if you can see it you can BE it!

The i can BE Career Campus did not begin as a building. It began with a story.

The i can BE book series serves as the backbone of the entire brand. Through engaging storytelling, inclusive characters, and accessible language, the books introduce children to a wide range of careers and encourage them to imagine themselves in roles they may not have encountered before.

The series is designed to show children that careers are not limited to the few professions they hear about most often. A child can be a doctor, teacher, firefighter, athlete, engineer, artist, entrepreneur, marine biologist, chef, filmmaker, robotics engineer, pilot, architect, environmental scientist, or a professional working in an emerging field that may not yet exist.

Each book opens a door.

The stories introduce children to the responsibilities, skills, creativity, and purpose behind different professions. They also help children understand that no career exists in isolation. Behind every athlete are coaches, trainers, nutritionists, broadcasters, physical therapists, sports executives, designers, marketers, and countless other professionals.

That wider view is important. We are not simply asking children, "What do you want to be when you grow up?" We are helping them explore the many paths, talents, and supporting careers that make each industry possible.

The books give children the language to dream. The Career Campus gives them a place to act on those dreams.

When we launched the i can BE book series in April, we were excited to see how strongly children and families responded to careers connected to emerging technology. We immediately sold out of i can BE an AI Specialist, i can BE President, and i can BE a Cryptocurrency Analyst.

That response told us something important: children are already curious about the technologies, institutions, and careers shaping their future.

They want to know how artificial intelligence works. They want to understand how digital systems are built, how blockchain can be used, how financial technology operates, and what it means to create responsibly in a digital society.

We believe children should have the opportunity to explore these careers; but that opportunity must be guided by age-appropriate education, responsible adults, and clear boundaries.

Technology education should not ask children to trust every system they encounter. It should teach them how to ask questions, protect their privacy, recognize misinformation, understand risk, and use digital tools with care.

The i can BE Career Campus is being developed as a child-centered career city where children ages 1 to 14 can explore more than 100 career experiences across indoor and outdoor districts.

Our campuses are designed to go beyond traditional role-play by including career categories that are often overlooked in children's educational entertainment. In addition to essential services, medicine, science, and the arts, i can BE brings sports, entertainment, digital careers, environmental professions, entrepreneurship, public service, and future-focused industries into one connected experience.

Within these districts, children can step into realistic career environments and learn by doing. They may participate in a sports broadcast, explore a space mission, practice emergency response, enter a medical simulation, design a virtual environment, work in a chef's kitchen, investigate marine life, or take part in a science and technology activity.

The goal is not to tell children what they should become. The goal is to give them enough exposure to discover what interests them.

A child may arrive believing they want to be a professional athlete and leave excited about sports medicine, broadcasting, coaching, athletic training, or sports management. Another child may enter an engineering experience and discover a passion for design, robotics, environmental science, or architecture.

Career exploration is most powerful when children are allowed to try, question, create, and change their minds.

Artificial intelligence and other emerging technologies will influence many of the careers children may pursue. That is why i can BE intends to make technology education practical, understandable, and grounded in human responsibility.

Children may meet AI specialists, robotics engineers, cybersecurity professionals, blockchain developers, financial technology experts, digital artists, researchers, and other professionals whose work is helping shape the future.

These experiences will focus on learning, creativity, problem-solving, ethics, and human responsibility.

We will not present AI as magic, and we will not suggest that technology can replace parents, teachers, counselors, friendships, or real-world human connection.

Instead, children will learn that AI is a tool created and directed by people. Like any powerful tool, it must be designed carefully, used responsibly, and governed with the well-being of children in mind.

A child learning about an AI specialist might design a simple decision-making system, examine how training data affects an outcome, or discuss why people must review computer-generated results.

A child learning about a blockchain developer might explore how information can be organized and verified without being asked to buy, sell, or promote digital assets.

A child learning about cryptocurrency analysis might study basic concepts such as markets, risk, security, and financial responsibility in an age-appropriate setting; without turning the experience into financial advice or speculation.

The lesson should always be bigger than the technology itself. Children should learn that every digital system affects real people. Someone has to consider fairness, accessibility, security, privacy, environmental impact, and the consequences of making a mistake.

That is where human judgment matters most.

