What is this Project?

This is our Winter exhibition project, The Great Debaters. During this project we are going to be learning how to debate and why it is a important keystone for every human to be able to debate. As Ms.Madsen has said almost every day since we started this project, “you are all going to become Intellectual Giants!”

What are my goals for this Project?

Here is my VMV. We know this. We ave seen this photo like 10 times this year already. 

When we look at my VMV we can see that I have a lot of goals or values in communication and Collaboration and I think that this project is a great opportunity to practice and maybe meet some of these goals.  

I think that a realistic goal for me is to try and cross off at least two ideas or resolutions each from these two boxes. Whether that means i have to write down the goals somewhere I can see them or just be aware of them for this project it doesn’t really matter. If I were to pick one goal from either  of these boxes it would be, the last one on the Collaboration box, “I can suggest ways to adjust the groups process to benefit the project quality.” Whether that means asking the group to try something new, or even just asking the group to clarify certain things during the project to make the result (the debate) go smoother.

Overall

This project is a project I remember my brother doing a few years ago and because of that, I am quite excited to see where this goes. This project has the potential to teach me a lot about myself and even my class. I can’t wait for this project to keep progressing and I look forward to where it will take me!

During the Cold War everyone from Western Society was scared of two things in general, 1. Communism, 2. Bombs. But the big word everyone should take away from that first sentence is Scared. Fear ran the world at this point in history, and there is no other way around that fact.

Today I am going to be talking about our latest project on the Cold War, Fallout. This post might look a little bit different, but that’s only because I am trying a new writing strategy to make my work more clear and easy to understand. So without further ado, lets get into it!

What was the Learning Focus of this Project?

As you know by now, during this project we focused on the Cold War, but what were the key parts of the Cold War we looked at? Well I would say the first and probably biggest piece of this project was learning about fear. I already touched on the idea of fear in the begging of this post, but I will expand on that now. Fear is defined as: an unpleasant emotion caused by the belief that someone or something is dangerous, likely to cause pain, or a threat.

Now if we apply this to the Cold War, we can see how Fear was present. The Cold War was essentially a Mexican Standoff between USSR and the US, except if one of them flinched their country could and most likely would be nuked, which as we learned from the last project is not a very nice experience.

The second part of this project was learning about power. In PLP we have learned about power a couple times throughout all of our projects. (link to previous post about power) Power is defined as the capacity or ability to direct or influence the behaviour of others or the course of events.  

   When we apply this definition to the Cold War we can see once again that this idea of power was very present. A few examples of power being shown is NATO and the Warsaw Pact. NATO was essentially a group of countries  that thought communism was bad and would corrupt the world, and the Warsaw Pact was another group of European countries that were essentially  forced to join by the USSR so that their country wasn’t destroyed. The Warsaw pact is a great example of power being shown over another person or country, or in this case group of countries. The Influence that the USSR had during the Cold War and even WWII was only matched by the US’s power. 

How did we learn about the Cold War?

In this project we had three major mediums for learning, Socratic Seminars, Lectures in class, and the book Fallout by Todd Strasser. Now out of these three forms of learning only one is new, Socratic Seminars, something that i’m sure all of us in PLP will either prove to love or hate. The whole idea around a Socratic Seminar is that half the class at a time can have a meaningful conversation about a specific topic, in this case the Cold War. We had three Socratic seminars over the span of this project, and personally  lets just say that I have quite a bit of room to grow in them. Its not that I don’t have ideas to contribute or hadn’t prepared enough, more that I couldn’t  find a clean entrance into the conversation often becasue people in the class had selfishly led the conversation onto another topic that they had personally researched that the class wasn’t meant to be discussing.

The other forms of learning for this project was pretty standard for a PLP project and we knew how to operate around them quite easily. I took some notes on all the lectures we got, here is a photo of the page below.

Did I meet my Goals this Project

If we look at my goals for this school year we can see that I wanted to balance my work load with extra curricular activities. This project had quite a bit of home learning ranging  from reading a whole book, to preparing notes for the Socratic Seminars we had quite a bit of personal responsibility. 

I feel that I balanced myself very well this project, specifically getting the help I need from teachers and handing work in on time. If I were to give myself a grade based on these two focuses I would probably give myself a high proficient, like a 88-92%. 

