All right, I have the top of the hour, so let's begin. Let me welcome everybody. Welcome to the Future Trends Forum. My name is Brian Alexander, I'm the Forum's host, creator and chief cat herder, and our two guests this week are coming to us to talk about an incredibly important topic. Remote working has been something that we've all experienced in great detail over the past almost two years now, thanks to COVID-19 pandemic. But in the United States, as the pandemic is starting to stagger its way towards winding down, towards bearing nearly a seasonal infection, we hope. The possibility of changing remote working is there. On the one hand, we have some who want us to just return to face-to-face work completely, have everybody back on campus. Most recently, Apple's Tim Cook just urged all Apple employees to return to their desks. On the other hand, we have the idea that remote work is beneficial for all kinds of things. We know that we can do it technologically. We know that maybe beneficial for a wide range of purposes. So now we have an open question and a strategic question for every institution now, is how do we do remote work? Do we do it at all? Now, in order to discuss this, I want to introduce two great guests who are both in the leadership position of their institution. And I want to begin with Karen Peterson, who's the Dean of Kansas State University's Global Campus, Global Campus, excuse me. Let me bring her up on stage. Hello, Karen. Hello, everyone. It's great to be here. Well, it's good to see you. Thank you for coming. How are you doing today? I'm doing fantastic. And I would just say that, yeah, there's some familiar faces. So it's great to see everyone. Oh, good. Oh, good. I'm glad to hear that. Karen, when I ask people to introduce themselves, our usual protocol is to look ahead and say, what are you going to be working on for the next year? You know, what are the big topics? What are the big projects? What are the big things that are going to be occupying your mind? Well, I'm just going to dive into today's topic because yesterday was our final day for 22,000 square foot space that we had occupied that Global Campus had been in for 20 plus years. And we've moved into 1,000 square feet at Kansas State University. So we are acclimating our ability to work remote and leading remote, growing our programs in a remote way. So I'm really excited about what is in store for us as well as the changes that we're seeing across the higher education landscape. Well, there's a lot, a lot there. And in your position, so your world campus, you work on Kansas State's goal of teaching as many people as possible online. I'm betting a lot of that expanded over the past year. Are you expecting more of that over the next year to come? So I think it's going to be a really interesting time as we look to the fall and into this next academic year. We certainly had to pivot and pivot quickly. We as administrators, faculty members and students as well as staff and others. So I think for me, it's really going to be interesting to see in the past, maybe we had 10 sections of a course and two were offered online and eight were in a classroom. And I'm not sure if that's where we're gonna be this fall. I think there's some of our learners that are gonna shift how they learn and the way they learn. And so I think as universities and colleges, we're gonna have to think about what does that mean for us and how do we balance what learners are wanting from us as institutions? I understand. Are you gonna be teaching any classes yourself? I am a full-time administrator. And so that is the role that I have. And so I work with faculty across eight different colleges. We have a large portfolio of online programs that we offer at Kansas State University. And I'm actually looking at doing more work in the non-credit space and looking at kind of seamless pathways for learners as they look at what they need to upskill, reskill or new skill. Wow. So that's gonna take a lot of work. I'm sure you're gonna have a lot of questions for folks. I'm trying to find your colleague. I'm trying to find him here. I don't see Kim Siegenthaler yet. So she may have had a problem coming in. I'll check my, I'll try and check to see if she can come in. But in the meantime, we have questions for you. Friends, I have a couple of quick questions to put to our guests or guests. But as we go, I would love to hear more from all of you. This platform, this event is all about your questions, your thoughts, your ideas. Monica, please just quickly refresh this page if you're having any issues with sound and I'll just type it into the chat. My one quick question to you is just to get things rolling. What are the biggest reasons for a campus to maintain some form of remote working this fall? So let's say one of the biggest reasons for my being to this point and what we have seen over the last 18 months is we have seen just this incredible opportunity for our faculty, staff, students to think about work-life balance. And for a lot of individuals that work-life balance is something that they yearn for, that they're looking to potentially continue as we kind of move out of our pandemic mode. And so I think for me that work-life balance is critical. The other thing I would say is that I would say a lot of administrators might have been surprised about just the productivity level of all of us being remote and sort of what we were able to accomplish. And a lot of articles that you read about remote work or telecommuting talk about that. They talk about just that ability to be focused and to get done what we need to get done. And I think those are the things that for me made a huge difference when I made the pitch to our provost about stepping out of a 22,000 square foot building, maintaining some presence on campus. But it was really about, I could talk about what we had accomplished during the year and just what difference it made for those that worked in global campus. So the work-life balance, is that in the sense that people have more time to themselves because they're not commuting and also because they can blend their work at home, take a call while doing the laundry, that kind of thing. Yeah, and I think sometimes too, it's just sometimes when you work in an office and it's an eight to five situation and sometimes the best time for you to do things is not from eight to five. And so again, how flexible can we be as employers as we think about what really works for this individual? And clearly we have learners that we need to serve and we have faculty as instructional designers that we need to work with. And so we have to be available when others want to work with us. That's part of working together and collaborating. But again, that flexibility is what I see as so critical as we look to the future. Well, that makes a lot of sense. That makes a great deal of sense. Friends, I'm gonna ask one more question myself, but again, this is about you. I would love to hear your thoughts, your comments and your questions. And already we had Vanessa Vale just added an extra point which is really important, not just work-life balance and flexibility, but also environmental impact. So you're not riding a bus or driving a car instead. At most you're paying for a bit of electricity. Good point, Vanessa, very good point. Yeah, and Brian, I was just gonna say, I'm really glad that Vanessa brought that up because looking at Kansas State University, if you know the state of Kansas, we split kind of in the middle of the state. So North, South, East, West, kind of put a little line there right in the middle of the state. We might be a little off from that, but I had a campus that would drive 30 miles, 60 miles, about really being able to think about the impacts of our remote work and how that can positively impact on the environment. It's a critical point, so thank you for sharing that. Okay, we just, your first 20 seconds got a little bit garbled just then. You were talking about commuting across the state, right? Yeah, so at Kansas State University, we sit in more of a rural part of Kansas. And so just that ability, we are a major employer in the region. And so we had, I have personnel that would drive 30 to 60 miles one way to come into the office every day. And so I really appreciate Vanessa's point about the environmental impacts and how working remote can have many different impacts. Very good, absolutely. All right, and then thank you. And again, the group of us is always better. I think than any one of us. So this is a great time. So either, if you'd like to join us on stage, you can see that Karen and I are both very friendly, even though we have more hair, both of us than I think anybody, but please just click the raised hand button if you'd like to be your face to face and just hit the Q and A box if you'd like to type in a question or a comment. And before I can finish that thought, we already have a question that just came up from the esteemed Thomas J. Tobin, a good friend and a great organizer from the University of Wisconsin-Madison who thus wants to add his own story. I've been full-time remote in a 99% in-person team for five-plus years. My partner is now in a full-time remote trial as well. How would you respond to campus leaders who demand presence because of hallway serendipity? Just for everybody, if you don't know the term, just the chance to bump into Tom on the way to the bathroom or as we're between meetings and say, hey, what do you think about this or that kind of thing? It's a classic call for in-person, a good point. What do you think, Karen? Yeah, I think that is one of the questions. And part of this is really understanding how to do this and how to do it well. And I think that for me, as an administrator, I personally, like you, Tom, I personally have worked remote for about 12 years of the last 20 of my career. And I've found that there is a responsibility to make those connections. And how do we do that? Because sometimes it's the conversation before the meeting that really is the spark that lights this opportunity up or you find that individual that you can work on this project together. So it really, from my vantage point, I think it's about identifying how can you create those kinds of opportunities, those kinds of situations in a remote environment? This is a top one because I think for individuals that have worked in an office for their entire career, see that as the way to work, this requires some moderation and some thinking that's a little bit different. But I think, well, that's one of the things when you read about remote work. Lots of us are sort of asking the question, and maybe your calendar was like mine, pre-pandemic, where it was meeting, meeting, meeting, meeting, meeting, every