 So Jane Amperto has mapped out these five attitudes of creative people and how they are utilized by children and young people engaging in deep learning. I'll talk through one by one. So the first one, openness. So that was about being open to the new, the unusual, to actually take your learning to a new space rather than just keeping it here to actually go at a higher level. And so I think I'll bring back to the idea of a commuter. So if you're walking with this project being in the walking neighborhood, the commuter is just focusing on getting from A to B. So it completely just switches off. If you are open when you're walking in the space, you will notice the person passing by. You will smile at them. If you're open, you are going to really see the changes in the space and see what is puzzling, what is different. And you really need to be open to engage in deep learning. If you're sharp, if you've got your blinkers on, you're only going to get on the surface. And I see that with my own students that I teach. It's the students that are open to the ideas that will rise and shine. It's the students that can't, you know, put the blinkers on, that aren't picking up the ideas and they stagnate. They don't grow. So that's openness. Then the next one is self-discipline. And so that is really about practicing and keeping focused. And all, you know, geniuses and all people who are, you know, experts and proficient, they have got there through diligent practice and by keeping focused on the work. And so you really need both of those. You can't, you know, be a dancer, a physicist, whatever your discipline. You have to keep doing and going over until you get things right, and that you understand the nuances of everything. So that's the self-discipline. Then tolerance for ambiguity is a third attitude. And this is about really being, take flows on from the openness because it's feeling comfortable with, well, that doesn't make sense. And feeling comfortable to sit with it. And not to go, I can't understand this, so I reject it, but to just sit with it and let it be with you. And over that time, you will come to see it in different ways and the inside will develop. So that's, once again, taking you to a deeper space. The risk-taking is essential as well. So to go to the deep spaces, you have to take the leap of faith. I love the 1960s pop psychology book. Feel the fear that do it anyway, a bit of a corny adage, but it really does, by taking the risk, taking that leap of faith, you will learn new skills. You will have more worldly experiences and those worldly experiences give you a much broader perspective on the world. And yeah, if I, absolutely, if you haven't taken risks, you'd be still sitting in your shoebox at home. You know, what were you have grown or learned, yes. And then the fifth attitude is group trust. And this will come back to the Walking Neighborhood Project and the lovely work that the artists did with the children and young people. So that example of the group circle and the beginning and the end of each workshop worked beautifully to develop the group trust. Everyone had turned to listen to each other and everyone you had and that opportunity to be heard. They also played a lot of group games. So to work as a team and so physically, your whole body is in this game, so there's trust with your body. And they each got to know each other's walks and the issues around their walks. And so they became very concerned if there was something wasn't going to come off and they would advocate for each other, which was so beautiful to see and the power and the passion in that advocacy. And it's through everyone kind of working together that each one of them could flourish. If there wasn't that group support, then they wouldn't have flourished as much. And so you need to give to receive. And those children, particularly there was a group that did the first walking neighbourhood project in the valley in 2012. Then they came back together two years later and that was just them coming back together was the bonding that they'd established. They could so easily come back together. And it was fascinating listening to their conversations about what they learnt from each other as well. So it wasn't just the project but what they learnt about how each other actually had solved problems, which is really profound and really that deep meta-awareness of themselves and how they worked as a group, which was quite extraordinary for children that were 8, 12 years of age.