Overall 

What surprised me most about this project was how interesting fear actually is. I used to think of it as something bad, but now I see how it shows who we are when we’re under stress.  This project helped me grow as a learner by showing me that my best ideas come when I’m actually curious about something and when I let myself be creative instead of overthinking it. If I could do something differently I’d plan out when I was going to read the chunks of the book,  and when I would do my work after school rather than leaving it to the last minute.

My current understanding of anthropology is that anthropology is a degree your can get in university. In this degree you study observation and essentially not jumping to conclusions. You have to look at specific details to understand other peoples mindsets and thoughts, to then understand a topic you didn’t understand before.

In our Launch class today we explored exactly this. We worked in groups and were given photos of strange, unfamiliar objects. We were asked to imagine we’d just arrived in a new place and had no idea about its culture, inhabitants, or norms. Then we had to talk about what we saw using phrases like It looks like… or  I think… instead of  I know or obviously. That shift in language made a big difference: it forced me to slow down, ask questions, and recognize how much of my “knowing” might actually be assumptions.

My Revised Learning Intention

I aim to become an anthropological thinker by: 1. Observing carefully and patiently. 2. Using  I think… or  it looks like… statements instead of definitive  I know… statements.         3. Keeping an open mindset: being ready to change my view when the evidence calls for it.

Category: Content & Understanding

Building on my earlier work (where I studied the history of residential schools), I will now explore a specific contemporary Indigenous-led topic through an anthropological lens. I won’t stop at what happened  I’ll ask how and why: what beliefs, practices, cultural structures are present? How do past events link to present realities? What can I observe that gives insight into lived experience?

Category: Personal Growth & Reflection

I will challenge myself to recognize when I’m stuck in my own viewpoint. When I catch myself saying I already know or that’s obvious, i can pause and ask: what else might be true? What’s missing? I’ll listen to more voices, consider unfamiliar perspectives, and embrace uncertainty as a space for learning. I’ll pay attention to moments when my assumptions are challenged  those will be signs of growth.

Linking to My Prior Project & How This Builds

Our prior project focused on residential schools. I learned about the history, the effects, the injustices, how colonialism shaped lives. That was necessary and meaningful. But the next step is, how do we move forward from that? What cultural responses, adaptations, traditions, ways of knowing emerge in the present?

So here’s how my intention builds,

• Early phase: Learn what happened. Gain awareness. Understand the facts and context of residential schools.
• Now : Learn how things are now. Use anthropological thinking to explore the present, ask deep questions, observe carefully. Link past to present. Understand more than what, but, how, why, and what next
• Forward momentum: The history we studied becomes a foundation. It doesn’t end there. It becomes a lens through which we can approach new questions with empathy, curiosity, and respect for complexity.

Final Thoughts

I’m genuinely excited for this upcoming project. Moving beyond just learning about Indigenous ways into thinking like an anthropologist feels like a big step. This isn’t just academic, it’s personal. It’s about how I see the world, how I ask questions, and how I listen. I’m ready to slow down, to observe, to wonder, and to let the unfamiliar teach me something.

For this new project I am going to take my lens (how trauma effected people live the rest of their lives)  to see how trauma was present in the Cold War and how that was present and challenging. I haven’t learned much about the Cold War before but I think that trauma will be interesting to focus on because of how much the world changed during this time, for good and for bad. 

What is interesting about this project to me is that we get to choose our medium which we communicate our final message. I think in all my time in PLP we have only ever done something like this once before, and even then there were some restrictions. For right now I don’t have an idea of what I want to do, I just know I want to take advantage of this opportunity. The final presentation for this project is going to be a presentation night where parents and who ever else can come and see our Explainer Video (from last project, Link to that : LINK ) and our final product from this project. 

We talked a little about my intentions last post, but it wont hurt to go over them again. 1. Quality in my work means putting effort into everything I do so that it meets a high standard. I take time to check over my work, make improvements, and make sure it clearly shows what I’ve learned. Instead of rushing to finish, I focus on doing things carefully and neatly, paying attention to details. This helps me create work I’m proud of and shows that I care about learning and doing my best. Understanding my work means truly knowing what I’m doing and why. I don’t just want to finish an assignment—I want to understand the ideas behind it so I can explain them in my own words.

