it in
36:53
because it's it will have been snuck in.
36:56
And the reason I say that is because remember Common Core was
37:01
all the rage when this came up. And so they took advantage of,
37:04
while your head is turned on one issue, I'm going to sneak this
37:08
other issue that connects right in and you're never going to
37:12
know it. It probably would have been some
37:14
the education secretary or so someone here like Michael Gove
37:17
or whoever. It would definitely hook in with
37:20
science because after all, and you've seen what has happened,
37:23
science, science has become a God.
37:25
It's become a religion. It's a religion and, and you
37:28
know, there's a report out there and I think it's from AI, think
37:34
it's from the UN. If not, it's from one of their
37:37
partners. But we have to start addressing
37:40
the misinformation about science because after all, people like
37:45
you and I, we can't discuss science because, after all,
37:48
we're not trained scientists. And if we discuss science well,
37:51
we might give the wrong impression about what real
37:53
science is. Well, let's stop and look at
37:56
what real science is and who's being paid to tell you what
37:59
science is. Exactly.
38:01
And they do have this, this, this idea that the science is
38:04
settled and they know that it's, it's kind of rigid.
38:08
Science is never rigid. It it flows and it should never
38:12
become. It should never become.
38:14
Constantly. Changing.
38:17
Because it has. It's the dawn of creation, and
38:19
it's tied into creation. Creation exactly and this is
38:25
amazing. Maybe we should just briefly
38:26
move on because I'm aware of time onto Mindspace because this
38:31
is a continuation because this is kind of almost you know that
38:34
started in the UK cabinet didn't it.
38:35
Tell us a bit about. I mean I, Brian Gerrish of UK
38:39
column, he's done he's been on this for so many years and I
38:44
I've looked into it, but you talk just run us through briefly
38:47
Mindspace because again that it is again about psychological
38:51
conditioning and top down agenda you know public good and all
38:55
that and mind manipulation nudging and all that.
38:58
Yeah. It absolutely is.
38:59
And here's the fascinating thing.
39:01
I know that you have someone, a colleague who has delved into
39:06
it. I know that I have done several
39:09
shows and several articles on the mind space.
39:11
And one of the things that I was horrified to discover was
39:15
because, you know, it's been touted as being UK created the
39:21
base research. The base research has come from
39:26
America through universities and through government.
39:32
And that to me was very shocking.
39:34
And it's like, wait a minute. Because if you look at, if you
39:37
look at the background, it was a combination of MI 5 and the CIA.
39:44
Now you go look at the roots and, and the history of both
39:47
those organisations and you see that it ties back to Nazi
39:51
Germany. So we're continuing on some of
39:54
the same psychological warfare tactics, but we're now switching
40:03
it from enemies to civilians. And we've gotten the and we've
40:09
gotten the government's OK to do it.
40:12
So we'll sit there and we'll nudge you into thinking, well,
40:16
I'm sorry, your definition of science is wrong.
40:19
But you know, the, the government over here says that
40:21
it should be that everybody needs to to eat apples because
40:25
apples are great. They're not telling you that
40:27
those apples have been chemically treated with a poison
40:30
that could kill you or give you cancer.
40:35
That's just a very basic example.
40:36
But the mind, the mind space is, is it's a, it's a shift towards
40:44
this collective think that you as an individual don't matter.
40:51
But if you plug into a group, then suddenly you matter because
40:56
you can contribute to that group.
40:58
And when we see the group think that affects society.
41:02
I mean, all you had to do was mention COVID and what happened.
41:07
So many people jumped on the bandwagon.
41:10
Whether that bandwagon was true or not didn't matter.
41:14
Well, we see Johnny and Susie doing it.
41:16
Well, we'll do it because it must be right.
41:19
Or King so and so or Queen so and so or President so and so
41:23
said we had to do this. Oh, I must do it.
41:26
Did you lose your ability to think for yourself?
41:29
That's what Mindspace wants you to do.
41:32
It wants you to lose that ability, that that individuality
41:36
so that you can be more controlled.
41:40
I, I, I know we could go so much further into it.
41:43
Yeah, we could. I mean, I, I just see it as a,
41:46
as a blueprint for social engineering really.
41:49
And. Well, it absolutely.
41:50
Is it under it undermines the, the, the democratic principles
41:54
that people instead of being sort of people, they, they are
41:59
subjects to be engineered. They're not.
