Then maybe that's my next question to you, because then do you preach certain signals from the board, for example, loose pieces or unprotected pieces or certain alignments? What do you preach your students to look at when calculating them? What I preach

is the Berger technique, where you establish context first, then you look for moves.

And this is broken down into three steps.

The first is counting material on both sides.

And generally, you're identifying material imbalance.

The second is you identify targets.

I'll speak a little bit about that later.

Yeah, just thinking about potential, yeah, potential limitations, because in the course, you also sometimes show very deep calculations, right? But that doesn't necessarily, like maybe working memory-wise, it becomes difficult for people to visualize certain depth of lines, not that they are lacking technique, right? They know some patterns, but maybe this visualization itself is the basic limitation, that they could do it in a three-ply context, let's say, but not so much, you know, seven-ply context, right? And so they also get better over time with visualizations, right? Or do you talk about visualization at all in the course?