day was like that. And so I think some of us have sort of said, not all those meetings were necessary. We can do our work differently. We can accomplish what we need to in different ways. So Thomas, I'm with you. I think it's figure out what the administrators that your institution are worried about, and then how do you solve that? How do you provide that serendipity, that hallway serendipity? What are strategies and ways to do that? And I think you can look at convincing case. Just done, first of all, thank you, Karen, for a fantastic, thoughtful answer. Again, if you're new to the forum, this is how the Q&A box routine works. You type in a question in Q&A box, we share it, and our guest thoughtfully responds to it. I do want to share something that Tom and I are working on, which is a conference on online learning and teaching. I just put a link to it in the chat, the DTL conference. So you should know about that. Also, just a quick observation from Charles Finley, who says, why should students and staff go to a central location Monday, Wednesday, Friday for 50 minutes? Tradition, so that definitely counts for a lot. But we have more questions and more comments, and I want to make sure that everyone gets a chance. This is one coming to us from Massachusetts, Gerald Petruzzella. I'd like to hear it, Karen, talk a bit about how Kansas State's IT staff are supporting the increase in remote work, things like bringing your own device policies, remote support, troubleshooting, et cetera. Good question, Gerald. Yeah, that's a fantastic question. So I'm talking between about 15, 20 minutes. Brian, just double checking to make sure you can hear me. I can hear you just fine. All right, I was getting a little feedback, so I wanted to double check. You're good. So I'm talking with a team of about 55, and we're going to be totally remote. And so we are going to have the Small Thousand Square Foot Office. We are going to have what we're calling Hotelling Space. So staff can schedule a desk. If they're coming to campus for various meetings, to engage with various stakeholders because we work across the university, the personnel and global campus, they'll have a home base. They'll have a place to come, internet connectivity. We all have laptops in our unit, so we'll have docking stations and we're ready. So that's how we're going to handle sort of that in-person. But my point I was going to make is that just at our last meeting, our staff meeting, we had our IT personnel join us because there are some increased security considerations when you think about remote staff and remote staff who are permanently remote. Oftentimes at the university, when I would go to campus, updates would push to my laptop, unbeknownst to me, by just plugging into the university's network. And so how does that happen when I'm now remote, that I need to ensure that those updates continue and that my computer has the latest patches and the latest, you know, we know folks are out there trying to hack every day. And so how do we do that? So for me, it was about really ensuring that everyone in global campus, all of the personnel that were going remote were up to date on what to do, how to do it, have the resources understood it. And so having that kind of presentation and actually our IT professionals were excited because at my institution, global campus is the tip of the spear. We are the first unit to be given the green light to go remote. But I know that there are other individuals and other units within the university that have an interest in this. And so part of what IT said was really, hey, we're gonna develop our training because I have a feeling we're gonna be doing it for more personnel within the university. The same thing was true for us with our human capital services personnel. New policy around remote work needed to brief on that, make sure all personnel in global campus understood the policy understood, what happens if I bang my knee on my desk and I'm at home? How does workman's com work when you are working remotely? And so all of these things were critical for us to think about and to have our human capital services colleagues really partner with us on ensuring a smooth transition and a successful long-term venture in terms of remote work. Well, first of all, that's a great question and this is a rich, rich answer. Karen, this is probably when we all discovered you were starting your consulting business on this thing because that is a lot of thought, a lot of experience. And I wanna make sure that we get to hear from you. But I also wanna make sure that we get to hear from Kim Siegenfeller who managed to come in and we should bring her up on stage. Hello, Kim. Good afternoon. Sorry to be late to the party, but glad I was able to get here. Oh, it's only a party when you're here. I'm so glad you made it. I'm so glad you made it. Friends, if you don't know Kim, she's the Associate Provost for Online Strategies at Georgia State. And just to give you a chance to introduce yourself. That was a great noise. But we'd like to ask people to introduce themselves by describing what they're doing over the next year. Now, what are the big projects and the big ideas that are top of mind for you? So a couple of things are our adult learner strategy. So we're making a big push for an institution-wide approach to attracting adult learners that includes stackable credentials, additional on-off ramps, undergraduate certificates, expanded credit for prior learning. So kind of a very comprehensive structure around how we attract and support adult learners. We're also expanding or really firming up our infrastructure around our online education enterprise that launched in fall of 2019, right before COVID. And so have been working on making that a reality in the midst of COVID. So in some ways that's really accelerated our progress and in other ways it's created some interesting points of confusion and conflict. Wow, what a great timing to have that fall of 2019. Well, this sounds great and like you have a lot of work cut out for you. Good luck, Kim, good luck. Thanks. Friends, again, we have two brilliant guests that you can raise questions with and I wanna make sure that everyone gets some pants to ask. So if you're just joining us, remember that on the bottom of the screen there's the raised hand button to join us on stage. And of course the Q and A button with a question mark. An example of that question comes from Rob McLeod. We just put this up on stage here. There seem to be different perspectives across the staff and students solutions that work for one group or less ideal for others. I hope we respect these differences when we explore solutions. Thank you, Professor McLeod. That's not just a question, that's a comment as well but I'm wondering, Kim or Karen if you'd like to respond to that. Yeah, I think that's one of the things that we've certainly identified here is that there are some roles or some jobs that are more easily done fully remotely and others that you're kind of challenged to deliver remotely and others that there's that balance between sort of that hybrid approach. And I think one of the things that is informing our thinking is not only is it possible to do this work remotely but is that in the best interest of the university for that work to be done remotely? So it may be very possible to provide instructional design support fully virtually but is that really what our faculty want is that really what contributes in the best way to the mission of the university? So it's not even so much a yes, no, this works remotely and this doesn't but so many other factors get rolled into it. I'm curious just for a second as a moderator just to ask this question and this is for you, Rob, as well as for everybody are any of your institutions surveying or polling their populations, faculty or staff or students to ask about their preferences for remote working? Kim, are you guys doing that at all? No, we're really not. I mean, I would say there are probably some informal surveys. We certainly did some of that work within our own office to identify which of our employees wanted to remain remote who wanted to come back to campus and then balancing that with what the institution's remote work policy was. So in some cases the policy is, well, to a great extent our policy was informed by the university system of Georgia and then trying to create the flexibility across the campus to accommodate the range of positions and departmental needs and employee preferences. So all of those things again, there's no, you know, they're always multiple factors and layers of factors. Sure, sure. Yeah, I was just going to chime in, Brian and Mike Kim, we did the same thing within our staffs. Well, I knew that 87% of the staff in global campus had an interest in staying remote, but I also knew I had 13% that really had an interest in coming back to an office. And so I think that is critically, your question is really a good one, Brian, to think about, you know, where are those in the landscape and what is their thinking today? I will say the interesting point about the university is that we were the only unit that was given the green light to go remote. The university was planning this fall to have more dialogue about other units or other sort of opportunities for remote work. That timeline has been greatly hastened and I believe additional guidance will be coming out next week. So I can't speak to sort of the impetus for that, but I have to believe from what I've learned is that there just were a lot of questions. Why can't I do this? What does this mean across the university? So I think those institutions that are, they're tackling those kind of challenging questions because there's no right or wrong answer when you're looking at this. And as Kim just said, it's very dynamic. Well, thank you. Thank you both. We have more questions coming in. I wanna make sure everyone gets a chance to respond. But following up on that, the questioner, Professor McLeod, you just wanted to share this. They're required by their state, Utah, to evaluate all university positions for their potential to remote jobs. And I don't know if that applies to private universities but definitely to public ones. In the chat, Janet just added, my institution is working on guidelines by which employers, excuse me, by which employees can work out with a supervisor a remote and or blended schedule for themselves. Now, an interesting response to this comes from Rob Gibson at an important state who asks, do you think either you think the universities will experience staff turnover if they do not offer remote options? Great question, Bob. Yeah, so I know that that's happening. I've talked to colleagues at many institutions