1 00:00:00,040 --> 00:00:01,000 Speaker 1: Twenty away from Sex. 2 00:00:01,720 --> 00:00:06,040 Speaker 2: The Huddle with New Zealand Southeby's International Realty, Unparalleled Reach 3 00:00:06,200 --> 00:00:06,920 Speaker 2: and Results. 4 00:00:07,040 --> 00:00:09,200 Speaker 1: Huddle with Us this evening is Josephagani of Child Fund 5 00:00:09,240 --> 00:00:12,400 Speaker 1: and Bridget Morton Ere, lawyer at Frank's Ogilby. Hello you too, Hello, 6 00:00:13,080 --> 00:00:16,360 Speaker 1: good evening, Josie. Do you reckon that David Seymore's change 7 00:00:16,440 --> 00:00:19,000 Speaker 1: to the Treaty Principal's Bill will be enough to quell 8 00:00:19,040 --> 00:00:19,880 Speaker 1: some of the opposition? 9 00:00:20,640 --> 00:00:23,800 Speaker 3: No, I don't, because I think I was looking on 10 00:00:23,880 --> 00:00:27,200 Speaker 3: the website today and they've said, you know, acts Treaty 11 00:00:27,240 --> 00:00:31,040 Speaker 3: Principal Bill will ensure our nation's founding documents delivers on 12 00:00:31,080 --> 00:00:33,559 Speaker 3: its promise of equal rights to all New Zealanders. Now, 13 00:00:33,560 --> 00:00:35,720 Speaker 3: the problem, I think Active God, is that the Treaty 14 00:00:35,800 --> 00:00:39,200 Speaker 3: is a contract and it doesn't actually promise equal rights 15 00:00:39,240 --> 00:00:42,000 Speaker 3: to all New Zealanders. What it promises is to give 16 00:00:42,479 --> 00:00:46,080 Speaker 3: Mary their own system of government and their own and 17 00:00:46,120 --> 00:00:49,360 Speaker 3: their own for their own people, and a new national 18 00:00:49,360 --> 00:00:52,159 Speaker 3: government that will take over the big stuff like trade, 19 00:00:52,240 --> 00:00:54,319 Speaker 3: foreign affairs, crime and so on. 20 00:00:54,400 --> 00:00:56,760 Speaker 1: I don't believe foreign affairs being in the Treaty no, 21 00:00:56,840 --> 00:00:58,480 Speaker 1: but I mean it was stuff into it there. 22 00:00:58,600 --> 00:01:01,080 Speaker 3: It was it was it was a vision of government, 23 00:01:01,120 --> 00:01:04,200 Speaker 3: if you like. So it wasn't really promising equal rights 24 00:01:04,240 --> 00:01:06,720 Speaker 3: to all people, which is easy to say. And I 25 00:01:06,760 --> 00:01:08,840 Speaker 3: think there are a lot more creative ideas, and I 26 00:01:08,880 --> 00:01:11,119 Speaker 3: think Act of just you know, they've kind of pulled 27 00:01:11,160 --> 00:01:13,520 Speaker 3: themselves into a cul de sac with this stuff. Because 28 00:01:13,760 --> 00:01:15,760 Speaker 3: even people like Eric Crampton, right, who works in the 29 00:01:15,800 --> 00:01:18,760 Speaker 3: New Zealand Initiative, who is probably quite friendly to ACT 30 00:01:19,040 --> 00:01:22,200 Speaker 3: and their views. He just did an amazing piece recently 31 00:01:22,240 --> 00:01:28,200 Speaker 3: about Indigenous Indians in Canada, where the Canadian government have said, right, 32 00:01:28,280 --> 00:01:31,440 Speaker 3: these are your lands. On your lands, you can set 33 00:01:31,480 --> 00:01:34,319 Speaker 3: your own building regulations, you can build homes, you can 34 00:01:34,319 --> 00:01:37,880 Speaker 3: build whatever you want, you set the rules and regulations. 35 00:01:37,880 --> 00:01:40,120 Speaker 3: You can even tax your own people within your own 36 00:01:40,200 --> 00:01:43,880 Speaker 3: area of land. So there's a lot of other creative 37 00:01:43,920 --> 00:01:47,760 Speaker 3: ways of honoring the treaty. This he's trying to rewrite 38 00:01:47,800 --> 00:01:49,160 Speaker 3: the Treaty as some. 39 00:01:49,040 --> 00:01:51,360 Speaker 1: Kind trying to bring it in the twenty first century. Right, Yes, 40 00:01:51,360 --> 00:01:55,080 Speaker 1: you've got because because I mean the point that he's 41 00:01:55,080 --> 00:01:56,720 Speaker 1: trying to make is that the treaty was written at 42 00:01:56,760 --> 00:02:01,160 Speaker 1: a time when New Zealand was basically being settled, and 43 00:02:01,360 --> 00:02:03,919 Speaker 1: we have changed from there, and I guess his argument. 