All right, how about now is back? Yes. All right, fantastic. I'm going to share my screen one more time, so that those of you that didn't get a chance to see that would be able to scan this with you. Yeah, you can scan this QR code, and you'll be able to see an example of volumetric capture. So I've always been in the, in the in the ball camp of, of once we have some idea of programming, once we have some idea of content, we're able to then present that in very different ways, using the most by revolutionary technologies that we can in order to engage students. I think that, that a lot of these could, you know, be be referred to us, as you know, bells and whistles and things like that. But some of them, I think, are very, very engaging with regards to addressing different learning preferences, not styles, but preferences. Because I think by introducing people to a lot of different styles, then they can decide what their preference is for learning and engaging with content. So we're developing content based on the needs assessment that covers things like workforce development, health care, financial literacy, creative and and productivity tools, but presented using tools like this. You can imagine with with students having say a headset on and being able to see a person standing right in front of them, we're able to then maybe then present other augmented information in front of them as well, which will then lead to a different level of interactivity. So when we think about engaging people Yes, it's one thing to use a gaming engine which is fantastic. It's another thing to to engage them in their real space, which is yet another technology. Another technology you know, using volumetric capture immersive technologies, things that will be more tactile like printing something out using a 3d printer. So here's where it's just really a matter of, of knowing what those technologies are, knowing who your audience is, and then knowing what what what the content is, and then, you know, sort of figuring out how to how to use the the most recent technologies in order to deliver that content and engage your audience, but not stopping there. We want to teach folks how to actually record in, you know, volumetrically, how that technology works. And so there's where once we find out what that interest is, we can begin developing additional content. I think that yes, we do have to, you know, focus on different types of content for different audiences. Because, as you said, Alan, a PhD student is going to learn and engage very differently than a middle school student, right. And so I think it's very important to create those introductory lessons or experiences that will ultimately get folks interested in photonics. But you got to do that in a way that as an eighth grader will be like, Oh, wow, I'm blown away, maybe doing some cool activities, and then incrementally increasing the complexity so that by the time just Eater is a perfect example, Peter, when you say you were introduced to computers, when you were a kid, that was hands on stuff that you can imagine that if that were presented in a textbook, it might not have come off the same way or your interest might not have been the same. But you had these these these really interesting engaging activities as a youngster that then enabled you to, you know, find that interest, when you became an adult, we got to use that same tactic, when we're thinking about introducing young people to very complex ideas, that we can maybe interest them in getting into when they get to college. So TSMC, and all these other chip manufacturers, I don't know why they're not developing content that will, that will start at the middle school, and introduce middle school kids to what a fab, you know, factory is, and then in and then progress on to there. That will, that will do so in a very, very engaging way. But you got to start young. And that's why they're having all these shortages, because you can't just get people into that, that that that field, when they're, you know, a sophomore in college, most people aren't going to, you know, be as successful as if they were to start when, when Peter at Peter's age when he was younger, and was introduced to these things. So these are some of the tools that we're using at Dunbar where we're introducing the community to these tools. But also when you know, through this grant, we were able to install and purchase a lot of these demands tools that hopefully will be engaging for the community.