42:01
They had, you know, it's not as though they have free will.
42:03
Yeah, right. You have, you have.
42:05
You're setting up that case system to be lorded over and
42:09
you're going to have your rulers and the rulees or the haves and
42:12
the have nots. Well, I know from studying some
42:17
British history that you've had years of experience with that
42:21
and it didn't always end well. You had uprisings and as you
42:25
should, I know here we have have never wanted to have a case
42:29
system, but we're perfectly content to see it implemented in
42:33
degrees that we don't recognise it.
42:35
Yeah, it blows. It blows those those lines
42:39
between policy and propaganda as well.
42:42
It's very it's, it's quite pernicious the way it's it's put
42:45
together and it's all dressed up sugar coated as a public good
42:49
yet again, you know? Yeah.
42:50
Of course, I'm not going to give you vinegar, honey, I'm going to
42:53
put sugar in it so you'll never know.
42:55
But here's the here's the question I have for you now.
42:58
I don't know about there because I'm not exactly sure how how
43:01
everything works as far as legally.
43:04
Yeah. So is policy equated with law
43:07
there? And is it part of law or is it a
43:09
separate entity? Is policy law, you mean it's a
43:13
kind of soft law? But but what happens here is
43:17
that it's based on compliance. And what they do is they they
43:21
say things are mandatory thinking that people will
43:24
interpret that as you have to do it, but you don't.
43:28
So it's soft law, but the, the propaganda is kind of, it brings
43:33
people to believe that it's law. And that's what happened in
43:37
COVID. Nothing, nothing that was done.
43:39
I mean, it's a bit like Nazi Germany.
43:40
Nothing was illegal, you know. Right.
43:43
Exactly. Well, here in America, we have
43:47
laws. And the way I describe it is
43:49
that the law is the concrete of the side, it's the concrete
43:54
sidewalk, and it's firm because it should be.
43:57
That's the basis of where everything should be OK.
44:01
Policy is represented by the different trees that are next to
44:06
the sidewalk. So you might have an oak tree,
44:09
it has a different leaf than a pecan tree, or you know, an Elm
44:13
tree or a Hickory tree or whatever tree you want to use.
44:15
My point is different groups who have buddied up to Congress or
44:24
think tanks, if you will, have said, oh, well, the law says you
44:28
shouldn't eat bread on Monday. Well, our think tank group got
44:33
together and we decided that you can have rye on, you can have
44:38
rye bread on Monday. Well, wait a minute.
44:41
The law says no bread. Oh, but it's rye.
44:43
See, that's our interpretation of the law.
44:45
And you go to the next tree and OK, well, you can't have
44:48
pumpernickel, but you can have, you know, every other.
44:52
Again, you see, we're splitting hairs, but it's a truth here.
44:57
A law does not equate to a policy.
45:00
But you have many people who are convinced they are
45:03
interchangeable, which is why I use the concrete in the tree
45:07
example, because a sidewalk in a tree are not interchangeable.
45:11
They coexist. And what we see it being turned
45:15
into is not soft law, but de facto rule.
45:19
And when you have law, why do you need de facto rule?
45:23
It's it. It's in competition.
45:28
It is to create a confused society so that you can
45:31
manipulate them, which is what the Mindspace does.
45:34
So some of the very principles that you're seeing play out in
45:37
England connected to the Mindspace got their start here.
45:41
So and where did they get their their research?
45:45
From Yeah. The past failed regimes, failed
45:49
government experiences, and I'm going to tell you some of the
45:54
research that went into finding what happened to create the
45:58
Mindspace document you have to go into.
46:03
It was a book that was written in England.
46:06
Hang on, it's called Brainwashed.
46:11
I have a copy of it and I read it and they used horrible
46:16
psychological experiments on living breathing people, Sandy,
46:22
much like we saw in Nazi Germany where they did horrible
46:26
experiments on on living breathing people to to meet
46:30
their agenda. You had this going on to help
46:33
create mind space and what have you done?
46:36
You've either literally killed or permanently maimed a whole
46:41
society who was forced into participating into this.
46:46
Does this sound like something that you'd really be proud that
46:50
your government actually put upon its people?
46:53
No. Yeah, it's unbelievable, really.
46:57
I mean, it, it, it really, it's, it's a, a massive, it's a
47:05
massive document really. I would advise anyone to, to
47:09
have a look at it because it was really when, when did it come
47:13
into, into being? It was in the 1990s, wasn't it?
