Now on Bring4th.org
In the Now Episode #24
L/L Research Podcast In the Now
Copyright © 2016 L/L Research
Austin: Hi everyone. This is Austin Bridges welcoming you to the L/L Research Podcast, In the Now, Episode #24. L/L Research is a nonprofit organization dedicated to freely sharing spiritually-oriented information and fostering community, and towards this end has two websites: the archive website, LLResearch.org; and the community website, Bring4th.org.
During each episode, those of us at L/L Research form a panel to consider questions from spiritual seekers. Our panel consists of Jim McCarty, husband to the late Carla Rueckert, scribe for the Ra contact and president of L/L Research, along with Gary Bean and myself, who are working hard to keep the mission of L/L Research alive and well. And today we have a special guest with us. All of us are devoted seekers and students of the Law of One.
We intend this podcast to be a platform of discussion as we consider questions from spiritual seekers that often challenge us to articulate our own perspective. Our replies to these questions are not final and authoritative. Instead, they are generally subjective interpretations stemming from our own studies and life experiences. We always ask each who listens to exercise their own discernment and listen for their own resonance in determining what is true for them.
If you would like to submit a question for this show, please do so; our humble podcast relies on your questions. You may either send an email to firstname.lastname@example.org, or go to www.LLResearch.org/podcast for further instructions. Again, I'm Austin Bridges, and we are embarking on a new episode of L/L Research's weekly podcast, In the Now. And today we have a very special guest calling in all the way from Sweden to help us out with our questions today: Introducing the wonderful Lana Autio. How are you doing, Lana?
Lana: Good, thank you. I am honored to be here.
Austin: And Gary and Jim, are you with us?
Jim: With you and ready.
Gary: Indeed and ready.
Austin: All right. Well, the question that we have today up first is the one that we brought Lana in to talk about because it has to do with parenting in the light of the Law of One, and the three of us normal panel don't have any children and Lana does and she is a very devoted seeker of the Law of One. So, the question comes from user, Seeking One via Bring4th, who asks, ‘Does anyone have tips on how to introduce the Law of One to children, or generally live in accordance with the Law of One while trying to raise younglings, such as discipline, free will, health, learning, etc., etc.? Thanks for your committed service. Much love to you all.’ Thank you, Seeking One. We'll go ahead and start off with Jim, I think. Jim, what are your thoughts on that one?
Jim: Well, Carla and I always started our day with what we called the morning offering, and we'd usually read from the Law of One there. We'd also read from other books, such as the Bible or other inspirational books, and I would think that, as Ra said, it would be a good idea to introduce any child to whatever way of honoring and seeking the Creator you have. That, if a person is wanting to start the day off with such a foundation of a spiritual nature, it would be good to include any children as soon as they were old enough to understand some of the basic concepts. I would say that starting off with meditation and talking about treating people well, and the basic principles that you're talking about there—I don't know, five or older—would be a good way of introducing the child to what you're doing in your life. Because, I think no matter what you tell a child, they look to see what you're doing and they pay more attention to that, as most of us do—you know, what does the person do rather than what they say. So, that would be my basic suggestion. Gary, how about you?
Gary: Well, I will begin with a disclaimer that my wife and I don't have children of our own, and I had a girlfriend for five years who had a young daughter. So I've had some experience, but I wouldn't say I've had experience of a parent. But, in short, I would think that in terms of sharing the philosophy, specifically, or a philosophy or a way of seeking, it makes sense to me that you would share your love of it in a “non-imposing” way—in a way that drops seeds, but never infringes on the child's space to explore and find their own understanding. And the only other thought that I had was that another great and profound and powerful way to share your spirituality with the child is to see the child as the Creator. The more that you can consciously and actively, and actually see, the eternal in and through the form that is your child, the more that the highest and best within that soul is activated, and the more that you will open that door for their own spirituality in whatever form it may take to emerge.
In addition to Lana joining us for the show, which I am really grateful and honored for, we reached out to a few other friends who play the role of parents, and who also enjoy the Law of One and who actively try to bring their spirituality into their relationship with their children. And one response we got back was from an old friend of ours named Lorena, and Lorena had this to share with you, Seeking One. She writes, ‘Dear Parent, all paths have their merit. Your child will search and follow the one that resonates with them at various times in his or her life until death. Give them a reason to want to ask you about your path and know that it is just one of many. Don't be afraid that your child won't follow your path or will choose the “wrong path.” When my daughter asks me about a point of spiritual knowledge, I tell her what my teacher has to say on the topic, and then let her know I'm still learning and that there are many people with different answers. I make a point of saying she will have to find her own answers and follow her own path. If she likes the way she sees me living my life, that will inspire her to be interested in my path better than filling her head with any amount of knowledge about my path. A fellow chela, Lorena Lucille.’ Austin, how about you?