We welcome the growing public conversation about children, artificial intelligence, social media, and digital safety.

Recent action in California reflects a broader recognition that children deserve stronger protections as technology becomes more powerful and more present in their lives. The legislation signed by Governor Gavin Newsom includes measures addressing safeguards for companion chatbots and addictive social-media features for young users.

The i can BE brand is inspired by the principles reflected in recent child-safety legislation. We are not presenting this letter as a legal statement that every provision applies to our company or campus. Rather, we are recognizing the responsibility shared by organizations that introduce children to technology.

Children should not have to choose between being prepared for the future and being protected while they learn about it.

Families should be able to expect that child-centered technology experiences are transparent, supervised, age-appropriate, and designed with their children's well-being in mind.

Our approach to AI education is built around a simple promise: Children should be prepared for the future without being placed at unnecessary risk.

To support that promise, i can BE intends to establish clear standards for technology-based experiences at the Career Campus. These standards will include age-appropriate content, parent and guardian visibility, limited data collection, strong privacy practices, responsible supervision, and a clear distinction between educational technology and an AI companion.

Any AI-enabled activity should have a defined educational purpose. Children should know when they are interacting with a computer system, what the system is designed to do, and when they should turn to a trusted adult instead.

AI experiences at the campus will not be designed to encourage emotional dependency, secrecy, excessive engagement, or the belief that an AI system is a substitute for a human relationship. Children should never be encouraged to keep an interaction hidden from their parents, guardians, teachers, or caregivers.

We also recognize that different age groups require different levels of protection. An experience designed for a teenager should not automatically be made available to a young child. Our programs will be developed with age ranges, developmental needs, parental expectations, and safety requirements in mind.

Where technology involves personal information, families should receive clear explanations about what information is collected, why it is needed, how long it is retained, and who can access it. We will seek to minimize the information required to participate and will avoid using children's personal data for purposes unrelated to the experience.

The campus will also be designed to keep technology in its proper place. Digital tools may support an activity, but they should not be built around endless engagement, compulsive use, or the pressure to remain connected. Children should have opportunities to step away from screens, participate in physical activities, work with other children, and learn directly from adults.

A central part of the i can BE Career Campus experience is the personalized digital wristband each child receives during their visit.

The wristband is not a passport. It is an interactive tool that connects the child's campus experience to their participation, accomplishments, and rewards.

When children visit the different career districts, they can use the wristband to check in, participate in activities, and receive credit for their engagement. Each district becomes part of their personal i can BE journey, creating a digital record of the careers they explored and the skills they practiced.

The wristband may allow children to: check in at career districts and activity stations, receive recognition for completing experiences, track participation and achievements, earn i can BE tokens for visiting districts and reaching milestones, redeem tokens for approved rewards, merchandise, special activities, and experiences, and continue building a personal record of exploration during future visits.

The reward system is designed to make learning feel exciting and personal. Children are not rewarded simply for collecting visits. They are encouraged to participate, try something new, complete activities, collaborate with others, and remain curious.

The wristband helps transform each visit into an evolving journey. A child's experience can grow over time as they explore new districts, discover new interests, and return to build on what they learned before.

Parents and guardians remain an important part of the experience. The system is intended to include parent-managed controls, clear visibility into participation, and safeguards designed to support a secure, age-appropriate environment.

The i can BE token system is also an opportunity to introduce foundational ideas about earning, saving, choices, and responsible use of rewards in a way children can understand. The focus is on learning and participation; not on financial speculation.

To make these experiences meaningful, i can BE plans to invite qualified specialists, educators, technologists, researchers, entrepreneurs, and other professionals to help children understand emerging careers in clear and accessible language.

These specialists will do more than describe their job titles. They will explain what they actually do, how they learned their skills, what ethical questions they face, and how their work can improve people's lives.

We want children to see that a career in technology is not only about writing code or using advanced tools. It can involve communication, design, teaching, public policy, safety, research, law, finance, accessibility, psychology, and community service.

The people building the future need technical skills, but they also need empathy, judgment, patience, imagination, and a strong sense of responsibility.

Safety is not something a company can establish once and then forget. It requires ongoing review, listening to families, training staff, evaluating experiences, and making improvements as technology and research develop.