that are seeing in some cases almost a mass exodus where the institution has seemed to have a very rigid requirement to full time, everybody returns to campus full time. And in other cases where they don't feel like it's flexible enough. I mean, one of the things that I've heard about happening is that during COVID employees relocated. So they moved out of the area, they moved out of the state and in some cases they moved out of the country. And now there's this return to work, which you would think they would have known that there was going to be that at some point. But now they live someplace else and they're not willing to move back. And if the institution is not offering enough flexibility around remote work, then you kind of have no option. But from the institution's perspective, depending on whether it's public or private or what state it's located in, there can be legal issues, tax healthcare issues associated with out of state employees. So it's not just in all cases, the university being really hard nose, but they're trying to comply with the rules and regulations that they have to operate under. I think some, just a quick note, I think some people in this forum today are actually doing remote work interstate like that as well. And I was just gonna add to where Kim was saying, I think the other side for me is in the future, will we be able to attract a different group of staff to join us? Not everyone wants to move to the middle of Kansas. And so will this provide us with the opportunity to source talent that may have been difficult for us to bring to Kansas. And so that's the other side for me, kind of the flip of the coin. Good point. This question struck a nerve. We have all kinds of responses in the chat. I just wanna mention a couple of them. Benjamin Whitmore says, we've lost a handful of staff who wouldn't return to campus. Those who left weren't given flexibility or any remote options. So I'm wondering, Kristen Palmer says, I found we have better qualified candidates applying for jobs where we have posted as a remote job. So this, I wonder if we're not moving into a high flex job situation this fall, basically. We also have a couple of, I think it'd be technical questions. And so I wanna bring these back. This is one from Eric Fournier at the Washington University in St. Louis. This is a brilliant, brilliant fellow and always glad to hear from him. Since going remote, I've had a lot more meetings. It seems like folks have to justify their at-home busyness by meeting all the time. I had a lot more me time when I went to the campus each day. Are you guys experiencing this as well, or is this something that we should know about and take care of? What are you thinking? Karen, I'll let you take that one first. That's very generous of you, Ken. That's just me. I think in some ways, I have not experienced that. So I would say quite the opposite for me personally, but it doesn't mean that I haven't been busy. But I think in some ways, is that part of kind of the institutional culture? Is that part of sort of the workplace environment? I don't have a sense of that, but I think again, probably if we pulled everyone on this Shindig event today, we would probably see variability in terms of what COVID has meant for them. And I appreciate that for some of us, it's more meetings for some of us might be less. I think we're just in an interesting time. Could just be a transition phase. Eric, I'd love to hear if that changed over the past year. We have another technical question that comes from a friend of the program and a great, great guest and also a great activist, Michael Johnson. And he asks, how does your organization address making content fully accessible for individuals with print disabilities? That's a good general question, but I'm thinking about how that might impact people who work remotely. And Karen, you're talking about, for example, the security problems of being off-site. I'm wondering, I'll flash this on the screen again. I'm wondering how you see that accessibility issue for remote work. Yeah, I mean, we encourage course design with universal design characteristics, really trying to make all of our content accessible to all kinds of learners that as anybody who works in this space knows is always a challenge. And one of the challenges around that is that sometimes faculty don't understand why that's important. And so you're having to educate the faculty and sometimes sort of drag them, kicking and screaming in a direction they don't think they need to go. Definitely, definitely. Anybody have a... Please go ahead, Karen. No, I was just gonna say, I think just the focus on inclusion and just ensuring as faculty members and as administrators, as personnel in higher education and beyond, whether you're working with staff, whether you're working with students, just that sense of inclusion and ensuring that the technologies that we're using provide for and allow for everyone to participate equally. And so that's the thing that is important whether whether you're looking at this from a student to faculty member perspective or a staff member to supervisor perspective, we just have to be very attentive to everyone's needs and ensure that we provide an inclusive environment. Thank you both. Thank you both. That's really, really... Michael, again, thank you for the great question. We also have still more questions coming in and I wanna make sure that we all get a chance to address them. And if you wanna turn on your video to ask a video question, you can see Karen and Kim, not only do their names both start with K, but they're also both very kind. So they'd be happy to talk to you. Sonya Stroll, oh, great guest, long time participant here. Sonya asks, do you have any suggestions for helping faculty delineate work and non-work time when working remote, especially when they're already mistakenly worried that teaching online is a 24-7 endeavor? Good question. That's a great question. And the short answer is no. I mean, even when we think about faculty anyway, some are working 24-7 even when they're teaching face-to-face. And we have tried to facilitate or offer up some suggestions around that work-life balance and what it means to be accessible online or responsive online. But again, during COVID, all of those lines got blurred. And where you had faculty who were trying to develop and teach an online class for the very first time in the most stressful experience of their lives, it was almost impossible to help them or for them to separate that work and life balance. I mean, when you're teaching your class from your bedroom, where do you draw those lines and how do you create that kind of space for yourself? That's a very candid answer. I really appreciate that, Kim. In the chat box, watching the cloud answers, there is a combination for faculty. They come from the benefits of this amazing profession. I do wanna share if I could, I'll put a link here in the chat. Over the past year, we've done a couple of sessions on work-life balance for faculty and staff. I'm not gonna be able to link to them in each individual session, but if you just look in the archive and just page down in the past, like 20 or so, you'll see there are at least two sessions just in that topic. We have more questions. You guys are great. Sonia, you're the most welcome. Here comes a very, very practical question that comes from Charles Finley, who always asks great questions. Institutions have invested billions of dollars in real estate. What happens if they offer more flexible remote learning staffing options? Great question. This isn't just higher ed. This is for everybody. Yeah, I think that is a really important question. The Georgia State is located in downtown Atlanta, and we have academic space, or we own 26-story buildings that are academic buildings, and we rent the space on the first couple of floors a lot of times to local businesses. Well, it's a ghost town. It's been a ghost town for a year, and this is sort of the financial district of the city. And if we're not present in those spaces, we own 26 buildings in downtown Atlanta. So when you talk about real estate, that's a key question, and you talk about the businesses that are also located in downtown Atlanta. I mean, for the vibrancy of the city, it's really important that Georgia State is present. It's important that those other businesses return to occupy a large portion of that space, or it just has an incredibly negative impact on the city overall. Wow. Sorry, I'm shocked. Downtown Atlanta being a ghost town, that blows me away. Sorry, I've been there. That's amazing. Please, Karen, go ahead. No, I was just gonna chime in. I think if you contrast that with a man held in Kansas, and you sort of say, okay, this university, like Emporia State University, in that part of the state, it is a hub for the community. It's a hub for the region. It's a vibrancy. It brings arts. It brings a lot of just culture to a community. And so again, I think that town-gown relationship, which we oftentimes talk about in a college town, is so critical because it is part of what fuels a lot of that local economy or the dynamic nature of that area. So much like Atlanta, you put it in your context, you put it in your context and think about what does that look like if there's a major change in terms of where faculty, staff, find themselves. What does that mean? That's a very, very good point. And you wonder how many towns in the town-gown relationship are gonna be pressuring gowns to have less remote work and to have fewer remote work options. Charles, this is a great question you asked. And not only did Kim and Karen have good answers, but there's also people chiming in with a few other examples for themselves. So let me just share these quickly. David Ron at Coyahoga says, my institution, a great school, pandemic has caused a decade of leadership to develop a remote work policy that has not previously existed. It's gonna be announced next month and put into pilot mode in September. David, I hope, if you wanna share a recording of this session, it'll be up tonight. I hope it's of use as you guys form the policy right now. We had Eric Forney says that at Washington U, each center department had to respond to this prompt. How can your school unit have a meaningful in-person presence this fall that contributes to our rich campus culture and student experience? So that sounds like a strong encouragement. And then we had, where did this go? Eric Forney says, friends in banking say they're never going back to the big downtown office tower. And Brian Bowd answers, the bigger questions, what if they don't? An analog to the previous question, Sears and JC Penney invested billions of retail space. What happens when they