2. Making sure my work is authentic means that it’s my own thinking and effort, not copied or done by someone else. It reflects my real understanding and creativity. When I make my work authentic, it feels more meaningful and helps me grow as a learner.. If you want more details into these two points and even some examples you can check out my last two posts. For this project I am keeping my intentions the same because I feel I need more time to practice them before I shift them into new goals.

Overall for this project I am excited to learn about a new significant event in the worlds history while practicing habits that will make me a better student. I look forward to where this project will take me!

Looking back at our first project in the BCFP 12 course, there were a few key take always for me. 1: This project taught me how to be more open to learn about things that are either out of my wheelhouse, or uncomfortable to talk about. 2: This project opened the door for me to start learning about more indigenous history, and maybe even learning about it on my own time. 3: it taught me how it effected the community we live in, the community that I have lived in for all my life. These three keystones were essential to the growth I had this project. 

During this project we learned about survivors of residential schools personal experiences at the schools, and then their lives if they survived afterwords. This was extremely impactful to me to hear some examples of the awful things that happened at these evil schools, and then how they struggled to function as adults later in life. We learned how more often than not the kids of the survivors had generational trauma and often fell into Alcoholism and Drug Abuse problems. It was crazy for me to hear all of this knowing how big of a deal addiction can be to people. I realized that these schools didn’t just destroy the child like they intended, they destroyed generations of families.

Overall looking back at the learning and growth from this project I have realized that in most cases indigenous people didn’t just lose they’re culture at residential schools, they lost themselves. These schools had no mercy. They broke and broke and beat and broke and hurt children with no mercy. They didn’t care because they didn’t see indigenous people as human. From then we as a community have started to grow. The Church has apologized, along with the Canadian Government. There is support out there now for survivors and children of survivors. However this is all still just a start. We can all do our part by even just being aware of the atrocities that happened at Residential Schools and understanding that this can never happen again.

🎬 My Video (Final Product for this Project)

🧭 Introduction

Wow! The first project of the year is already done, I can’t believe it. In this post, I’ll go over what we learned, how I grew, and my main takeaways.

As you might remember, I’ve already made a post this year about my learning intentions. Here’s the link to that post ← (add your actual link here). Looking back, I can see that I’ve started in the right direction with this project. My two big intentions this year were:

1. Creating quality work, and
2. Understanding what I do and keeping it authentic.

💣 Learning About the Atomic Bomb

At the beginning of the project, we explored why the atomic bomb was dropped, what happened when it was dropped, and the ethics behind it. One of our main learning sources was the book Hiroshima by John Hersey. It followed the lives of five survivors and showed how their worlds changed forever. Reading about their feelings and trauma really helped me understand the human impact of this event.

🧠 My Project Focus

Our first assignment was our project pitch, something we in PLP are used to doing. We were told to focus on the impact of the bomb and how it affects us today. I decided to study the survivors and how they lived afterward while dealing with trauma, depression, and PTSD.

To get another perspective, I spoke with an expert in trauma, Dr. Tatiana Jensen, which helped me connect the emotional effects of the bombing to modern examples of trauma caused by war.

🎥 Final Product: Explainer Video

Our final product was a simple explainer video that educated the public about the Manhattan Project, Hiroshima, and how these events shaped the world, all while connecting to our personal “angle.”

Before creating the video, I made a game plan with three key steps:

1. Finish my literature notes,
2. Complete a proficient storyboard, and
3. Write a strong script.

Screenshot

It might not sound like much, but doing all this in two weeks while balancing seven other classes was a challenge!

⚛️ Understanding the Manhattan Project

The Manhattan Project was originally created so the United States could better understand uranium and fission. A physicist named J. Robert Oppenheimer led a team of about 6,000 scientists working under the U.S. government to develop a bomb before the Nazis could.

That bomb became the atomic bomb, the most feared weapon ever created. When it was dropped on Hiroshima, Japan, it destroyed the Peace Arch area and killed around 140,000 people instantly, with many more dying later from radiation.

Years after, Oppenheimer and his team expressed guilt for what their discovery had caused, showing how science can both save and destroy.

💭 Reflection

Overall, this project taught me a lot, both individually and as a class. I’ve actually been to Hiroshima before, so I already had some background knowledge, but this deepened my understanding.

The atomic bomb changed the world forever, in both good and bad ways. The discovery of atomic energy has killed and saved thousands of lives over the past 80 years. I can only hope that humanity continues to use this power responsibly and never for harm again.

