 if something is taking extensive amount of time, is really just trying to alter the option, which is in this person doing more questions for flash carts and trying to see does that actually help their retention. So an option for here is this student is taking super long of reading their handouts, not having so much time to do the practice test. For me, it may be more beneficial to go into that and saying, let's go ahead and quickly skim through this handout or the syllabus and get an idea of what they'll talk about. Maybe looking at the learning objectives to see what my big takeaways need to be, looking at the headings of the chapter to really understand what are the things they're going to talk about. And then using my flash cards of saying, let me just being quizzed on all the things that are going to be important. And that's some kind of learning the syllabus document over and over again. If I'm learning a practice question or if I'm studying something, it still doesn't make sense. At least that directs me to saying go to that part of the chapter or the reading to understand it better. But now if I have more time, ideally your split should have how much active material you're learning should be about 70 or 80 percent. So if you're taking, in this case, the student is studying 10 hours and then only two hours of active material, their ratio is completely off.