Austin: Very similarly to you and Jim, I have no children, so I'm not very qualified to speak on this. But in imagining a situation where I did have children, I considered the idea that, depending on the age, if you want to share, specifically, the Law of One and the things you learn in the Law of One, it might not do very good to get very specific about it and talk about all the chakras, the pyramids, and all the stuff like that until they're a little older and they can understand. And I would think that a big part of introducing the Law of One to a child would be to be open to the fact that they might not be interested in it at all—in the specifics, in regarding the actual book, or the actual information—and you should be ready to be okay with the fact that they're not going to share this interest that you have, and they may have their completely unique path of seeking. But if they do, then that would be great, and you could share this information together. But otherwise, I would probably suggest just to be completely open to the idea that the child will find their own path, and you can share in sort of a secondary way, showing them what it means to love and accept and forgive. Showing them what it means to respect free will and all of the intricacies and difficulties that come with those things in our environment. But I don't really have much else to say, so I think we should probably move along to our honorary parent in the group. Lana, how did you feel about this question?
Lana: It is an interesting question and I had like this long, long answer, but I cut it short and it now so it would bore you with the details, but it might still be very long. I don't know.
Austin: We give long answers here. Yeah, we bore lots of people on a weekly basis.
Gary: Yes, we're really good at that, and like I was saying to you earlier, if people are still listening to us, they've learned to transcend boredom at this point.
Lana: What you said, guys, it all was really good. The most important thing here is to respect the free will of the child. I think that we have it very balanced here, because I'm very spiritual and my ex-husband—the father of our daughter—is an atheist, so he doesn't believe in anything. So, I think it's a great balance and I always tell her, ‘You need to choose and pick what you want to believe. It doesn't matter what I believe or he believes, most important is your own path.’ So, my own guiding star here in regards to everything that has to do with introducing her. . .introducing the Law of One to her and trying to live it and to teach it, is to understand her. It is crucial to try to see things from her perspective and then respect her free will. Because when I, as her parent, observe that something is not resonating with her, I need to back off. And by backing off, I mean that I'm there for her, but in the background, like observing and watching and helping, but not intruding on her ways of being. But with this being said. . . . And I'm not only talking about the Law of One. I mean, it's like trying to live the Law of One. So with this being said, I believe there are moments when we still have to intrude, and that is when she's hurting others or herself, and this is actually something that I'm trying to teach her now. I believe that her free will is paramount and she is free to do or believe whatever she decides as long as her actions does not hurt others or herself. So if she is, for instance, about to hit another kid, I will stop her. I will infringe on her free will, but that is only because her free will will be taking her to a place where it will infringe on the free will of another one. And the same thing applies to situations where she can hurt herself. I believe that this is my role as her parent/teacher/guardian to protect and to teach her about that. And since it's about the Law of One and kids, I wanted to share what Ra said about raising the kids. Is this okay with you guys?
Gary: Yes, and please, by all means.
Austin: Yes, I was expecting you to do that.
Lana: Okay. Ra said that, ‘The appropriate teach/learning device of parent to child is the open-hearted beingness of the parent and the total acceptance of the beingness of the child. This will encompass whatever material the child entity has brought into the life experience in this plane.’ Ah, beautiful words. The open-hearted beingness of the parent is actually extremely pleasant and enjoyable to teach/learn for me. It means that I'm open to my daughter with my sorrows, joys, love and other experiences in a way which perhaps is not common in our society. We don't usually do that. We try to, you know, hide ourselves (and also not so common for me to do with other people). So, in a parent/child relationship, I find a perfect ground to learn/teach and teach/learn honesty, openness without hesitation and [with] unconditional love. They're all, of course, things that the child is too young for and its exceptions. So sometimes when I'm burdened with something, and she notice and asks me about it, I just don't give her the details that she'll often want me to. And then I explain to her that that's because I want to protect her innocence and childhood. And because she knows me and trusts me, she understands that, that why I'm not sharing some details.
