Yeah, I love what you're saying, John, because I do think at the heart of our work, and my certainly, my worldview is people, our people, our people, and as soon as we can see, we are no bigger and no smaller than any other human, we can actually break through to figure out how we can work together in ways that are far more impactful and, and effective. So my, you know, my experience was finishing high school and having been on that hamster wheel, I'd been on the treadmill, I check the boxes, I've been a good student, you know, I feel like my sense of purpose was given to me by others, which was get into college get into a good job. And I finished high school and felt confused and exhausted and aware that there was learning that I valued that had nothing to do with what I was learning in a classroom. And I called the P score actually sitting right here in my childhood bedroom. I remember looking through the yellow pages at the time, and I tried to get as high up as I could to have this conversation making the case for why me at 18 would somehow you know, be ready for this experience. And clearly I wasn't and, and they were right to say you need a college degree to join the Peace Corps. But it felt very ironic that at that age, what was available to me was military service, religious service, but there was no pathway that was in the service and spirit of learning myself, and doing something in in the service of humanity. And so If I ended up going straight to school, there was so much inertia and the FOMO, the fear of missing out. And after two years of feeling really stifled in lecture hall style learning, I took off I took a year off school. And so John, you asked about an early formative global experience. For me it was that year that I spent in Latin America, I was in Nicaragua and Brazil both. And I was on my own before smartphones. And before Google Maps and Google Translate, right, I was having a very much in the real world trial and error experience of myself in a new context. And it was excruciatingly hard and disorienting, but taught me more than I ever could have learned in a classroom. And when I came back to finish college, suddenly, I had confidence and clarity about what I wanted to use my education for. I knew who I was when I was outside of my comfort zone. And the things that made me happy are the things that zapped my energy. I knew what questions I was trying to use my education to answer. And I felt like the experiences I had were as valuable as when I was learning at Stanford. And so I petitioned for it all to count for credit. And I got a year's worth of credit for that lived experience, which in many ways was his early sort of proof point, that has played a role in what we've now built at Global Citizen here, which is to say, the things we give credit to, that the things we accredit are currently quite disconnected from the things that are most worthy of credit. And so how do we step back and say, we have conflated school and education, and the two needs to be approached separately, and a global citizen, or we've got a blueprint for a new type of education. And we believe it's the kind of education that young people around the world need.