Teaching

i find with these conversations that they can't put their finger on why they don't ausethey don't really get it yet. Maybe, like chris said, we haven't explained it or articulated ourselves properly. But there'sn i don't think there's often e a really kind of precise reason. And then i think through that conversation, you can say, rite le yo, don't you know, you don't seem to have one issue with it. So let try itand let's see how it goes. If it gets to that point, try and find some small winds so that they can attribute their effort to the overall change. That can be something as simple