didn't make a commitment to going online? That's very, very interesting. Good thoughts, everyone. I love seeing the group mind at work. But now we have another technical question, a very practical question. And this is from Tom Tobin. I wanna bring this one up at the stage for you to see. Meeting fatigue. My team has purposely adopted 10 minute Piper-focused meetings and phone-based longer meetings. What are the tactics of carrying Kim shifted to because of remote? Survival, to a great extent. I mean, the question earlier about have your, the number of meetings increased. So I've only been in this role at Georgia State during COVID. So I can't tell you whether it would have been different in terms of meetings otherwise. But yeah, there are probably more days a week than not that I spend six or more hours a day in virtual meetings, you know, and some of them are back to back to back to back and even overlapping. And so it is that it can be extremely fatiguing. And one of my strategies has actually been to adjust, you know, how it shows the screen. So I don't have to look at myself because I found that extremely fatiguing, you know, just to keep having to see myself on camera. But in some cases, we have actually chosen to talk over the phone rather than having the video chat because just needing a break from that screen time. But, and I'll tell you as we're beginning to return to in-person meetings, there is a giddiness among my colleagues when we actually gather together in the same room and nobody has to say, you're muted or I can't hear you. Oh, Karen dropped out. And to actually be able just to interact in what we consider to be sort of that more natural, normal manner.  But those are two really good solutions. Karen, did you want to add any more?  And so that stuck with me. And so I really, I have pushed our, you know, I've pushed in my institution to sort of, are we meeting because we need to meet? Are we meeting because we like to meet? Are we meeting because we have work we need to accomplish? And so I think sometimes that's part of it. I was part of the, you know, the going remote kind of emergency management group. And there was a point this spring when we could have stopped meeting because, you know, we were through the pandemic, we were all over the hill in terms of what we really needed to talk about and the strategy and how to move and how to shift. But the group, you know, had bonded and so they kept meeting every Wednesday. And so I think part of it too is just recognizing and when do you kind of call the question that our work is done? And so those are, I just, I'm just cognizant of why are we meeting and what's the outcome? That's, there's a sense of doing this intentionally and deliberately, that thousands of dollars is a really good prompt. Kim, Vanessa agrees with you. She turns off her camera from time to time, which is a really good point. I find that can be pretty, pretty useful. But friends, we have seven minutes left. I want to make sure that everyone gets a chance to ask a query of our two experts. And one of them comes from John Zinn, not too far from me, University of Richmond. Hey, John, don't ask, might this all be a boom for smaller communities with lower cost of living? There's also the possibility of increased quality of life by getting out of the city. So in a sense, you know, Kansas over Atlanta is the question here. And I think that is for, certainly for some cities that has been what's fueled a decision for people to relocate that, you know, they're thinking, oh, I don't have to live in Atlanta. I can move, I can move to the beach. I can move to Kansas or, you know, whatever, maybe it puts them closer to family. Maybe it takes them out of a higher cost of living, improved quality of life. All of those things certainly have influenced people's decisions about that. And then the question is, okay, but now do you have to come back? And if you do have to come back, what does that begin to look like? And I would go back to something that was mentioned a little bit earlier in terms of our ability to recruit deeper pool of highly qualified candidates. I mean, even before we had the revised remote work policy, I was able to get permission to hire some people as full-time permanent remote workers. And that certainly made a difference in the pool of applicants. But it took us an additional level of approval to make that happen. I think there's that opportunity if your institution can see that benefit. Thank you. I'm glad to hear that from, coming from Atlanta, major city experience. Eric, for me, I have a good meeting. He's got a Zoom meeting at the top of the hour, so I understand completely. We have a kind of related question which turns this inside out. It's a very thoughtful question from Ben Whitmore. Ben, you're coming from Spokane and I hope you haven't melted to death in the heat. Oh my gosh. Ben asks, as more instruction moves remote, what strategies or frameworks can we use for institutions to re-envision their physical spaces? Karen, you were talking about hoteling, for example. Did you wanna say more about this? Yeah, I think for us it was really, we moved from a larger space into a smaller and it was about still providing what was important. When we did the survey of our staff about going permanently remote and how interested they were, that was critical that I understood that from everyone. And one of the things that was resonated through a lot of that survey work was a physical presence is important. And so we knew that we needed to maintain some kind of a presence on the campus. That was critically important. And so I think for me, in some of our institutions, if we're growing, we may be constrained by space. If we're in the middle of a city, we may not need to think about that 27th building or whatever the case might be. And so I think there is gonna be this rethinking of space. And what really prompted this quest for me was the fact that our lease on the space that we were leasing was coming up June 30th yesterday. We moved out of our space. And that's what prompted it was I knew that lease was coming up. And I thought, wait, do we sign this lease again or do we do something different? And I think that question is being asked, I think as we look across institutions, it's, we have deferred maintenance questions. We have space that's highly usable. We have space that needs to be maybe remodeled or renovated. And so how do we invest as we look to the future? I think it's gonna really take a different lens across institutions. Yeah, and our situation was very different in that we had hired over 30 new staff during COVID. And we were already maxed out in our physical space. And so I was driving this conversation at my campus because I either needed to have a remote work plan or I had to get more space for a lot more people to sit.  So looking at how we're utilizing the space, making sure that where we have space we've created a setup that allows for people to customize the work station, so adjustable desks, monitors, those kinds of things so that people do have the opportunity to work in a space that feels comfortable to them but they know that they're only sharing that space with one or two other people over the course of the week. And so it's not a fruit basket turnover every time they come to work. Fruit basket turnover, that's a good phrase. Thank you, thank you. Our last question just came in and then we're gonna need to wrap things up. This comes from Bob London at the Alpha Phi Megan National Service fraternity. He says, how will student affairs be reimagined in light of so much more remote instruction? I would add remote work to our instruction. That's a tricky question. So I would just say that again, as institutions are working to what they're gonna do in the fall, this question is being raised. What about academic advisors? Do they need to be on campus to support students? What about advisors that support online students? What about advisors that support online and in-person students? So this question about what has been historically an in-person service and what about tutoring? What about the library resources? What about proctoring services? And all of these questions I think are on the table. And I would agree. And we're really taking a both-hand approach that we're not giving up any of the tools or the strides we made in providing fully online student support services. But we also recognize that many, many students do want to meet face-to-face with an advisor or with someone else in student support. So again, it's, we have to be present, but we have to be present in more ways than perhaps we did pre-COVID or during COVID. Sounds like that's next again. What a great question. Thank you very much for that question. And Karen, Kim, not only thank you for your answer to that question, but thank you for this past hour. You've been terrific guests. Thank you for sharing your thoughts, your expertise, your candid reflections. It's been an absolute pleasure. What's the best way you can keep up with the two of you in your work? You can always email me at ksigandthaller at gsu.edu. Happy to chat with any of you at any time. Great, great. How about you, Karen? Yeah, you can find me at karenpetersonatksu.edu. And I'll just drop my email in and or you can just check us out at Kansas State University Global Campus. Fantastic. Thank you both. Thank you both. It's been a real pleasure. But don't go away, friends. We have just a couple of quick notes. One is from Gabriel Sainz, who says that there is the possibility of social virtual worksplaces, such as open lobbies, where colleagues can log in and work independently, which is very interesting. Looking ahead for the next few weeks, just wanna remind you that we have a whole bunch of sessions queued up, including on improving education equity for black students, mentoring, professional development, trauma-informed teaching, the history of personalized learning, and augmented virtual reality. And beyond that, if you wanna keep talking about this, if you wonder about Gabriel's lobbies, if you're wondering about Zoom fatigue, if you're wondering about staff turnover, and so on, just use the hashtag FTTE on Twitter. We'll be happy to continue the conversation. If you'd like to go into our archives to take a look at previous sessions that touched on some of these subjects, including faculty work-life balance, the staff work-life balance, just go to timeurl.com slash FTF archive. In the meantime, thank you all for terrific questions and thoughts today. It's been a real pleasure. We really enjoyed being together in this community. Thank you for everything. Good luck planning for this fall, and above all, stay safe. We'll see you next time online. Bye-bye.