47:16
That's when it first surfaced. But of course, we know the
47:19
roots, yeah, with Fortune surface in the 90s, they had to
47:24
go back to, they had to go back at least 20 years in research.
47:29
So think about that. So what I, what we can do, if
47:34
you'd like, I know that you have a colleague who's looked into
47:37
it. I know that I was part of a
47:41
former team known as the Liberty Bells.
47:43
And we did tour. We did several.
47:45
Shows they were very good. Mindspace and we even wrote a
47:50
call, we even wrote an article to submit to the UK column and I
47:54
don't think it was ever picked up, but we did a tonne of
47:57
research into it. And So what we can do, Sandy, if
48:00
you'd like, is we can bring some of that to, to to light in
48:04
another show and we can be, I think that.
48:07
We will certainly have to get you back before you know, before
48:10
we go now. I I just want to go into now,
48:15
perhaps. Yeah, we've got time the the
48:18
spiritual war we're in. I mean, my goodness, this kind
48:22
of this assault on particularly Christianity.
48:26
I've got to say. Oh yeah.
48:27
And, and, and, you know, almost the, I really want to go into
48:33
not many people would have heard about the Noahide laws.
48:37
And, and, and I know they're quite contentious, obviously,
48:40
but I think they have to be, you know, we have to, we have to
48:43
spell them out. So tell tell us about what what
48:47
you recognise about the the Noahide laws and what they mean
48:50
to us and what, what they're what they're presented as and
48:52
what they really mean. Yeah, OK.
48:56
They are presented as part of the 10 commandments, which we
49:00
all know that God gave to Moses on Mount Sinai.
49:05
Nothing could be further from the truth because if you look at
49:08
the seven Noah hive laws that are supposedly part of the 10
49:12
commandments, they don't exist. One of the things that I've
49:19
noticed about the Noahide laws, it says okay you shall not kill.
49:22
Well you know one of them came in, it says you shall not kill.
49:26
What they don't tell you is that because the roots for the
49:30
Noahide laws are based in tumultic teachings, which are
49:35
Antichrist anti God, you can murder, but you cannot murder a
49:42
select few. So in other words, it's kind of
49:44
like that bread example. You know, you can you can have
49:47
one type of bread, but you can't have them all.
49:50
So they're they're come with each of the seven caveats that
49:54
are under the surface. Another one, for example, is you
49:59
know, you're not supposed to have sex with children.
50:01
Well, nobody wants to have sex with children.
50:03
That's just wrong on every level.
50:05
OK? We have a commandment that
50:08
doesn't say don't have sex with children.
50:11
It says don't commit adultery. Where the Noahide laws have got
50:15
that kind of underlying message is that the Noahides cannot have
50:21
sex with their own children. But your children and my
50:24
children are a OK. Does this sound like a law or a
50:29
set of laws that honour God, that honour creation, that
50:33
honour the sanctity of human life?
50:35
No they don't. And the reason why is because
50:38
they are man made. You could chase them back to the
50:43
Pharisees and Sadducees of the early Old Testament times.
50:50
There was a faction, and let me stress there is a faction of the
50:55
Jewish faith. Not the entire Jewish faith, but
50:58
a a corrupt faction of the faith that carries this out to the day
51:03
and they have the firm belief that they are the only race
51:08
only, excuse me, not race, but religion that should survive and
51:13
that everyone else is fair game to be culled.
51:17
Does this sound godly? Does this sound Christ like?
51:21
I thought God created everyone and Jesus came for everyone.
51:25
So you have to look at the the very fine lines that are there,
51:29
but they are totally man made based on the Babylonian Talmud,
51:34
which is totally different from the Jewish Talmud.
51:36
Absolutely. That's, that's if you look at,
51:39
if you look at the roots of the Babylon Talmud, you will see
51:43
it's based in Islam. So you have a combination of
51:49
Islam, communism, corruption, political that formed these
51:56
laws. They're passed off is oh,
51:59
they're good for the society. Oh, they're good because they
52:02
give us a common goal. The United Nations has adopted
52:05
the Noahide Law, Sandy as the be all end all for how humans
52:12
should interact with each other. So the closer we get to this one
52:18
world government, the more we are going to see each one of the
52:21
tenants of these Noahides kick into high gear.