Then, about the sharing the Law of One, again, the guiding star here is the free will of the child. It has to do with how much the child is interested and listening in a fascinated way, taking it in. I was lucky to have a daughter who is very open-minded and interested in mystery. She wants to know, so she has, like, a lot of questions. But here, I have to also guard the free will of other people by explaining it to her. I have to teach her to understand and to respect the free will of other selves, in turn, so she can't go around talking indiscriminately to other people about this stuff because: (1) others might not be interested and not want to hear about it, (2) they might even think that you're crazy and it's important to learn the child how to function in society although you believe completely different things, and (3) they might not believe in the same things that you do.
Then we have meditation, prayers, and analysis of daily experiences, which are important in our seeking of the Creator, and I teach these things to her by example. And that's what you guys mentioned too—that you can talk how much you want to, but the child will see what you do. And for instance, we pray before going to bed each night, and sometimes in the morning if there is time, not when the school starts. At the dinner table we say grace, and during the meal (I mean the dinner, not in the morning, but in the evening) we go through our experiences that particular day, and especially the part where we tell each other what was good versus bad about each day. It's something that she enjoys to do. And that teaches the child to analyze her daily experiences by example. Then the meditation is tougher, of course. It's tough for adults, too. My daughter is nine years [old] now, and she got interested in meditation because I meditate myself twice, and sometimes more times, per day. During the day, I tell her when I'm going to meditate, and then I always ask her if she wants to join me. And one day she said yes! That's how it's begun. So, she's not meditating with me every time, but it's a good start.
Then, about the Law of One philosophy itself, I have texts, T-shirts, books, and other things where it says, "All is One," so she tries to read everything right now. So she's like ‘One-ah’, which she pronounces one in Swedish. And so she has a lot of questions about that. And besides answering to her questions about what it all means, I also try to explain, in everyday life, of how we're all connected. And I teach her to seek the positive interpretation of each experience. Like, if something negative happens, like, ‘Yeah, that sucks, but what is the positive light of it?’ And she actually is very good at it and also to see compassion, you know, like charity, give money to poor people. But anyway, in order to do all that, explain all these things on her level, I need to try. . .I need to understand these things myself very well and sometimes this understanding is done even better when I'm. . .while I'm trying to explain these things to her. So. . .but there is no parenting without problems, troubles and obstacles. My daughter has recently been diagnosed with ADHD. It means, among other things, that she has problems with focus, attention, and impulse control. So, how do you learn. . .yeah, how do you learn total acceptance of the child beingness, as Ra said, when she can hurt others when she is angry. I'm worried about her and about others, like her playmates. I mean, when she gets angry, she can hurt other people. She can hit them physically and afterwards she feels very, very bad about herself because she's very compassionate. She just can't control herself. So, what do you do as a parent? But there is no light without darkness. So what Ra said about accepting the child's beingness and what it brought with it into this plane, is not always an easy thing to do. But yet, is most important one, I believe: to learn and to teach that. Well, that's about what I had to say.
Austin: I'm really glad that we brought you on, because that is some great insight that probably we never would have thought of. Do either of you have any questions for Lana, or anything you want to follow up on with her?
Gary: Yes, you said she's joined you in meditation. How does she feel about meditation, or does she share any of her experience?
Lana: Yeah, yeah. There was one time. I usually ask her, ‘what do you feel about it?’And she tells me about it, that she tries to visualize the light. But sometimes it's tough, so she sees the darkness and stuff like that. It's not scary, but it's good. She is learning to visualize.
Jim: Well, when you first told her that you were going to meditate, did she ask you questions about like what meditation is, and what did you say?
Lana: Actually, I don't remember, because it's been a while that I've been telling her that. It's just recently that she asked me to join. . .or I mean she accepted to join me, actually. No, I don't remember that.
Austin: I really like that part about you talking about how she kind of took an interest just of her own, and you didn't really introduce her to it until she showed interest. And that, seems to me, may be a key part of sharing the Law of One with children. I think they would probably naturally be curious about what you're talking about and what you do and what you believe and probably start asking questions. And then that can be sort of a portal into introducing them to these concepts. Is that generally how it's gone with her?
Lana: Yes, yes, and I mean, it's important to. . .I think that you can share whatever you want to share with kids and other people, too. It's just that if you don't have any attachment to the outcome, your goal is not to push her into the Law of One because you find it good. It's not bad. It's just you share with her freely, and if she's interested she will go that path or she will take hers and nothing is wrong.
Gary: I think it's really commendable that you have this ritual prior to or during dinner of reflecting on your day because that seems to me (I hadn't considered that aspect), but it seems to me a really empowering thing to do, in that you're empowering the child entity to really use their own experience, and you're giving them tools so that they can process and learn from the material of their life.