First post of Grade 11! I can’t believe we are already here. Today I will be going over my intentions and goals for our first project of the year! This project is about the Atomic bomb and when Hiroshima, Japan was hit by it during WWII. This topic has a personal connection to me, because my family and I have been to the Peace Arch and the Hiroshima Museum in Japan. 

In this project we will be using a lot of Zetlkasten and Smart Brevity note taking, and we have already had a little bit of practice. As I mentioned before, I have a bit of previous knowledge in this topic, but something that I didn’t know about and wanted to learn more about, was why the US dropped that Atom bomb. So, that is what I decided to do some research on it and made a Zetlkasten note on it. 

Here are some photos of my note:

What I’ve learned so far to answer the Driving Question, How did the development of the atomic bomb alter the world we live in today? Is that the Atomic Bomb opened up a corner of science that has the potential to destroy the world. As Albert Eisenstein once said, “I know not with what weapons World War III will be fought, but World War IV will be fought with sticks and stones”. I think that quote is extremely true and wise. Even better, it answers the driving question. And yes, to whichever teacher is reading this post, I just used a quote, mic drop. 

My intentions for this project I have decided, is that I want my work to have quality this year. This year is Grade 11, the biggest year in high school, the year that Universities look at. With this in mind, I want my work to represent me and my priorities, and why not start now. The second intention I have is that I want to understand everything I write or communicate this year. Sometimes we take words from websites or even AI, and I find that me and my peers don’t even know what they mean. There are so many problems with it that, but the biggest one I would say is that how are we expecting our teachers or peers to understand what we are writing/saying if even we don’t? 

I am excited to see what this project and year has to offer, I will be back soon with a end of project post!

Welcome back to another blog post everyone. Today we are taking about my last project of the year. This is crazy, I can’t believe that my grade 10 year is already over. It flew by, with lots of highlights and very few low lights. With the year coming to an end we of course have our spring exhibition. This years theme was the evolution of Canada, focusing on the moments that built the county we know today. 

This project is called Definitely not the 51st State, and I think that this is something important and worthwhile to touch on. In recent times Canada has been facing diversity, which is nothing knew for us. Canada is being put on the spotlight right now, and we handling it right. A lot of this project was about learning why we should be proud about Canada, and I think that I have a even better understanding now of why I should. Canada is a small county in terms of population, but a massive county in terms of pride, and that speaks levels. 

There were three standout check points in this project: Learning how to take Zetelkasten notes, The Human Library, and then a speech on Canadian identity. My favourite out of all of these was definitely making and giving the speech to my class. This was a massive opportunity to tell everyone what it meant for me to be a Canadian. 

Here is a link to the speech I wrote.

https://rice-clean-3e5.craft.me/ptWpyJdDqgKujD

After we finished learning and creating these three keystones, we moved on to exhibition preparation. Honestly the day that they handed out the roles ad groups I wasn’t there, so when I got back to school Ii had a bit of catching up to do. My group of three was in charge of portraying a 1950’s suburban family in Vancouver. I would say that we got lucky with one of the easiest ones, because we basically just sat on a couch and argued while watching a TV. Pretty sweet deal right. The exhibition had a little bit of a hiccup half way though, when both me and one of the other people in my group had to go help with signing people in at the front of the school, leaving only one group member to talk to all the parents and guests. Since the exhibition was formatted so that parents could walk through and see all of us, this was a little bit of a problem. In the end it worked out, but it was just another thing we had to think about. 

Overall, this project and exhibition did help me find a better understanding of being Canadian, while also gaining pride in my country. This exhibition pushed me outside of my comfort zone by talking to a bunch of different parents on the spot, and even the flash mob. This exhibition pushed me out of my comfort zone, by talking to parents on the spot, and even the flash mob. I have had a lot of great times this year and will definitely miss grade 10. with that being said I am super excited for everything grade 11 has to offer, inside school and out!

(Thank you for coming to my presentation of learning. I am the expert on my own learning. I am also responsible and accountable for my own learning. You can expect me to give an honest evaluation of my progress. We will discuss my strengths and opportunities for growth. Thank you in advance for listening and offering feedback that I can use to improve as a learner.) 

Hi everyone, and welcome back to another Transitional Presentation of Learning. We’ve had an exciting year in PLP 10, with new teachers, an amazing trip, and some many projects. I can’t believe it’s all over so soon. 

