Right. So, again, a mistake the same way that search don't sort. Yeah, is a mistake, right. And I think one of the reasons that students think like this, this was kind of like the topic of my grad class is structural, and that everything at the university is set up as a kind of producing an oppositional relationship between the institution and students, right, we are always like, have turned it in or like have these like extravagantly detailed legalistic policies about academic integrity and stuff or like, show your work or keep your rough notes where it's always already assumed that students are trying to get away with something. Yeah. Which produces this like antagonistic relationship, I think between faculty members and students, which is not conducive to learning. Right. But of course, they are looking now for ways to get away with stuff. I mean, I would too, if I felt like somebody was trying to surveil me half to death, you know, I don't really respond well to it. Yeah, sways, but like, really a rejected. I know, nobody's ever noticed that about me. It's really to me, bizarrely pennywise and pound foolish yes to spend, like, so even in Canada, where like, it's not that expensive. But like, a year of tuition at my institution, for like, the undergrads I'm teaching is like, somewhere around $9,000. Canadian. And so this book cost $60. And if they don't read it, or own it, they're really not getting much out of the course, like, they'll get stuff from coming to class, but like horse for 60 extra dollars, they'd actually have an opportunity to really learn, right, because like a lot of stuff that I'm teaching them I'm building from the readings. And so they're sort of getting the gist from context when they haven't done the readings, right. But they're sort of floating somewhere near the content. And students have written this to me in their their self evaluations, too, because they always have like, the first half of the term and then midterms happen. And then the second half of the term, it's like they're a different person, every year we see this, and they're like, yeah, the first half of the term, like I felt this course was really easy. I was doing the readings, I was like taking notes, I came to class, everything made sense. And I was learning a lot in second half of the term right after midterms. Class, I still don't come to class mostly like, which is great, but they're like, and I noticed, if I hadn't done the readings, like I was a lot more confused, in class. And as I'm studying for the exam, this is always like their come to Jesus mode, as I was studying for the exam, I notice a real difference in how prepared I am from the first half of the term to the second half of the term. So over and over again, they kind of learned this lesson that the doing the reading is going to help. And often they learn the lesson that having printouts of stuff or a paper copy of the book helps them remember things, my graduate students were noticing that when they actually would print out the PDFs instead of reading them on the screen, and they could write on them that they remembered more when they came to class, right. And some of them felt guilty about that. Some of them felt like that they should not be printing anything because they could read it online. And so they're like destroying trees, even though one of them was like, Well, I print on the backs of other things that I don't need anymore. And I'm like, right. So like, listen. And paper