Lana: Yes, and that's something we don't usually do here in society, so it's an important thing to teach. And I mean adults can do that, too, you know, between each other. Like when you, Gary, and your wife, when you have a dinner, [ask]: ‘What was bad about today? What was good?’
Gary: I am constantly teaching my wife, yes, that's correct. I joke.
Austin: I am going to tell her that you. . .
Gary: No, no, please. Yeah, and not only are you helping her to process her own material just by. . .I think the act alone of reflecting on material is already a step of becoming self-aware and conscious and empowered therein. But also, when you share your method for processing your own catalyst and the framework of perception through which you see your own catalyst, that exposes her to a way of viewing the world. Like, for instance, you could talk about the philosophical basis and the ethics of the decision that you made that day and why you made it and the thinking that went into it. And then she gets this really awesome marriage of, or rather, application of philosophy in daily life. Like, this is how you applied it to your life. You've taken something that's abstract and given it grounding and meaning in everyday life.
Lana: Yeah, yeah.
Jim: Now, when you discipline your child, you remember Ra said, since you're in the position of a parent, there is some discipline that is necessary. Do you try to frame your discipline in a philosophical or spiritual sense, or do you find yourself caught up in the moment and then having to explain it later in this philosophical or spiritual sense?
Lana: You know, Jim, that's a good question because that's the reminder of that first quote that I shared and this meaning where they say this is the reason that some discipline is appropriate in the teach/learning is actually mystery to me, exactly what they mean by some discipline. Do you have any insight to share about what they might mean?
Jim: Well, you're the big person; you're the one that knows what's going on and you're the parent, so...
Lana: Not really.
Jim: Well, that's what she's hoping for a while.
Austin: In this illusion.
Jim: So you're in that position. You really have to assume it somehow, and if you're going to be relating to her on a intimate basis like that, you're going to find yourself having to discipline her. Now, you mentioned if she's going to hit somebody that you would stop her because that would infringe upon somebody else's free will. . .
Jim: That's a pretty easy thing to explain, but if you get things like talking, spreading rumors behind somebody's back, or saying bad things about people, then it might be more difficult to explain that. And I'm thinking that, what Ra was probably talking about, is just the daily round of activities. How we behave, ourselves, is really the way the child is going to see to behave, but then we're also going to have to be able to talk to the child about how and why we're behaving as we do. So, I have a hunch that Ra was talking about just the daily round of activities, how it relates to the child. So, that's why I was asking about how you discipline. How conscious are you able to be in your disciplining, or is it something you have to do later to explain why you did what you did because you're caught up in the moment?
Lana: Okay, I understand now, I think. There was, for instance, one time that we were abroad, and we were in the beach swimming in the sea and she can't swim. So, I was watching her from the beach (and very closely) and then she got, like, deeper and deeper into the waters. And I called her several times, saying, ‘Don't do that. If something happens, I need to be there, like in a second, so you can't go out too long for me.’ And she didn't listen, so I got up, and not like yelled at her, but I told her in a very, like, firm voice to, ‘You go over and sit by my side,’ and she got really mad at me, but she stood by my side. And then, I explained to her that it doesn't matter that you are angry at me. I understand why you are angry at me, but your safety goes before everything else, and that's why I told you in that, like you know, unpleasant way. And she understood that, so she hugged me and said thank you, and so afterwards she listened.
Austin: That's awesome.
Austin: I think that this is an interesting thing, because I would be very interested to have somebody who's attempted to raise a rebellious teenager with the Law of One. I imagine that would be even a little more difficult. It's awesome that she was able to. . .
Jim: We'll have Lana call back in about five years.
Lana: Yes, yes. I'm not looking forward to that because she will be rebellious, I believe, because of her diagnosis, so. . .
Austin: Yes, that will probably be very interesting. Because I'd imagine, like in that situation, it's beautiful that she was able to understand that you were looking out for her best, but I've. . .my parents said it, and I've heard parents say it when their kids are teenagers, ‘You'll thank me for this later,’ but in that moment a teenager just does not want anything to do with the parent and it's. . .a resentment kind of builds and I commend all parents of teenagers out there because I remember how difficult I was and I see difficult teenagers.
Lana: But isn't that because parents, like, they tell you what to do and you don't want to do it and you don't understand why they're saying you that. And so, that's the way it is, because I told you so, it's like it's not an explanation. You need to be open and honest and explain to the child why you made that decision. Even if you can't explain it in a moment because the child is mad and you're mad, whatever, but afterwards the child needs to understand.