In this presentation I’m going to be focussing a lot on our VMV, or Vision, Mission, and Values. This is something that I missed out on looking at in my Mpol, which I now realize was a big mistake. So, during this presentation we will be going through all 9 of the values I chose and see if I did follow them throughout the year, mainly academically, but also in my personal life. I will tie in some examples of how we can see these values.

The way I will be talking about each prompt is by giving either a green circle, a yellow circle, or a red circle. Green means I have practiced this value consistently, yellow means I’ve done it a few times, and red means I haven’t really practiced it throughout  the year. So, lets get to it. 

My first section is integrity. I chose this section at the beginning of the year because I had been starting to practice prioritizing myself and what is good for me to become a better person. My first and second prompt I chose aren’t that complicated. I have practiced many times this year. I can think back to any point in the year and be able to say, yes I have focused on myself when I needed it. My last prompt there about keeping myself in a good mental state by note pushing myself to hard I put as yellow. I put this one at yellow not becasue I didn’t do it, but because I did it too much. There were times when I didn’t push myself at all resulting in late assignments, and sloppy work. I understand that this is not okay, and I understand that for next year I have to find that happy medium of being in a good state, while not being too lazy. 

Alright, off to a good start… 

Our next section is Reflection. Reflection is a massive part of PLP. I have known this forever. I have heard my brothers talk about having to revise stuff since I was in grade 5. This year I think I’ve really learned what it means to revive something, even though I’ve been doing it since grade 8. This year I’ve realized that revisions aren’t something I should be complaining about, but something I should be grateful for, it’s an opportunity to improve your work in the correct way. My First and second prompt are things that I had been working on in grade 9 and were probably yellow last year. I chose them because I think they’re big pieces of PLP and I’d rather get good at them now then grade 11.

 I put stars around my second prompt because I have definitely taken advice from my peers and been open minded. This is one of my most proud moments from this year. One example of me practicing  this is my Disney World Documentary. This project was a big part of this trip, because it represented all of our learning we did on this 8 day trip. The creation of this video was actually a pretty long process, we made quite a few drafts, and then had to collect all the footage in Florida, and then we put it all together when we got back home. During the whole process not only was I asking my friends and teachers to watch and give me feedback, I was using that information to create new ideas and pieces of my video.

Link to that projects post: https://www.blog44.ca/jonahl/2025/06/04/disney-world-2025-its-literally-a-country/

 My last prompt, trying not to feel frustrated when I’ve had to revise something multiple times, is something I’ve always struggled with. In past years I have found it tough to take criticism especially from my teachers. Whether it was becasue I feel it’s unfair, or to harsh, I’ve come to see that they were always trying to help us, even if that means being very blunt with the critique. This year my goal was simple, see the teachers point of view. I have found this to really help me, and am almost at the standard I would like myself to be. For next year I need to continue to practice this which will help my work get just that bit better.

Ok now our final section, balance. 

If you’ve ever been to one of my Presentations of Learning before, you’ll know that I’ve talked about balance, a lot. It’s something I’ve struggled with since I started school, not just in high school. I think a big reason for this is how much I have going on outside of school. This year has been no different. I’m either barely working and falling behind on assignments, or I’m working so hard that I shut myself off from everything else. That’s not balance it’s the opposite. I’ve tried different strategies to manage this, but none of them have really worked for me yet. Now, let’s talk about my prompts:

My first prompt is about balancing activities that are both challenging and enjoyable. I marked this one as yellow because I found it hard to strike that balance. Most of the time, something is either fun but too easy, or challenging but not enjoyable. This seems to be a recurring theme for me. Honestly, I’m still kind of lost on how to fix this. I’m good at doing “easy” assignments and “hard” assignments, but rarely find one that feels like both at once.

My second prompt is about taking breaks to help me focus. This one is easier to explain: when I take breaks, I often get distracted and struggle to get back on task. But when I don’t take breaks, I burn out and my work suffers. I need to find a way to reset without totally derailing my focus.

My third prompt is about eliminating distractions to do my best work. I marked this one as yellow because I’ve made progress — I’ve definitely been better at it — but I still have work to do. I’m confident that with more practice, I can turn this into a green by the end of next year. One example of me doing this is one of our case studies on Smart Brevity. during this assignment I remember going home, saying to my family I have dont get this done, I am giving myself 40 minutes to work at this and then I will come and take a break. In that 40 minutes time period or however long it was I got the whole thing done, because I was focussed with my phone not near me, and in a area were people wouldn’t come and distract me. 