52:25
Absolutely. This, this was a big revelation
52:28
to me because in, I think it was 1991, these were put into public
52:33
law in the United States under, I think it's 1:02 to 14.
52:38
Is that right? Bush yes, lovely Mr New World
52:42
Order Bush yes okay, George the first we call him here, but let
52:48
me let me give you a little bit of history of how they ended up
52:51
in America. I don't know when they were
52:54
adopted by the United Kingdom. I do know that the United
52:58
Nations has lock, stock and barrel adopted them so much to
53:02
the point that if you go back and you look at the Convention
53:05
to the rights of the Child, if you look at the Declaration of
53:08
Human Rights, they're woven in already.
53:11
But what happened here in America was Jimmy Carter was our
53:17
sitting president. So this was 1978.
53:20
OK, He had a really, really good relationship with Rebe
53:25
Schneerson. Now, Rebe Schneerson plays into
53:28
the Noahide laws as he is. He was the one who helped
53:32
resurrect them over in Russia. And he immigrated to America.
53:38
He brought them with him. And he somehow gains an audience
53:43
and a friendship with the president of the United States.
53:47
And they had a meeting, a coming of the minds, and they had this
53:51
great discussion. And it was well, you know,
53:56
education is about changing culture.
53:59
This is where the United Nations got the idea to use education as
54:03
the chief change agent to change the world.
54:06
Was this very thinking. So Smearsten is over here
54:09
telling Carter, you know, we need to use education to change
54:13
the culture because if we change the culture, we can have a
54:16
greater world. They'll be peace and, you know,
54:20
all the other BS that comes with that.
54:23
And Carter's going sounds good. So they came up with this
54:29
agreement to replace the constitutional biblical
54:36
foundation of America and then say that the Noahide laws were
54:42
the foundation, the sole foundation for the United States
54:46
of America. I mean that that is, that is so
54:50
dangerous because. You see what a lie that.
54:53
One, yeah, it creates a kind of two tier legal system, doesn't
54:56
it? It it will.
54:57
It absolutely did. Yeah, the, the, the Jews or, or,
55:00
or the, you know, I don't like to use it.
55:02
I mean, I, I don't know because there's Jews and Jews, they're
55:05
governed by the, the Torah laws, but the gentiles would be
55:09
governed by the Noahide laws. So you've got.
55:11
Right, right. We absolutely.
55:13
Yeah. Because we're subhuman.
55:15
Yes. Yeah.
55:16
We don't need to miss. So Sneersen brings this in.
55:19
They both signed the agreement. It was a a big deal.
55:24
And every year when Sneersen's anniversary of his birth comes
55:30
around here in America, it's, it's education, a culture day.
55:36
And we celebrate that stupid agreement.
55:39
Now, Carter signed the agreement.
55:42
And you're right, Bush is the one who signed it into public
55:45
law. But that agreement included
55:48
changing education. So that was 78 when that
55:51
agreement was signed. You want to know the date of
55:54
when the Department of Education was created under Jimmy Carter
55:58
in the United States? When was that?
56:02
1979 because the agreement that Sneerson and Carter signed was
56:08
to last one year and then be renewed every single year
56:14
thereafter. So it doesn't matter if it was a
56:17
Democrat who started it. We've had our Republicans take
56:21
the can down the road because Reagan comes in after Car
56:25
Carter. And Reagan was supposed to be
56:28
this cowboy, you know, cowboy with a white hat, so to speak.
56:32
He had the opportunity to shut down the Department of Education
56:35
and then chickened out. You know why?
56:37
Because he signed an agreement with Gorbachev in Russia to
56:41
unite education and technology so that there could be culture
56:45
sharing. Wow.
56:47
So we're damned if we do. We're damned if we don't because
56:50
you had a Democrat over here Get in bed with someone who is an
56:53
out and out Christian hater and wants to annihilate every
56:57
Christian and change the very fabric of our nation.
57:01
And then you have another one who's supposed to be the good
57:03
guy and he gets in and Oh no, we're going to squander and,
57:09
and, and culture share to the point of we're now going to take
57:12
in the data tracking systems that the Russians perfected and
57:15
now we're going to unleash it on America.
57:17
And then what did the UK do? UK did, they came along
57:21
somewhere and go, oh, this looks good.