Our commitment is to build those conversations into the culture of i can BE from the beginning.

As we develop technology-based experiences, we intend to: use age-appropriate AI activities with trained adult supervision, give parents clear information about technology used on campus, avoid designing AI experiences around emotional dependency, secrecy, or excessive engagement, minimize the collection and retention of children's personal information, separate education about cryptocurrency from buying, selling, or financial promotion, provide non-digital alternatives when practical, review AI experiences for safety, accessibility, bias, and developmental appropriateness, and create a clear process for families and staff to report concerns.

These commitments are part of our larger responsibility to families. We want parents and guardians to understand not only what children are doing at the campus, but why they are doing it and how the experience is designed to support their development.

One of the defining features of i can BE is the breadth of its career exploration.

Our vision includes the careers children recognize immediately, as well as the careers that may surprise them. We celebrate essential workers, educators, healthcare professionals, scientists, creators, entrepreneurs, public servants, hospitality professionals, tradespeople, environmental leaders, and technology specialists.

Sports are an important part of this vision. Children can explore not only the experience of being an athlete, but also the many careers that make sports possible: coaches, referees, sports broadcasters, athletic trainers, physical therapists, team executives, photographers, statisticians, sports marketers, equipment designers, and event professionals.

The same approach applies to every district. Behind every field, laboratory, stage, hospital, studio, and digital environment is a network of careers that children deserve to understand.

This is what makes i can BE distinct. We are building a career-exploration platform that connects traditional opportunities with emerging possibilities while giving children the freedom to explore both.

The i can BE brand is grounded in confidence, curiosity, inclusion, and possibility.

The lowercase "i" represents the individual child; their identity, voice, and potential. The uppercase "BE" represents the many possibilities available to them. Together, "i can BE" is both a statement and an invitation.

The brand encourages children to say: "I can try." "I can learn." "I can create." "I can lead." "I can discover something new." "I can use technology responsibly." "I can help others." "I can BE."

That message is carried across the books, characters, campus experiences, digital tools, merchandise, educational resources, animation, games, and future media extensions. Every part of the ecosystem is designed to reinforce the same belief: children should be encouraged to explore broadly before they are expected to choose narrowly.

The long-term vision also includes the i can BE Dream Hotel, a family-friendly destination connected to the Career Campus.

The hotel is designed to extend the experience beyond a single visit. Career-themed suites, family amenities, culinary activities, aquatic programming, and connections to the campus would allow families to spend multiple days exploring, learning, and creating memories together.

The Dream Hotel would not be separate from the brand. It would be another chapter in the same story; one where career discovery continues after the campus day ends.

As we develop i can BE, we are committed to building a brand that is exciting without losing its educational purpose.

Technology should support imagination, not replace it. Rewards should encourage participation, not distract from learning. Digital tools should be age-appropriate, transparent, and responsibly managed. Most of all, every experience should help children feel more capable, more curious, and more confident.

Our goal is to create spaces where children can explore careers before they are pressured to choose one. We want them to recognize their strengths, discover new interests, and understand that there are many ways to contribute to the world.

The future will need problem-solvers, caregivers, creators, scientists, builders, leaders, storytellers, entrepreneurs, athletes, artists, and people whose careers have not yet been invented.

We want children to be ready; not because we expect them to know exactly who they will become, but because we believe they deserve the opportunity to explore who they might be.

As the i can BE team, we see our role as helping protect and communicate the heart of this vision.

The i can BE brand must remain hopeful, inclusive, and easy for children to understand. It must speak to families, educators, partners, and communities while never losing sight of the child at the center of it all.

Our responsibility is to create more than a memorable logo or a popular destination. We are building a trusted platform that gives children permission to dream beyond what they already know.

The books are where the journey begins. The Career Campus is where the stories come alive. The wristband connects each child to the experiences they choose, the districts they explore, and the tokens they earn along the way. The specialists help children understand the careers shaping tomorrow. And our commitment to responsible technology helps ensure that children can explore the future with curiosity, guidance, and protection.

The belief behind it all remains the same: "i can BE… BEcause i BElieve i can!"

We invite families, educators, organizations, sponsors, creators, and community partners to join us in building a place where children can dream boldly, explore freely, and discover that their future may be far bigger than they imagined.