Good morning, cyber traders. Welcome on this lovely Wednesday. Good to see you, David. Look at you, Raymond, Ryan, all the cyber traders in the room. Welcome, everybody, to social media. Let me tell you, a fun day yesterday. Oh my god, the Carvana PayPal, TCRX. We're going to talk about some of those stocks, what's moving on. But hopefully, everybody enjoyed Trader's Talk with Josh yesterday. He actually posted a new video. If everybody went to our short videos, we're really trying to get those things up and running. Couple of quick little examples. I know a lot of you here on social media don't want to waste time talking about, wait, 15 minutes, 20 minutes. Just get right to the point. Well, definitely want to check out those quick little shorts. Tons of amount of hits hit it already within 15 minutes. It was pretty awesome. So definitely check that out. Now, let's talk about what happened regarding yesterday. And we'll go through the watch list and see what's moving. You know what? I came up with a new word. I was telling Josh this yesterday. Your music is on. Music is off. My music is stop playing for all. No music. All right. I said, you know what? People who have Taco Tuesdays, I call it trading Tuesdays now. I'm going to change the word. I'm going to come on my own news because Tuesdays, Wednesdays, and Thursdays are the best days to trade. Mondays, we get away from the market, open up Fridays, come into summertime. It's going to be absolutely gorgeous here this weekend. Summer's really going to hit into writing with the weather. So most people want to get away. You got Mother's Day coming around. You got Memorial Day the week before. So things are going to start slowing up a little bit. But these middle weeks are very, very important. So you really got to be focused on those trading hours. Now, let's talk about what happened yesterday with some of you here that missed out. So anyway, we had this TCRX that had a really nice pop. You could see it from here. Stock went from like 280 all the way to $5,050. I'll blow that chart a little bigger. So you guys can see what I'm saying. And then obviously had a little bit of shake, a little bit of pop, and it kind of like stopped. Had a really nice move all the way up until about 11 o'clock. We usually done at 10.30 with commentary. So that stock had a really nice move. That one worked out pretty well. PLTR was just, I don't know what's going on with this stock, but this thing moved so nicely yesterday. Gorgeous, gorgeous Fausto flag right here. The writing was on the wall. We watched it. We watched it. We saw this thing take a big hit. We thought it was a good stock in the pre-market, but that's why you don't trade the first five minutes. Boom, things took a big pop. Went from like 890 all the way up to about 950, which is not bad. And you know what was nice about PLTR? It had very thick, deep price levels, which is right, which is nice. Envax, another, that was probably one of our better of all the stocks that ran. They came out with earnings. Earnings were great. They loved it. Had great pre-market trading. Did its typical sling shot in the beginning hours of the morning. And then, I mean, I think this was probably, me and Josh, when we were trading, I know a lot of traders in the cyber group room did well with this. But right here was probably the key of the move right here. So you had the stock that was basically channeling from 1040 up to $10. I hit it, it went, I hit it, it went up. And look at the time. It was literally right around that 945 all the way about 10 o'clock. And then boom. We had a really nice pop. Stock ran to $11. And it was pretty much the party was done from there. So it didn't go anywhere. But that was also a nice one. I spoke Carvana wrong. There we go. Carvana was just a very, very consistent move. It's starting to become a little bit more of a swing trade, you know, when you kind of look at it. It's been doing good in the last couple of days. I mean, so something is going on there with that star Carvana. That one's moving pretty well. PayPal took a very, very big hit and earnings were not good on PayPal. Listen, I bought PayPal yesterday and lost money. I did a swing trade on it. And then listen, this is what makes day trading great. Because if you want to know how to be a good options trader, you want to know how to be a good swing trader, you have to learn how to day trade. And what happened was I wanted to do a swing trade on this stock because when you look at the long-term chart, and let me blow this up right here, it had a really good support level, you know, going back in July, going back in December. And I'm like, you know what, it's holding here. Let me, you know, maybe I'll buy it and make a swing trade. Sure enough, I had my stop in there and it stopped me out. I jumped in right around here around 67. I got stopped at around 67.50. And then sure enough, look where I went down to 66.50. So, you know what, we also do swing trade, okay? We do swing trade, but if you want to be a good swing trade, you got to learn how to day trade. Dish, same thing, took a big hit yesterday. I don't know if it was on your short list, but that was good early in the morning. Anyway, that's what happened yesterday. Now let's focus on today. So the beauty of, the big thing you have to learn when we teach at Cybertrade University, and the way I was trained being a market maker, is that you learn from your mistakes.  Losing is a good thing. It really is, because if you know why you lost, you're not gonna do it again. You know, you can't be afraid to jump on that bicycle. You know what?  It's part of the game. You know what I mean?  And it's like, someone has to do it. You know what I mean? It's like swimming. Yeah, you can drown. You know what I mean? But guess what? Did you ever see an adult jump in a pool and it can't swim? It's the most scariest thing in the world. You know what I mean? Like, didn't you not learn it? Well, I was afraid I was gonna drown as a little kid and I never learned. You gotta learn. That's how you become good at it. Trading's the same thing. You have to make those mistakes and you gotta know how to control losses. Because remember, here at Cybertrade University, we don't teach how to make money. We teach how to stop losing it. So let's go right to the tape. Let's go where? Let's go to our crystal ball, which is the big percentage gainers and see what's going on. So first stock on that watch list, the biggest percentage gainer that showed up is the CTIX. Now, the thing with this one, it's not on the pre-market watch list. We wouldn't really that, well, let me blow this up because sometimes stocks end up showing up. You could see it's a buyout. That's why it's not on there. So that's a complete scratch. This stock just showed up, just came up on a watch list just now. You could see it's not on the pre-market because we have program training kicks in around 9 a.m. The stock is moving, just started picking up. Don't know if I'm completely sold on it, but it is trading.  So I'll put it on the watch list. We'll see how it turns out. I don't like the trend on the market though, the actual stock I was trading. This stock was on the watch list and this stock had obviously good earnings because you could see how it made a big pop right at four o'clock. It's kind of all trading flat right here. I will probably put this on the B list, then more on the A list, but it is up 38%. Another stock that also made the watch list too, but she's trending down. She had a really good move early in the morning, this ADXN, very inexpensive, cheap of 33%, nine million, almost 10 million shares. Not bad, you know what I mean? But I will put this on the B list. This is not something that I would be really excited to trade. It's not really what we're looking for. Now STSS, I mean, this one's not terrible. This one had a really good push after hours. It had a big pop at seven o'clock this morning. It did come back down again. The stock was roughly on 75 cents yesterday. She's up about 27%. Once again, I want a stock that has a push, okay? And it doesn't look like it's doing that. Now here's another inexpensive stock, MVST. The stock was $9, came all the way down to a buck. It's been doing pretty good all day yesterday. She's picking up some momentum. Those are things that we kind of look for. You want stocks that have a good push from yesterday and then sometimes they trickle in into today. So that one looks a lot better. I'll put that one on my A list. This one, not really completely sold on it. Garbage, garbage, garbage.  This is all junk. $128, no, not interested. Okay, we're at about 10%. Usually that's where we draw the line. Any good losers on the short side, any dead cat bounces, nothing really there. Goes hop over here in the New York Stock Exchange. You get a really nice push on this stock right here. C-O-M-P. Let me go see what's going on level four. This one just kind of just showed up right now. C-O-M-P. Let me get the data on that stock. Let's see what the iceberg orders. You're probably not going to get a lot. I only traded 123,000 shares. There was a big seller that got done right here and it looks like it's had a little bit of a pop but you could see it, it's not really, it's not like, you know, not getting really good price levels on it, you know? Because volume is light, but it's okay. I mean, listen, biggest percentage gainer. RNG, another stock, volume is too light and pre-market. SI, not really good volume, not really good volume. I hate, oh, Fubu. Fubu has been a good stock. We traded this last couple of days. Fubu did pretty decent yesterday and it looks like it's picking up right now. Oh, look at that. Archipelago, 133,000 shares. You guys see that? Do you see it right there? Look at that. When's the last time you saw that? You rarely see that on level two, but we will see it on level three. Fubu is pretty cool. I like that. When we traded that the last couple of days, it's slow, you know? It's slow, but it's okay. You can see the time in sales right here. It looks like he's buying some of it, but not a lot. That one looks like it's moving. And anything else here? No, oh, rest of the garbage. Wow, the stock is getting destroyed. $180 stock and it's down 54%. Just from yesterday's close means, but when you do the math and try to figure that out, oh my God, this thing got hammered. Not only is it from last year. How about the year before that? Oh, sorry, it was a $400 stock. Not really doing too well on BBLN. Anyway, just when you thought that when it rains it pours. Is there any support levels here? I don't really see any. I don't see it. I think it just broke all-time lows right here. $400, not a really good sign. All right, so anyway, there's our watch list. You know what? I'm super impressed with the Wednesday watch list. I mean, I got three on the B list and I got four on the A list. Wasn't as good as yesterday. So cyber traders, if you're in a trading room, you know what, we always find something when the market opens up. Just be careful the first five minutes. Make sure, careful those slingshots. If we find, we always find something, we'll pop up. But once again, make sure you subscribe to our YouTube channel and start watching those shorts because I think those 60-second ones are going to be a lot more fun to kind of see those things. And then like I said, make sure you subscribe to our Twitter. We'll post these on our watch list and our alerts. All right, guys? So anyway, before we go, I almost forgot to mention. So we have a, we have a, just grab your phone if you're watching on YouTube or any of the social networks, take your phone, turn your camera on, click on that free workshop. We're going to be doing one live tomorrow. So if everybody could just jump in there and if you want to register and watch some of the things that learning about level four or level three, how it works, how to trade like a market maker or day trader, here's your opportunity. You're going to get 30 as experience in one hour just by clicking on that QR code. Good luck everyone. Happy trading cyber traders. Go hit the break and we'll be right back in about 15 minutes and start commentary live. And for the rest of you, we'll see you back here at 2.30 live. All right? And don't forget those YouTube channels.