44 00:02:04,200 --> 00:02:07,400 Speaker 1: Your argument is you can take an eighteen forties way 45 00:02:07,440 --> 00:02:10,280 Speaker 1: of doing things and bring it into the twenty first century. 46 00:02:10,360 --> 00:02:13,160 Speaker 1: And I guess his argument is things have changed too much, 47 00:02:13,240 --> 00:02:14,280 Speaker 1: you've got to change it. 48 00:02:14,360 --> 00:02:14,440 Speaker 2: No. 49 00:02:14,840 --> 00:02:18,120 Speaker 3: I just it's not about bringing a nineteen forties, eight 50 00:02:18,240 --> 00:02:21,919 Speaker 3: eighteen forties idea into today. But it is about saying, 51 00:02:21,960 --> 00:02:24,760 Speaker 3: how do you give I mean, devolution of services is 52 00:02:24,760 --> 00:02:27,239 Speaker 3: the way we've been doing it in subsequent government's, National 53 00:02:27,240 --> 00:02:28,840 Speaker 3: and Labor have done that very well. 54 00:02:28,840 --> 00:02:29,359 Speaker 1: Where you go. 55 00:02:29,400 --> 00:02:30,800 Speaker 3: We just talked, you know, you just talk to Shane 56 00:02:30,800 --> 00:02:33,920 Speaker 3: Retti about health. You know where you devolve to Mari 57 00:02:34,120 --> 00:02:36,840 Speaker 3: to Mari for Mary to deliver health services because it's 58 00:02:36,840 --> 00:02:39,760 Speaker 3: better than central government doing it. So I think ACT 59 00:02:39,800 --> 00:02:42,919 Speaker 3: would have been much better. Owning the kind like charter 60 00:02:42,960 --> 00:02:46,119 Speaker 3: schools is a kind of devolution. Right, Mary can run 61 00:02:46,160 --> 00:02:47,040 Speaker 3: their own school. 62 00:02:46,800 --> 00:02:48,760 Speaker 1: But as can everybody else. And that's the point is 63 00:02:48,880 --> 00:02:50,920 Speaker 1: it's not just for Mari, it's for everybody being But 64 00:02:50,960 --> 00:02:51,200 Speaker 1: it is. 65 00:02:51,200 --> 00:02:54,040 Speaker 3: A contract, Heather, That's the thing I think that they're 66 00:02:54,080 --> 00:02:56,320 Speaker 3: not and you know, they believe in property rights, a 67 00:02:56,400 --> 00:02:59,680 Speaker 3: contract like we have trade deals, we have, we have 68 00:03:00,320 --> 00:03:03,880 Speaker 3: treaties on visa rights, and it is a treaty with 69 00:03:04,000 --> 00:03:07,200 Speaker 3: certain obligations and certain responsibilities. You can't look away from that. 70 00:03:07,320 --> 00:03:08,560 Speaker 1: Yeah, what do you reckon, Bridget? 71 00:03:09,480 --> 00:03:12,040 Speaker 4: Well, I think the problem with the treaty Principal's bill 72 00:03:12,120 --> 00:03:14,400 Speaker 4: is it is too much of a blunt instrument. And 73 00:03:14,440 --> 00:03:16,959 Speaker 4: I think that's what Josie's really saying is the fact 74 00:03:17,080 --> 00:03:19,400 Speaker 4: is that to try and sort of take all of 75 00:03:19,440 --> 00:03:22,799 Speaker 4: this nuance and different policy outcomes and bring it into 76 00:03:22,800 --> 00:03:26,239 Speaker 4: modern time with one bill, it's almost impossible to ask. 77 00:03:26,320 --> 00:03:27,760 Speaker 4: And it was essentially you know, you can put it 78 00:03:27,800 --> 00:03:31,000 Speaker 4: up as a political statement, but the courts are almost 79 00:03:31,200 --> 00:03:33,640 Speaker 4: definitely going to knock it around. We're not going to 80 00:03:33,720 --> 00:03:36,680 Speaker 4: have the outcomes that Act as seeking from this particular bill. 81 00:03:37,080 --> 00:03:39,080 Speaker 4: And I think that's the problem that Acts got and 82 00:03:39,120 --> 00:03:42,360 Speaker 4: possibly why you know, we saw at Postcab that the 83 00:03:42,480 --> 00:03:45,440 Speaker 4: bill maybe is not even yet ready to be introduced 84 00:03:45,560 --> 00:03:48,160 Speaker 4: is because the drafting is so tricky to actually achieve 85 00:03:48,520 --> 00:03:51,160 Speaker 4: all of the things that Act promised it could pre election. 