57:22
Let's us do this. It's unbelievable really,
57:26
because I, I did look at the Noahide laws and on the face of
57:29
it, there's seven of them, isn't it?
57:31
And they're very again, they sound quite.
57:33
They're an Oculus. Yeah, absolutely.
57:35
It's a bit like the seventeen goals, isn't it?
57:37
The 17. Oh yeah, oh, they're the oh, but
57:39
they're for the good. Same.
57:40
It's very. Similar.
57:41
It's all it's all for the greater good.
57:43
It's all wonderful, but actually, when you look at it,
57:45
it's afraid. To.
57:47
Criminalise all religions apart from the religion that they want
57:53
to promote, which is a. Corruption of the the even the
57:57
Torah. It absolutely is.
57:59
Because they ban idolatry and that any religion other than
58:03
theirs can be deemed as idolatry.
58:06
And this is quite worrying. Under the the authoritarian
58:09
stuff that's going on, this could happen, yeah.
58:11
Right. Well, one of the laws is well,
58:13
you can't say the name of God, you have to use G-D.
58:16
That's. Right.
58:17
Now hang on just for a second, I have people who are professing
58:22
Jews who don't subscribe to the Noah Noahide laws and they're
58:26
doing the same bloody thing. And it's like why?
58:29
Why can you not use the O? What is so toxic about that O
58:32
that you have to go G-D? Why can you not say the whole
58:37
name? Now here's here's the kicker,
58:40
you can't use the name of of God according to this Noahide law.
58:45
Guess who gets to decide whose whose name?
58:49
I mean, what God's name it is that you're going to not be able
58:52
to say it's them, it's the Noahites.
58:55
So in other words, Jesus, because he was considered by all
58:59
these other corrupt people and, and, and laws, he was considered
59:05
to be, you know, someone worthy of Edie poop.
59:08
Because if you go back and you look at the Babylonian Tolman,
59:11
you will see that that that is what they equate Jesus to
59:15
someone who is only, uh, capable of eating poop because he's just
59:19
that vile. So if I call out Jesus, guess
59:22
what? I'm I I run the risk of being
59:25
corporally punished to the point of behead, beheading.
59:29
Yes, so, so that's a real worry is that that actually they do
59:33
have very, very draconian punishments for anybody that
59:37
they call they they think is is blasphemous.
59:40
Yeah, yeah. If you think you were smoking
59:41
dope on this, I wrote a study on the Noahide laws that I had a
59:47
small group take the course. We took 14 weeks, Sandy, to go
59:52
through everything, but it took me a year and a half just to
59:56
pull all the resources together because guess what?
59:59
Unlike the Sustainable Development Goals where you can
1:00:02
literally go find the handbook, Noahide is scattered, but it's
1:00:06
scattered on purpose so that normal people.
1:00:09
Will not find it. Yeah, no, This is why it's, it's
1:00:12
really important And, and the whole kind of rainbow thing as
1:00:15
well, you know, it's, it's all part of it because you, you look
1:00:19
at the, the, the, the, the sustainable goals are all in the
1:00:23
same rainbow colours. There's a correlation between
1:00:26
the rainbow and everything. That's that's a little bit.
1:00:29
Well, what I call is it's, it's kind of it's, it's degenerating.
1:00:35
It's, it's dumbing down. It's, it's, it's associated with
1:00:38
so much now. And I do remember, I, I
1:00:41
listened, I did read a book by a lady called somebody Cumby, Was
1:00:45
it Florence Cumby? And she, it was The Hidden
1:00:47
Dangers of the Rainbow. And it was all, all part of
1:00:50
this. Yeah.
1:00:51
Did you, I don't know if you've ever read her book.
1:00:52
She's amazing. Well, Noah hats will use the
1:00:55
rainbow, but they will they will compromise it as well.
1:00:58
But I do know and it's on my blog and I'd have to send it to
1:01:02
you if you want to, but, and we could play it for your audience
1:01:05
at some point. But I went into the colour
1:01:08
psychology behind each of the Sustainable Development Goals
1:01:11
because the UN was not stupid when they created them.
1:01:14
They got people who are marketing psychologists and I
1:01:18
didn't know if you knew those people existed, but they're part
1:01:21
of the minds. They're part of the mind space
1:01:23
because they use colours to control the population.