Hello everyone welcome to the course advanced logic synthesis first of all let me introduce myself my name is Dheeraj Taneja I work for for Broadcom Technologies Hyderabad I have been working in this industry for past 11 years now I did my graduation from Bits pilani in 2002 in electronics engineering let us first see what what all we would study in this course the objective of this course is to study the components of digital design that is the gates various sorts of combination and sequential gates that that make up the digital design and then learn the process of converting the the higher level design which is written in an HDL like where a logger VHDL into the gates using the process is called synthesis so we will see the basic we will start with basics of synthesis and go on to see the advance concepts of synthesis so this course is divided into five major units unit one and unit two are carried over from the course VLSI design so they are more or less refresher course into the MOS transistor how the what is the what are the transfer characteristics of T MOS and N MOS how they are combined into a CMOS and how the gates are built using CMOS we will see basics of layout we will see stick diagrams which are the representation of layout then unit two we will see we will study about the different logic families that make up the digital design like N MOS logic ratio logic pseudo and MOS transmission gates and so on we will also look at how do we calculate the propagation delay or how do we estimate the propagation delay of a cell we will see different kind of combination and sequential logics logic design techniques then unit three onwards we would look into the process of synthesis we look into what are libraries what are different kind of views how do we we will also see how do we write RTL code and what construct what construct of RTL corresponds to whatever what part of the digital design then we will see how to we will see the whole process of synthesis unit four we will see we will visit some advanced techniques of synthesis let us say you are not meeting a design constraints what else could we do what more can we do in synthesis to make sure that our design needs the performance goals unit five is a very interesting topic called timing analysis this is the this is a technique which is employed industry wise to make sure that the design meets the performance requirements of a particular technology note the the course out at the end of this course a participant should be able to write a basic RTL code and synthesize it by setting constraints by you should be able to validate the results and analyze the different synthesis reports you should be able to synthesize a design which has some targets like area and timing you should be able to perform critical path synthesis if required and then lastly you should be able to perform timing analysis on the synthesized netlist the if time permits we will also look at the functional equivalence which this is the process by which we make sure that the netlist the gate level netlist that we get out of synthesis actually is functionally equivalent to the RTL so this makes sure that whatever commands we give to the tool have the desired effect the we will go back to the slides and the references for this course are first of all we will use this is an officer recommended course material and lectures we will use a design compiler and time-time user guide for units 3 4 and 5 then there are couple of books which you can refer to one the most famous one of which is digital design by Morris Mano and then there is a book of fundamental of digital circuits by Ian and the unit 1 and 2 lecture slides are derived from the VLSI design lecture slides which are prepared by Professor David Harris and they are available at this link they are they are freely available for download I would recommend each one of you to download this course material it is a very useful course material for VLSI design then the tentative course plan is this the number of hours I plan to spend on each unit so as you can see the unit 1 and 2 combine is when unit 3 4 and 5 is the majority of the course which is expected since unit 1 and 2 are more of a pressure material we should be focusing a lot more on synthesis and timing analysis that is why unit 3 and 5 are heavily loaded a unit 3 4 and 5 also have lab lab work involved since a lot of it is should be practical in nature the theories a minimal part let us start with unit 1 unit 1 we will assume that everybody is familiar with the basic working of MOS transistor but unit 1 we will again go back to most master and see and just visit how see how it works mostly what we are concerned about is how a MOS transistor works as a switch since that is the functionality we use most in the digital design so we are looking at integrated circuits which means there are many many transistors on a on one chip very large scale integration means in today's world it means billions of transistors on a single chip the most popular technique for manufacturing VLSI design circuits is complementary metal oxide semiconductor which is in short form it is called CMOS why is it most popular is because it is fast it is cheap and it is it has low power there obviously there are circuit circuits which are faster than CMOS there are also circuits which have low power than lower power than CMOS but when we combine the all the three characteristics that is the speed the cost of manufacturing and the power in all three when combined together CMOS scores heavily that is why it is most popular nowadays we will see how to build our own CMOS chip that is in first part we will see how CMOS is used to manufacture gates different kind of gates we look very briefly into transistor layout we will not look into fabrication in this course we look the layouts are not not very very big part of this course we will just see the basics how how do we how how does the layout look like what information does it convey and we look briefly into stick diagrams which is a paper way of doing doing layouts the tools do not the stick diagrams are not used in packed tools but for our own sake when we want to represent a layout on paper then rest of the course we see that how to build a good CMOS chip using the process of synthesis and timing analysis let us begin with let us have a quick look at the silicon lattice silicon is the most popular material for real estate designs the transistors are grown out of a silicon substrate by method of deposition and etching silicon being a group form material is a is closely is forms of closely bonded crystal lattice with four of its immediate neighbors the silicon if you see the diagram the each silicon molecule is bonded to four nearest silicon molecules silicon atoms to form a form of crystal lattice silicon it is neither a conductor nor an insulator it is a semiconductor your silicon does not have any carriers because all the four bonds are satisfied there are no free electrons available it is a very poor conductor the the prop we group 3 or group 5 elements are added to silicon to increase the conductivity these are called dopants dopants a dopant is nothing but an impurity added to silicon to increase its conductivity when a group 5 element like phosphorus or boron is added to silicon that it contributes an extra electron per atom and correspondingly the free electrons are available and the conductivity increases this type of material is called n-type silicon if on the other hand if group 3 element is added to silicon is doped there is a deficiency of electron which is called a hole this type of material is called p-type the most fundamental the most basic circuit that can be built out of a p-type and n-type device is a diode a diode is a junction between a p-type and n-type semiconductor the current flows only in one direction so on the n-type there are there is an excess of electrons on the p-type there is an excess of holes the electrons flow from n to p therefore the current the conventional currents flows from p to n so p acts as an anode and n-type acts as a cathode so the important point to I am sure everybody knows it but the thing to remember here is that the current can only flow in one direction from the p to n-type now the extension of a diode is a transistor now a transistor is is made up of four terminals gate source drain and body many times in textbooks or in many times you would see in the matter that discusses transistor many times the body terminal is usually not discussed but in in terms of when we talk about fabrication or when we talk about the CMOS gates this body becomes a very important terminal so let us see how how nMOS looks like so there is a n plus these and this n plus means that this is a heavily doped n region on a substrate which is a p-type material a plus sign usually it denotes that the region is heavily doped for example this is the notation here says p there is no plus sign so that means it is likely doped compared to the n plus region the two terminals called source and drain which connect to the heavily doped n plus region in case of MOS transistors the the source and drains are interchangeable you can use anything for source and anything for drain then there is a a strip of insulator which is silicon dioxide and over silicon dioxide a strip of polysilicon or or a metal right now the most popular technique is depositing polysilicon so this this acts as one more terminal called gate so if you see that the body of the body of the device that is a substrate and gate are conductors silicon dioxide is the insulator that is why it is called metal oxide semiconductor although the gate is no longer in today's technology the gate is no longer made of made of metal it is made of polysilicon which is a variety of silicon that is a very good conductor just like a copper metal let us see the operation of the nMOS transistor so usually the body is tied to ground so this this p substrate is at 0 volt now when the gate is at low voltage there is the and p type is already on low voltage at 0 the diodes p and n plus they are see if they are the two diodes here from the substrate to each of the source and drain since the voltage at p is low and there is there is no channel here that both the diodes are off there is no current flow and the transistor is off however there is although a very weak channel between the two n plus regions that is between source and drain which can lead to a very very small leakage current now this