86 00:03:51,360 --> 00:03:53,800 Speaker 1: Yeah, and lux and Bridget is obviously not going to 87 00:03:53,800 --> 00:03:54,400 Speaker 1: move on today. 88 00:03:55,480 --> 00:03:58,480 Speaker 4: No, absolutely, And I think that's really clear, and it's 89 00:03:58,520 --> 00:04:01,080 Speaker 4: been clear for what ten months now that they're not 90 00:04:01,120 --> 00:04:03,200 Speaker 4: going to move on it, and it's just forcing that 91 00:04:03,320 --> 00:04:04,400 Speaker 4: issue further and further. 92 00:04:04,840 --> 00:04:07,400 Speaker 3: I think that if they could be honest about what 93 00:04:07,440 --> 00:04:10,240 Speaker 3: they're really trying to push back against, they're trying to 94 00:04:10,240 --> 00:04:12,480 Speaker 3: push back against what they see as a sort of 95 00:04:12,480 --> 00:04:18,520 Speaker 3: treaty industry, you know, government departments changing situation with the GPS, 96 00:04:19,160 --> 00:04:23,000 Speaker 3: right exactly, So why not have that debate rather than 97 00:04:23,040 --> 00:04:25,280 Speaker 3: trying to do this thing. You're right, bridget I mean this, 98 00:04:25,279 --> 00:04:27,160 Speaker 3: this this bill is never going to see the light 99 00:04:27,200 --> 00:04:29,440 Speaker 3: of day. All it's doing is people have got an 100 00:04:29,480 --> 00:04:34,560 Speaker 3: idea that it's somehow, you know, negating the whole treaty 101 00:04:35,560 --> 00:04:38,480 Speaker 3: history that we've got. So all that all that it's 102 00:04:38,520 --> 00:04:41,880 Speaker 3: done is cause more problems and divide people even further. 103 00:04:42,000 --> 00:04:44,960 Speaker 3: Whereas if they wanted to push back on things like, 104 00:04:45,040 --> 00:04:47,479 Speaker 3: you know, the GPS only seeing Marty kids rather than 105 00:04:47,520 --> 00:04:49,960 Speaker 3: working class parking are kids who have no money, I 106 00:04:50,120 --> 00:04:53,800 Speaker 3: los poor, then then then let's have that debate and 107 00:04:53,960 --> 00:04:55,880 Speaker 3: and let's have a debate about what you do about 108 00:04:55,920 --> 00:04:58,800 Speaker 3: the fact that Marty have terrible health statistics. But this 109 00:04:59,120 --> 00:05:01,560 Speaker 3: is just it's just a canner, you know, it's just 110 00:05:01,839 --> 00:05:02,479 Speaker 3: a distraction. 111 00:05:02,920 --> 00:05:07,680 Speaker 2: The huddle with new Zealand Southeby's International Realty exceptional marketing 112 00:05:07,720 --> 00:05:08,640 Speaker 2: for every property. 113 00:05:08,720 --> 00:05:10,919 Speaker 1: Right back with the huddle Bridget Morton and Joseph Ganni Bridget, 114 00:05:10,960 --> 00:05:12,320 Speaker 1: what do you make of put it to a college 115 00:05:12,320 --> 00:05:13,760 Speaker 1: canceling the literacy exams? 