Here are those notes. https://rice-clean-3e5.craft.me/X5Nb0m5Ytcn8pZ

So, now that we have gone through all of my prompts we can see that I have had a lot of success in my school year, and lots to look forward to for next year. However, before I wrap it up and say thank you for coming, we do need to address the reds and yellows in my VMV. It’s clear to see that I struggled the most in balance, so how do I fix that? Honestly I don’t know. I’ve been thinking about this for the last little bit of school, and I have come up with a plan for next year. My plan is to Use more resources that are provided to me. (ie. family reminders, things, focus mode, tutorial time). After talking to my mum about possible solutions to this, she mentioned that she didn’t even know deadlines and upcoming things outside of school. She reminded me that I don’t have to go struggle High School work alone, and that they actually want to help me. So for next year I will start normalizing using these recourses that not everybody has. 

Overall, I feel I am ready to move onto Grade 11. I am prepared enough and have shown that throughout this school year. I have a few things that I need to smooth out with my work habits, but as of right now, I am still getting my work done in a proficient way. I have had a lot of great times this year and will definitely miss grade 10. with that being said I am super excited for everything grade 11 has to offer, inside school and out!

Hi everybody, and welcome back to another blog post. This is our annual Field Study post, which means we just got back from a trip. Our class spent nine unforgettable days at Disney World where we explored how Walt Disney was a true Changemaker. It was more than just a vacation. It was a deep dive into the power of creativity, innovation, and storytelling.

Visiting Disney World felt like stepping into a storybook. Every detail, from the spotless streets to the immersive rides, was intentionally crafted. What surprised me most was how clean, organized, and purposeful everything felt. It wasn’t just fun. It was a look behind the curtain at how creative professionals build entire worlds that connect with people on a personal level.

One moment that really stuck with me happened at EPCOT. I overheard someone in my class say, “Wow, it looks like home,” while walking through the international pavilions. That simple comment hit me hard. It showed just how impactful design and storytelling can be when they reflect something familiar or meaningful.

Throughout the trip we learned about Imagineers, the brilliant minds who don’t just dream up ideas but figure out how to bring them to life. They don’t work alone either. It’s a huge collaboration and seeing how they lead creative teams was incredibly inspiring.

However this trip wasn’t just about working. It was also about experiencing the magic of Disney Land with your friends and creating memories. This was the part that, surprise surprise, was the most fun for me. I have made memories that I will literally never forget. Whether it was taking our shirts off on the Disney Log ride, to meeting all the iconic characters form our childhood as 15 and 16 year olds, to going on boiling hot runs at the resort. These memories are truly the things that made this trip one that I’ll never forget.

Before leaving I had set personal goals around connecting with others and finding my audience. I’m proud to say I really followed through. I asked thoughtful questions, sought out the right people, and let that shape the story I wanted to tell. The experience turned into a story of its own with each place we visited feeling like a new chapter in a bigger narrative.

In my film I focused on the message that anything is possible and that inspiration is everywhere, even in our own hometowns. I used comparison as a storytelling technique to help people connect emotionally even if the visuals weren’t perfect. I also got a lot better at filming B-roll and making sure I had everything I needed. I still need to add voiceovers and tidy up some footage but I’m really proud of how far it’s come.

Link to my Video on YouTube: https://youtu.be/13kM01L8Yco?feature=shared

Coming back home I started noticing the same kind of design thinking and creative inspiration here in Vancouver. It changed the way I see everyday spaces and reminded me how far an idea can go when you keep pushing it forward.

While there wasn’t a single aha moment where I knew this was my future career I left feeling incredibly inspired to keep creating. One line I heard during a workshop at Animal Kingdom has stayed with me. We are the future, and our ideas will create the future. That really says it all.

Our film explores how your surroundings can shift your entire perspective. It’s kind of like hearing an old song that instantly brings back a forgotten feeling. One big takeaway from editing was realizing how much people can say with just a few words. That’s something I’ll carry with me into future projects.

At the end of the day the message I hope people take from our film is simple. Everything is possible and if you look closely you’ll find proof of that everywhere even right at home.