leakage current used to be almost negligible in older technologies okay by by technology I mean the the width of this channel so this width of this channel is decreasing year by year so this is now into nanometer range so when it was when this channel length was bigger the bigger the channel length the weaker the channel here so in today's technology this is so small that the leakage current that is even when the gate is at low voltage the small current that is the leakage current is now significant part of the power dissipation we will see that later when we come to the power analysis as part of synthesis but for discussion sake we can assume that whenever gate is at low voltage no current flows and the transistor is off now when the gate when we start increasing the voltage on the on the gate the electrons in this p region they are attracted the negative charge is attracted to body so what happens is that there is an a channel of electrons which gets formed between the two n plus region because of the high voltage at the gate this channel is called an inversion layer why is it called an inversion layer because the material is p type but the the carriers the carriers here are and are electrons so it is called an inversion channel this inversion channel is actually responsible for the current flow between source and drain so now the current can flow through the n-type silicon through this channel and we say that the transistor is on now a p-mass transistor is very similar to n-mass transistor is just that the voltages that turn on and turn off the transistor are complemented so in p-type substrate was tied to 0 here the n-type substrate is tied to VDD VDD is nothing but the high voltage the gate whenever gate is low the transistor is on whenever the gate is high the transistor is off the bubble in the symbol here it indicates that it is inverted to that of as compared to n-mass if we revisit the n-mass symbol there is no bubble here however p-mass is a bubble now this let us come to VDD what does VDD mean so VDD in 1980s VDD used to be in 5 volts but as the technology has decreased the devices have shrunk in size so a higher VDD as highest 5 volts will damage the tiny transistors so that is the along with decreasing technology the VDD is also decreasing this also results into lower we into lower power so this is this this line shows the progression of VDD so right now for most of the technologies which are in production now use 1 volt some even use 0.9 0.8 volts for operation this is why you see the prevalence of battery powered devices the battery powered devices are only possible because the VDD is low if VDD was as high as 5 volts the battery would exhaust very quickly now so the let us look at transistors when they are behaving as switches so a MOS is nothing but a transistor a switch which is controlled by the gate voltage since the voltage at gate controls pass from source to drain so here we have a see that n-mass whenever the gate is 0 G is 0 the drain to source connection is broken and the transistor is off similarly when gate is 1 the drain to source connection is is the drain to source current flows and the gate is on p-moss is nothing but complementary of n-moss whenever gate is 0 the transistor is on whenever gate is 1 the transistor is off so here we see that the n-moss and p-moss both behave as switches whenever the voltage on gate is toggled from 0 to VDD let us look at a very popular the most popular in the basic device which is c-moss inverter now it is called c-moss because on the top it contains a p-moss connected to an n-moss at the bottom the source of p-moss is connected to VDD the source of n-moss is connected to ground this p-moss device is also called the pull-up device since it it is connected to VDD and it pulls a to VDD in a particular case similarly this n-moss device is called a pull-down device since it connects a to ground in one of the conditions now let us look at the probe table what happens when a is 0 or what happens when a is 1 okay when a is 1 the n-moss here let us remember that whenever gate is 1 so the gate of the gates of both n-moss and p-moss are tied together to form a whenever this gate is 1 or on a higher voltage the n-moss will turn on and p-moss will be off in this case n-moss being on it pulls a to it it pulls y to 0 so that is why it is also called a pull-down device a is 1 and y is 0 which is a typical inverter functionality similarly when a becomes 0 the n-moss switches off p-moss which is on and p-moss switching on pulls y to 1 or y to VDD so that is why p-moss is also called a pull-up device okay let us look at a slightly more complex gate which is a NAND gate so in NAND gate in case of NAND gate there are 2 and this there is a 2 input NAND gate so in CMOS technology always one input will correspond to one pair of comprising each of an n-moss and a p-moss transistor so since it is a 2 input gate for each input you have one p-moss and one n-moss so let us see how they are connected together the n-moss the pull-down circuit is a series connection of n-moss the pull-up circuit is a parallel connection of p-moss this is the logic symbol any anything can represent an NAND gate any of these two now let us look at the truth table whenever both a and b are 0 the pull-down circuit both n-moss are off and both of the p-moss are on so the output is 1 whenever any of a or b is 1 the n-moss one of the n-moss becomes on but since the other one is 0 the connection is never made however on the pull-up side whenever any of this is 0 this means 0 means that p-moss is on and since it is a parallel connection it pulls y to 1 so condition a 0 b 1 is similar to condition a 1 and b 0 that is one of the p-moss is on and one of and it pulls the y it will put pulls y to 1 to pull y to 0 both these n-moss should be on that is both a and b should be 1 so so what we see here is that when the gate type is NAND let us say the pull-down represents the complementary functionality of a NAND gate the complement of NAND gate is nothing but a NAND gate so the pull-down circuit will be nothing is the series connection of that is series means NAND gate is a series connection of the complement of the gate we want to achieve we will look at this concept in detail. Let us look at one more example of the combinational gate which is the c-moss more gate now it is just the complement of NAND gate here the n-moss are into parallel and p-moss are in series so since p-moss is in series so a and b both have to be 0 to pull y to 1 so if you look at the table here a and when a and b both are 0 then only these two p-moss will switch on and y will be connected to vdd either of a and b being 1 or when both are 1 the n-moss turns on one of the n-moss are both turned on and y is pulled down to 0 so if we notice here that the basic gates in c-moss technology are inverter NAND and NOR whenever let us say you want to make a NAND gate what you have to do is connect an inverter there will be an inverter stage after the NAND stage so that means a two input AND gate will have more will use up more transistors than a two input NAND gate that is two transistors extra for one inverter so we see that the c-moss technology is basically an inverted logic that is all the basic gates which are lowest in area and lowest in transistor form are nothing but they are either inverters that is inverter NAND and NOR these are the basic gates all other combinational gates are made out of these three gates so if you remember your basic electronics this is the reason why NAND and NOR are also called universal gates okay this is an example of a three input NAND gate it is very similar to two input the only difference being that one more input adds one more pair of transistors so since it is NAND gate so as I discussed earlier the pull down network will be the complement of that is it will be the AND connection of the n-moss that is all the n-moss will be in series the p-moss will be in parallel also if you notice that the connections are the p-moss connections and the n-moss connections are always complementary that is if the n-moss is in series the p-moss will be in parallel and the other way around okay let us look briefly at how the circuits are laid out so whenever the VSI design is manufactured it is manufactured using a set of masks what a mask means a mask is like a photograph like a photograph is developed from a negative you can say that mask is a negative from which the positive that is the photograph or the VSI circuit is made out now the minimum dimensions of mask they determine the transistor side size and in turn they determine the speed the cost and the power of the circuit there is one a very important term called feature size F which is the distance between source and train it is also the it is determined by the minimum width of polysilicon it is also called the channel it is also called channel length usually it is seen that feature size improves 30 percent every 3 years or so so the layout is usually is normalized using feature size and the all the design rules that is how let us say how wide the polysilicon would be what should be the minimum distance between the two n plus regions everything is determined on the basis of the feature size F here we define one more term which is called lambda which is feature size by 2 for example for a for a for a 0.6 micrometer process the lambda would be 0.3 micrometer we will see how lambda is used in layouts later now for example we see that there are these are simplified design rules these are the example of design rules for example this is let us say you have a metal deposition a metal one and metal two are they are made up of same material only that the orientation might be different and the width might be different that is if let us say metal two metal one is being routed in horizontal directions it might happen that the metal two is routed in vertical direction so the material is same the only thing that can differ is the width so let us say one of the design rule can be that these spacing between two metals should be at least four lambda the width should be at least four lambda so these are nothing but examples of the design rules which are normalized on the basis of feature size or lambda let us let us look at there anything you pause for a minute okay now let us look at the inverter cross section that is when the inverter is laid out and manufactured how does it look like on on layout so as we remember as we go back and see that the inverter