116 00:05:14,480 --> 00:05:17,560 Speaker 4: Ah, I'm completely frustrated by it. I think that it's 117 00:05:17,600 --> 00:05:19,320 Speaker 4: meant to whole bunch of students will not get the 118 00:05:19,320 --> 00:05:22,680 Speaker 4: opportunity to get that qualification. Last year we had the 119 00:05:22,800 --> 00:05:26,480 Speaker 4: highest proportion of students leaving school before they were seventeen 120 00:05:26,839 --> 00:05:30,760 Speaker 4: in the last decade, thirty six percent of Maori students 121 00:05:30,839 --> 00:05:32,920 Speaker 4: left before they were seventeen. So if they don't get 122 00:05:32,960 --> 00:05:35,480 Speaker 4: the opportunity to set that test this year, and we 123 00:05:35,600 --> 00:05:38,279 Speaker 4: know on current statistics about fifty percent of the mayor 124 00:05:38,400 --> 00:05:41,360 Speaker 4: passed it, they will not get that qualification. And I 125 00:05:41,440 --> 00:05:43,680 Speaker 4: think that's what's missing in this debates, like we want 126 00:05:43,680 --> 00:05:47,360 Speaker 4: more time, it's too stressful, there's too much work, But ultimately, 127 00:05:47,400 --> 00:05:50,200 Speaker 4: for many of the students, there's one chance for them 128 00:05:50,200 --> 00:05:53,799 Speaker 4: to get their schooling and putting out these deadlines actually 129 00:05:53,880 --> 00:05:56,799 Speaker 4: harms them more than worrying about principal workloades. 130 00:05:57,000 --> 00:05:57,599 Speaker 2: I worry. 131 00:05:57,720 --> 00:06:00,840 Speaker 1: I worry here Josie that what the fundamentally is an 132 00:06:00,880 --> 00:06:03,359 Speaker 1: admission of is that at put it to a college, 133 00:06:03,360 --> 00:06:05,840 Speaker 1: like at many other places around the country, there is 134 00:06:05,880 --> 00:06:08,520 Speaker 1: a huge group of kids who do not know how 135 00:06:08,560 --> 00:06:10,360 Speaker 1: to read and write at the level that they are 136 00:06:10,400 --> 00:06:12,080 Speaker 1: expected to for their age. And so we're just not 137 00:06:12,120 --> 00:06:13,960 Speaker 1: going to have an exam. That's the problem. 138 00:06:14,160 --> 00:06:16,560 Speaker 3: Yeah, And actually this would be a really good issue 139 00:06:16,560 --> 00:06:18,920 Speaker 3: for acts to own. That's what I mean about charter schools. 140 00:06:18,920 --> 00:06:20,560 Speaker 3: If these kids are failing, I think they can do 141 00:06:20,560 --> 00:06:22,960 Speaker 3: a better job than that principle who you interviewed a lot. 142 00:06:23,400 --> 00:06:26,080 Speaker 3: And I think what this what's behind this is that 143 00:06:26,440 --> 00:06:30,480 Speaker 3: there's a thing in teaching today where they don't like tests, 144 00:06:30,839 --> 00:06:32,560 Speaker 3: and the teachers keep pushing back on the. 145 00:06:32,520 --> 00:06:34,240 Speaker 1: Teescht because it reflects badly on them. 146 00:06:34,600 --> 00:06:36,960 Speaker 3: And also I think that it's a kind of belief 147 00:06:37,080 --> 00:06:39,880 Speaker 3: that you shouldn't train kids to be these economic little 148 00:06:39,960 --> 00:06:42,320 Speaker 3: units that you know, past tests or fail tests and 149 00:06:42,400 --> 00:06:45,479 Speaker 3: so on. Let them paint and make compost, you know. 150 00:06:46,160 --> 00:06:48,160 Speaker 3: And I think that's the problem is that we've done 151 00:06:48,200 --> 00:06:50,440 Speaker 3: this kind of child centered learning, is what it's called. 152 00:06:50,920 --> 00:06:54,279 Speaker 3: And actually the evidence shows that when you teach kids stuff, 153 00:06:54,400 --> 00:06:57,000 Speaker 3: when you when you fill their brains with facts and 154 00:06:57,000 --> 00:07:03,520 Speaker 3: figures and whatever they learn more drivestful, yes, right, when poor. 155 00:07:03,400 --> 00:07:06,240 Speaker 1: Kids suffer the most from the because the poor kids 156 00:07:06,240 --> 00:07:08,200 Speaker 1: suffer the most bridgid because they're not getting it at 157 00:07:08,200 --> 00:07:10,880 Speaker 1: home at least in wealthy homes