Austin: Yes, that's a good point. I think that a lot of people just get so tired of dealing with it, that eventually they just give up and say, ‘Just do it because I said so.’
Austin: I know I've heard that a few times.
Lana: Yeah, ‘ ‘Cause I said so.’
Austin: ‘ ‘Cause I said so.’ ‘Because I'm the adult.’ Or, maybe that is a shortcoming. Maybe treating a child more mature and realizing they can understand that when you explain something, it's honest and open. And instead of just trying to discipline, and explain the reasoning, could be a good thing behind it.
Lana: But it also teaches you why you make the decisions that you make. For instance, if you just say no because your parents told you no, but you don't question why can't I do that. And if you think about it, like really, why not? Yes, because my daughter's father is like that. He is like all the time [saying], ‘No,’ ‘No,’ ‘No.’ But why? Because it is the way it is in our society—not a really good answer.
Austin: That's a really cool take and a really cool perspective, in that raising the child and teaching them about the Law of One—or with the Law of One—isn't just teaching the child, it's obviously teach/learning.
Austin: And you're going to be learning from what you're trying to teach. Do you have any things that you've learned, specifically, or anything that stands out, that you've learned from trying to raise your daughter?
Lana: Shall I send you the book or thing? There's a lot of things. I mean, everything that you teach, you learn about. And it's an amazing relationship—like, most magical relationship—between the parent and the child. Just not, like someone has said, ‘Don't see the child as the Creator.’ It's a little entity, but she will be an adult; she will grow up. And if you try to see it a little bit in this way (seeing the Creator), you understand that it's not like telling her things. Sometimes you do need to do that, but you learn why you teach whatever you teach. Do I make sense?
Gary: I think I understand.
Austin: I think so, yes.
Lana: Kind of.
Gary: I was thinking on the teenager question [some time] ago—back for a moment—and I think some of the friction and resistance between parent and child during the teenage years is that the teenager is individuating and differentiating from their parents. They’re finding their own way, and part of that typically involves resistance to their parents or at least questioning. And so I think the more the parent can accommodate that process and accept the questioning that is going to come up, I think the smoother that ride will go, though it's probably inherently going to be a bumpy ride. I was a turd in my teenage years, especially to my mother. I give her all the credit for weathering that storm. And I have to wonder, too, if I had been equipped with concepts of free will, whether I would have made more enlightened teenage decisions; or, whether that would have just fueled that fire even more and I just would have invoked concepts of free will when doing battle with my parents.
Jim: The latter, probably.
Jim: Not just because it's you, because it's the teenage years.
Austin: Yes. It's also possible that. . .imagine if your mom tried to teach you about free will, and then you got to your teenage years, you'd probably be like, ‘Well, that stuff is stupid because my mom talked about it.’
Gary: Yes, absolutely. Yes, and that brings up a really good point, too, what you just said: that the child has to—or ideally should—form their own relationship with spirituality rather than have you be the only face for it. Because, then if the child has a bad relationship with you or wants to distance themself from you, or so forth, then you're going to be the face of that, and the baby might be thrown out with the bath water, in other words.
Lana: Yes, yes. But I'm also wondering sometimes, I can't be sure, that the reason why relationships go bad between teenagers and their parents is because nobody reflects on their actions and doesn't really talk and [are] not completely open with the child; very honest.
Gary: Yes, that was true in my own case, both between me and my mom (and my dad to some extent where he came in). But yes, no reflections—no, like, open communication and conflict resolution. It was just the fighting and then moving on from the fighting and then more fighting.
Jim: You know, respecting your free will is not something that happens a whole lot. I think that the fact that it is in your relationship speaks highly of you, Lana.
Austin: Yes, what you said, my favorite thing of what you said was the guiding star is the free will of the child. I think that's a really cool quote, Lana Autia, 2015.
Jim: Now entered into the great record of creation.
Austin: It also makes me wonder, like, obviously the guiding star is the free will, but imagine a situation where maybe your daughter sat down for dinner and she said, ‘Tonight I want ice cream for dinner,’ and it is her will to have ice cream for dinner. Like, how would you relate to that, and how would you basically tell her no, with respect to her free will?
