 You know, we have a lot of international students, we have a lot of first generation college students, we have a lot of non traditional age students, we have a lot of students who have disrupted their education and come back. We, and, and social annotation has empowered these students in a variety of ways that allows their voice to be heard inside of the classroom, maybe through this kind of sideways path and not only have students commented that by annotating and rehearsing and, and then seeing their peers, replying and responding to their ideas not only does it bolster the confidence to, you know, speak in this class but it has had a ripple effect in their other classes as well. And they frequently say, you know, we wish we were able to use hypothesis in our other courses. And, you know, my pedagogy aligns really strongly with with both Heather and Jacqueline's in that this decentering of the text of the instructor. You know, is is a powerful tool and one of the things that I think is really kind of interesting and again I would love to study it but I don't have the background to do that is I think that something really powerful happens when a student doesn't hear their voice in class but but sees their ideas in print alongside the text of these published authors if that's what you're annotating. And it creates a kind of leveling or decentering that allows students to be. And I think I can't remember, Heather if it was you or Jacqueline who said this but sort of on the same journey, just maybe a little bit, you know, just got started on the same journey as Mark's or on the same journey as Jameson or, you know, on the same and, you know, that liberates us from this kind of toxic belief that in order and maybe I just reproduced that by saying you know in order to have anything to say you already know, you know, and then that really does diminish what's possible in terms of creative problem solving contributing to the, you know, world of ideas, working on a very specific project that kind of thing. And then the last thing I'll say is that, you know, and in the course this the courses that I teach a lot of collaboration happens, especially from the midpoint toward the end of the semester. And, and so, practicing these kinds of collaborations in a way that is a little bit less threatening where students have the time to think on their own to select, you know, what in the text compels them, or to ask for for help or pose a question to another individual in class or to me does give them that low stakes rehearsing of skills that are so important, you know, as they move out of the college environment and work with folks, you know, in a collaborative nature so it's powerful in that way as well.