that the parents will like, 158 00:07:11,160 --> 00:07:13,480 Speaker 1: you know, and there's a massive generalization we're making here. 159 00:07:13,600 --> 00:07:15,280 Speaker 1: But we'll have the time to be able to go 160 00:07:15,360 --> 00:07:17,840 Speaker 1: and fill in the gaps for them, so we make composts. Yeah, 161 00:07:17,840 --> 00:07:19,800 Speaker 1: and make the composts. We're actually failing the poorer kids, 162 00:07:19,800 --> 00:07:20,200 Speaker 1: aren't we. 163 00:07:20,520 --> 00:07:22,960 Speaker 4: Yeah, absolute we are. And I mean that's and that's 164 00:07:23,000 --> 00:07:25,360 Speaker 4: also proven statistic is that gap is getting wider and 165 00:07:25,400 --> 00:07:28,040 Speaker 4: wider in terms of the kids achieving the literacy and 166 00:07:28,120 --> 00:07:31,400 Speaker 4: numerously statistics and I yeah, this whole set of adversion 167 00:07:31,440 --> 00:07:35,080 Speaker 4: to testing also frustrates me. I'm tested on a daily basis, 168 00:07:35,320 --> 00:07:37,040 Speaker 4: you know, and my role as a lawyer, a client 169 00:07:37,040 --> 00:07:38,680 Speaker 4: problem comes to me, I need to turn it around, 170 00:07:38,760 --> 00:07:41,120 Speaker 4: get them back advice. Make sure that you know it's 171 00:07:41,200 --> 00:07:43,840 Speaker 4: high cool advice. That is what how most people have 172 00:07:43,920 --> 00:07:46,320 Speaker 4: to operate, is that they are tested every day on 173 00:07:46,400 --> 00:07:48,760 Speaker 4: their skills. I don't think we should be shying around 174 00:07:48,840 --> 00:07:51,720 Speaker 4: away from that, just you know, make sure that. 175 00:07:53,080 --> 00:07:55,920 Speaker 3: Hate exams and I failed exams and I failed tests 176 00:07:55,920 --> 00:07:57,560 Speaker 3: all through my schooling. I mean, I managed to get 177 00:07:57,560 --> 00:08:01,160 Speaker 3: to university, but only because I had massive intervention and 178 00:08:01,240 --> 00:08:04,240 Speaker 3: so I understand this. But if I don't even know 179 00:08:04,320 --> 00:08:07,440 Speaker 3: my time's table, Heather, We've had this conversation before. 180 00:08:07,160 --> 00:08:08,680 Speaker 1: Scross, I know, and no one taught me. 181 00:08:09,040 --> 00:08:11,520 Speaker 3: And so I look at this stuff and go, do 182 00:08:11,560 --> 00:08:14,320 Speaker 3: you not realize that the more kids know, the more 183 00:08:14,520 --> 00:08:17,320 Speaker 3: that the more they can learn? And that's just proven 184 00:08:17,400 --> 00:08:20,560 Speaker 3: fact that our brains aren't like hard drives. Kids' brains 185 00:08:20,640 --> 00:08:23,239 Speaker 3: can just absorb so much stuff and we're letting down 186 00:08:23,360 --> 00:08:24,320 Speaker 3: the poorest kids. 187 00:08:24,960 --> 00:08:28,720 Speaker 1: Really attitude, Bridget, Can you explain to me why it 188 00:08:28,760 --> 00:08:30,640 Speaker 1: is that we have to eat at nursery hours in 189 00:08:30,640 --> 00:08:31,280 Speaker 1: this country. 190 00:08:32,840 --> 00:08:35,040 Speaker 4: I totally agree with this, and I think the number 191 00:08:35,080 --> 00:08:37,920 Speaker 4: one frustration I have, particularly in Wellington, is you go 192 00:08:37,960 --> 00:08:40,720 Speaker 4: to something after work, so you know, a drinks function 193 00:08:40,960 --> 00:08:42,839 Speaker 4: something like that, and then you go to leave that 194 00:08:42,920 --> 00:08:45,480 Speaker 4: function you want some dinner and they're closing the kitchen 195 00:08:45,480 --> 00:08:47,360 Speaker 4: at eight pm, or you know, you sit down at 196 00:08:47,400 --> 00:08:48,920 Speaker 4: seven thirty and they're like, oh, you need to order 197 00:08:48,960 --> 00:08:52,000 Speaker 4: in the next ten minutes. That is the most frustrating thing. 