1:01:28
And so the UN employed those sorts of people to create the
1:01:32
colours that we see when we see the Sustainable Development
1:01:36
Goals. So yeah, each one of the colours
1:01:38
means a certain thing. And again, it's hard to find
1:01:41
that research because they don't want you to find it.
1:01:43
But if you're like me, you you say, you know what?
1:01:47
I'm it's out there, I'm going to find it.
1:01:48
I've looked at that and I think I've got a few things on it, so
1:01:51
we could put those in some notes to put up at the end.
1:01:54
Yeah, yeah. Absolutely.
1:01:56
OK, All right, this is. So good.
1:01:59
I mean, thank you so much. I mean, you are such a force of
1:02:02
nature. Lynn, I love you to bits.
1:02:05
I think you, your research is absolutely spot on and you've
1:02:09
got the energy and the life force and you really get your
1:02:13
point across. And I really think you are the
1:02:16
most amazing woman, I have to say.
1:02:18
Thank you, Sandy. That is that is so humbling, but
1:02:21
thank you. I've it's just been, you know,
1:02:24
you've got so much knowledge and I would love to have you back.
1:02:27
I, I think do you know, because we, we have the lovely Diane
1:02:31
Rasmussen Mcaddy, she's our, our kind of education side of the UK
1:02:37
column. I think it'd be brilliant for
1:02:39
you to get together with her as well.
1:02:41
At some point. I'll forward all your details on
1:02:43
to her because she's, she's really into the whole education
1:02:47
side of things. She was, again, she's another
1:02:49
one of these people that was taken out, you know, because she
1:02:53
was not conforming to the, you know, the stuff that they wanted
1:02:57
her to conform to. So I think we, we, yeah, we
1:03:01
could have the most amazing fun with some of some more
1:03:04
interviews with it. Yeah, we, we should have an open
1:03:07
panel or, or some sort of, you know, get together and, and have
1:03:11
all of us, you know, share this because it does dovetail from
1:03:15
one part to another part and it's done that way on purpose.
1:03:18
And I know you know that. Yeah.
1:03:19
And I know your audience probably is, is aware of that,
1:03:22
but you never know who's going to listen.
1:03:25
You never know who's going to learn, so you always want to
1:03:27
make sure, no matter when you speak or write, that you leave
1:03:31
something that's going to cause them to go wow, I want to know
1:03:36
more. Exactly.
1:03:38
And I think you've done that today, to be honest.
1:03:40
And OK tell, I mean, I always say this to to people that aim
1:03:44
to you. Is there anything that you would
1:03:46
like to say before we go and how can we find you?
1:03:49
I think for the current state of affairs, whether it's in the
1:03:53
United Kingdom, the United States or Timbuktu, we're all
1:03:57
finding that government is not our friend, that most of the
1:04:03
foundations that are connected to our governments are not our
1:04:07
friends. And we need to stop treating
1:04:09
them as friends. We need to start treating them
1:04:12
as adversaries because that's how we're being viewed from
1:04:17
their perspective is that we are an adversary that needs to be
1:04:20
somehow controlled or silenced. And we need to make sure that
1:04:27
even if they take us down, that we give them the biggest,
1:04:31
bloodiest black eye that we can possibly give them before we're
1:04:36
taken out. And where you can find me, my
1:04:40
blog is Common Core diva.com. I do have a donate button there
1:04:46
that if you wish to financially bless any of the work that I do
1:04:49
because I do not receive any sort of compensation for what I
1:04:52
do. That way I know that I can keep
1:04:55
it away from corporations and governments and things like that
1:04:58
because you know, they have the fairest ways of giving.
1:05:02
There is a way that you can do that electronically.
1:05:04
If you don't trust the electronic system, you can
1:05:06
contact Sandy. Sandy can get in touch with me
1:05:09
and we'll we'll work that out. But you can also find me on
1:05:12
Twitter X, whatever they want to call it today, that's at Common
1:05:16
Core Diva. I am on Facebook as well, and
1:05:19
that's Common Core Diva 2023. My original page was removed by
1:05:24
the Facebook gods because I made them very, very angry.
1:05:27
So I came back and made another page.
1:05:30
And right now you can also find me on, I do some sustainable
1:05:34
development goal research for the American Policy Centre.
1:05:38
So that's americanpolicy.org, and you can find some of my
1:05:41
articles there as well. Fantastic.
1:05:44
Well, all I can say is Lynn Taylor, thank you so much.
1:05:48
You're so welcome.