Lana: Yes, actually I had it included in my longer version, but I cut it out. What I said here is, we had this discussion recently and she understood that. And then instantly she asked me, ‘Can I eat candy every day?’ It's the same thing as having ice cream for dinner. In Sweden, the kids are allowed to eat candy only once a week, and that's on Saturdays because of consideration of their health. And so she realized before I answered her that she can't do that, because free will includes respecting her and not hurting others and herself. So she can't do that because she will be hurting herself, her teeth, her health, etc., etc. And as an adult, I guess you're allowed to do that, in some instances, like there are people who are drinking every day and smoking and it's bad for their health and that's fine, that's their free will, but they understand the consequence. As a child, perhaps you don't have this, the same conscious understanding of what it means, of the consequences, what it means to do certain things. And as the child's guardian/parent/teacher, I believe it's my role to teach her that—that I will protect you while you're a kid, while you're growing up, from the dangers. So, yes, I will infringe on your free will from time to time.
Austin: Yes, I think that goes back to what Jim asked about, the discipline that Ra was talking about. In some cases, maybe the discipline is necessary and it's not necessarily like a negative thing to have to infringe upon the free will a little bit. Otherwise, the child may grow up dysfunctional or unhealthy or. . .
Lana: Yes, yes.
Austin: Not able to fend for itself or know the right thing to do.
Lana: Yes, like in extreme cases, if the child wants to jump from the cliff, it will kill itself and maybe the child doesn't understand that. But you as an adult understand it, so you say, ‘No way you’re doing that. I will infringe on your free will.’ But if an adult chooses to do that, well, that's sad, but c'est la vie.
Jim: Your mother should have taught you better.
Austin: Yes, I think this is a completely different show, to figure out how to use the Law of One to relate to adults. It's a much more complicated situation, or just maybe not complicated, just a different situation.
Gary: Yes, I'm not so sure all adults understand the consequences, either, of their decisions.
Lana: No, I know. Yes, that's another show. I don't think we do it with this one.
Austin: Yes. Okay. Looks like we're getting pretty close to our time. Either of you have any more to ask Lana, or final notes on the topic?
Jim: Well, I just have a final note, and that is to express my extreme appreciation for Lana and other mothers and fathers that raise children and try to do it consciously. I think it's one of the most difficult things to do on this planet. I had a little experience with children, trying to teach them years ago in grade school, and I was overwhelmed with the amount of energy that it takes to deal with a child's questions and all their energy, and I cannot imagine doing it myself. So, Lana, my hat is off to you, you're doing a great job and other parents just like you. I hope there's more and more in the world today. We need them.
Gary: Yes, ditto what Jim said. Thank you so much, Lana, for taking time out of your day to join us.
Lana: Thank you, guys. I was wondering if we have time to finish up with the remainder of Ra's quote?
Austin: Yes. Absolutely.
Lana: Because I already said what they said about accepting the child beingness and etc., but then they said, ‘There are two things especially important in this relationship other than the basic acceptance of the child by the parent. Firstly, the experience of whatever means the parent uses to worship and give thanksgiving to the One Infinite Creator should if possible be shared with the child entity upon a daily basis, as you would say. Secondly, the compassion of parent to child may well be tempered by the understanding that the child entity shall learn the biases of service to others or service to self from the parental other self. This is the reason that some discipline is appropriate in the teach/learning. This does not apply to the activation of any one energy center for each entity is unique and each relationship with self and other self doubly unique. The guidelines given are only general for this reason.’ Beautiful, isn't it?
Austin: Yes. That is really good. I think one of the people that we sent this question off to responded basically saying, quoting Ra, and saying, ‘How can I do better than that?’ That's how I do.
Gary: That was especially nice with the Swedish accent.
Austin: Yes. All right, Jim, do you have any final words for our listeners?
Jim: Well, we just want to thank everybody for tuning in and listening to the show. We hope we were of some service to you all. We appreciate everybody that sends in questions; that's what we really need and feed on, and that gives us a chance to be of service. We just want everybody to know we love you a lot. We hope that you have a great week, and we will see you again next week.
Austin: You've been listening to L/L Research's weekly podcast, In the Now. If you've enjoyed the show, please visit our websites: LLResearch.org and Bring4th.org. Thanks so much for listening and a special thank you to those of you who submitted questions. And an extra special thank you to Lana for joining us today and giving her amazing insight on this complicated question. If you'd like to send a question for us before the next show, please read the instructions on our page at www.LLResearch.org/podcast. New episodes are published to the archive website every Wednesday at 1:00 p.m. Eastern. Have a wonderful week and we will talk with you then.
Thanks to Mary A. for transcribing this episode, and Nancye G. for editing!