198 00:08:52,120 --> 00:08:55,280 Speaker 4: And I do not understand why we have not developed 199 00:08:55,280 --> 00:08:58,880 Speaker 4: a culture here we're successful to eat beyond six pm 200 00:08:58,880 --> 00:08:59,199 Speaker 4: at night. 201 00:08:59,400 --> 00:09:02,200 Speaker 3: Yeah, it's like we've got this culture where, you know, 202 00:09:02,360 --> 00:09:04,679 Speaker 3: we go home and we're good during the week and 203 00:09:04,720 --> 00:09:07,000 Speaker 3: we watch the Telly or Netflix or whatever, and we 204 00:09:07,040 --> 00:09:09,080 Speaker 3: do nothing. And then it gets to Friday night and 205 00:09:09,120 --> 00:09:12,120 Speaker 3: we make ourselves blotto and end up in a and e, 206 00:09:12,520 --> 00:09:14,120 Speaker 3: you know, and it's like we can't. We can't just 207 00:09:14,160 --> 00:09:15,959 Speaker 3: sort of be bit of a frend and go out 208 00:09:15,960 --> 00:09:18,320 Speaker 3: and have nice meals with you know, one glass of wine. 209 00:09:18,400 --> 00:09:20,320 Speaker 3: It's like we're either you know. 210 00:09:20,360 --> 00:09:22,079 Speaker 1: What time do you eat your dinner? Josie? 211 00:09:22,160 --> 00:09:24,480 Speaker 3: Well, I see, when you've got kids, you get used 212 00:09:24,480 --> 00:09:25,120 Speaker 3: to eating it early. 213 00:09:25,720 --> 00:09:26,679 Speaker 1: Now I eat it later. 214 00:09:26,800 --> 00:09:28,720 Speaker 3: And then I did live in France, actually, and you 215 00:09:28,920 --> 00:09:31,560 Speaker 3: no one ate dinner before seven thirty eight? 216 00:09:31,720 --> 00:09:33,000 Speaker 1: And so what time do you eat it now? 217 00:09:33,200 --> 00:09:33,320 Speaker 2: Now? 218 00:09:33,360 --> 00:09:37,839 Speaker 3: I'd eat about six thirty late at home, at home late. 219 00:09:38,400 --> 00:09:40,760 Speaker 1: What that's like halfway through the news. Oh my gosh, 220 00:09:40,800 --> 00:09:43,640 Speaker 1: Bridget what you still watch the news? Heather? Of course 221 00:09:43,679 --> 00:09:45,280 Speaker 1: you do, yes, of course I do. Bridget. What time 222 00:09:45,320 --> 00:09:47,400 Speaker 1: do you eat your dinner? I think that's. 223 00:09:47,240 --> 00:09:48,920 Speaker 4: Seven thirty by the time we get home from work, 224 00:09:49,000 --> 00:09:50,720 Speaker 4: you know, fluff around it, but make the dinner. 225 00:09:51,080 --> 00:09:53,320 Speaker 3: But we do have this nitude like if you go, 226 00:09:53,520 --> 00:09:55,200 Speaker 3: I'm staying in a motel on the East Coast the 227 00:09:55,200 --> 00:09:56,760 Speaker 3: other day and it had a sign saying we do 228 00:09:56,880 --> 00:10:00,120 Speaker 3: like guests to cooperate, and you think, what in the 229 00:10:00,200 --> 00:10:03,000 Speaker 3: kitchen closed at six point thirty or something like that. Look, 230 00:10:03,320 --> 00:10:04,520 Speaker 3: we're so grow up New zeal Act. 231 00:10:04,600 --> 00:10:06,440 Speaker 1: I've got a yarn about Parmeston North. I have to 232 00:10:06,440 --> 00:10:09,599 Speaker 1: tell next because jeez, Palmerston North that Parmestan needs to 233 00:10:09,679 --> 00:10:12,320 Speaker 1: sort it out. Guys, thank you so much, appreciate it. 234 00:10:12,320 --> 00:10:14,800 Speaker 1: That's Josephagani of Child Fund and Bridget Morton, who's a 235 00:10:14,840 --> 00:10:15,800 Speaker 1: lawyer at Ogilvy Frank. 236 00:10:16,440 --> 00:10:19,599 Speaker 2: For more from Heather Duplessy Allen Drive, listen live to 237 00:10:19,720 --> 00:10:22,760 Speaker 2: news Talks. It'd be from four pm weekdays, or follow 238 00:10:22,800 --> 00:10:24,559 Speaker 2: the podcast on iHeartRadio.