is made up of PMOS and NMOS so this is this part is the NMOS transistor and this part is the PMOS transistor typically the substrate that is the silicon wafer is doped and with P type material with a group 3 impurity to make a P substrate since NMOS transistor needs a P substrate the N wells that is the sorry the the N plus dope the regions can be directly diffused here to make the two the source and train of the NMOS transistor now PMOS on the other hand would need a N type substrate so on the same P type substrate doping is done to make a region called N well N well is now the N well here acts as a substrate for the PMOS transistor again for PMOS for source and drain we need P plus region so they are formed here using the process of diffusion so this as an inverter the the source of the NMOS transistor is tied to ground if you remember so here we see this is a metal contact this metal so anytime we want to make a contact of the source and drain to anything we need to take we need to connect it to a metal layer so here we see the the if you see the legend this is the blue is metal one so here we see that metal one is connected to the to ground this is nothing but the source of NMOS transistor similarly the source of PMOS transistor is connected to VDD again using the metal layer now we go back and remember that the input to inverter is given using the gates that is the gate of NMOS and PMOS is tied together to form the input input A so here we see that this this region here in the middle is nothing but polysilicon that is so this this cross section is a vertical cross section so this this is a imagine a three dimensional figure a three dimensional layout so the gate here and the gate here is is actually connected here somewhere behind they both are connected to form the input A the silicon dioxide here acts as an insulator now the output again both the the drains drain of NMOS and drain of PMOS is connected together to form the output so the input is always the gate and the output is always from the drain the gate of the gates of both transistors connected together and correspondingly the drains of both transistor connected together to form the output so this is a cross section of the of the inverter now this we will we will see the these when we see the stick we will not see much of design rules in this course the design rules are very specific to technology and very specific to the kind of layout so that the picture here this this picture represents the the the the inverter layout so this is the cross section and this so this is the side view and this is the top view of the of the layout so let us look at this so the bottom part is the NMOS and the top part is PMOS the how can we differentiate we see that the region here is is N well so a PMOS you needs an N well to function so this is this part is PMOS the rail here this rail is the metal rail the rail here up on the top and on the bottom so the bottom one would be this rail would be tied to ground this would be tied to VDD the contacts here the contacts here are source and drain contacts so this this part is the both the drains are connected together and so this on the if you see on the NMOS side this is the source which is tied to ground these are the diffusion regions again this drain is connected to the PMOS drain again diffusion regions sorry this is the diffusion region again the source of PMOS is connected to VDD here this is the way the gates are connected together this is the poly silicon material so the poly of PMOS and the poly of NMOS they both are connected together so the gates are connected so this is the input part sorry this is the input part and this is this is where we apply the input voltage this is where we get the output so the transistor dimensions are specified as width divided by length that is this is the notation we use so minimum size is 4 lambda by 2 lambda if we remember go back and say see the the lambda was the feature size by 2 so feature size is the minimum width minimum channel width a technology can have since lambda is equal to f by 2 f is nothing but 2 lambda so the minimum width that can that technology can have is 2 lambda that is why the statement here says that the minimum size can be 4 lambda by 2 lambda sometimes it is called 1 unit for example in f in 0.6 micrometer process it would be 1.2 micrometer by height and 0.6 micrometer long usually to start if we keep the width as twice of the length so if we see again this is the inverter layout and the proper polarities are marked VDD, GND, AMY if you notice here that so the NMOS here has the minimum size which is 4 by 2 and PMOS is 8 by 2 that is the PMOS width is twice of the NMOS width we will see why this is needed okay let me discuss this in short for now the PMOS usually for the same width and length the PMOS is slower than NMOS due to the fact that the host mobility is less than the electron mobility so usually the factor is less than 2 but we just sound off and say that the PMOS is half is slower than NMOS by a factor of 2. So to compensate for the factor and to make the inverter balance that is to make sure that both the NMOS and PMOS are of similar strength the PMOS is usually made twice the PMOS width is twice that of the NMOS width so that is why everywhere you will see that the PMOS is designated as 2 and NMOS is designated as 1 or always the factor is 2 is to 1 okay this is so this was what we saw in this chapter was the very basic nature of the MOS circuit how the MOS is made up of gate oxide and silicon the functionality we are most interested in is the whenever the MOS acts as a switch since all the basic logic gates can be made out of a combination of switches we saw the inverter layout and this gave us an idea into how the circuit is laid out obviously at a very basic level now from next chapter onwards we look at how we will also look at look a little bit into the the transfer characteristics of PMOS and NMOS because this will again give us insight into how the propagation delays are calculated we will also see how various kinds of complex gates are made out of PMOS and NMOS plus we will see also the logic families different kind of logic families that make up the gates this ends chapter 1 thanks a lot when you can pause the record


This is the tool that every FPV pilot needs if they want to be on another level. It is absolutely one-to-one with real-life drones.  For this to be a truly useful tool, we had to ensure that the experience recreated the true art of flying. So we were meticulous about developing the physics to ensure that the drone behaved as a drone would in the real world. When my fingers touched the glass and I got my hands on the controls in the road-ride simulator, it was like putting the goggles on for the first time. The experience, the rush of adrenaline and emotions that you get when you fly the road-ride drone simulator is just unparalleled to anything else. You get to explore all these crazy different terrains. You get to learn about PID tuning. You get to do all of the things that an FPV pilot would want to do. From the time that we decided to begin this project until its release, we had to keep a lot of this in the shadows for days. We didn't want people to know what we were working on until we believed that we had created something that wasn't just perfect, that it was human. Someone approached me and asked me to make a simulator for the road-ride community. I was troubled, say the least. It's not an easy undertaking, not at all. In order to make the most realistic drone simulator there is, there's a ton of factors you need to consider, wind resistance, gravity, inertia, but all of that was too hard. So I just made Flappy Drone. Countless hour went into development. Every decision took multiple minutes. You know, if there's one thing that I can say, I left behind on this earth, it was like the first time putting on an FPV vehicle. Come on, we can do this, we can do this.


An artist offered me her 100k to act like we're dating," says Thulai Fongolo. Former Generations, the legacy actress Thulai Fongolo has lifted the lid on a publicity stunt that she was supposed to be part of, telling fans she was offered some serious coins to be in a relationship with another celeb. The actress took to Twitter on Wednesday to drop the bombshell, explaining that she was approached by an artist to act like she was dating him. It was clearly meant to be a publicity stunt because the dude approached her just before he was set to drop an album. My team and I have heard it all, she added. The star left Generations last year and has been collecting coins as a DJ since. Since I have started DJing, things have been going well. I am going to have my mixes on one of the stations here and of course I have been working with Shu Brand, Footwork. There are upcoming roles where you will see me in a different light, not as a child anymore, and I hope fans will like that and can relate, she told trending SA at the time.


My pastor started the Good News Church, Hungry Generation, with the vision to reach the community and reach the world. His goal and strategy was young people, his nephews, his children. And within the first year, we acquired this building, which has become a place where this vision started to take root. The vision of thousands locally, millions globally, the vision to impact our community, to see people from different walks of life will come and know Jesus. The vision to touch the globe through the power of deliverance, healing and the manifestation of God's glory started to and actually was born right here in this place. Books were written, CDs were produced, messages went viral and started touching the world. Conferences started to be host in here, miracles and signs and wonders. Internship was born in here. Since 2016 up to now, ten internships happened where people are now, right now are pastors, people right now are evangelists, are worship leaders who came to our place. But we have outgrown this place. We don't have enough room for parking lot, we don't have enough room even for students and we also don't have enough room to host people in our services. We started to have even three services now and they're full and so we believe it's time for something new that God wants to do in our church. It's time for Hungry Jen's New Home. And this new home is actually right here, 1120 North Edison, Kenwick, Washington, across the river from our older facility. This will be our new home. Let's go inside. And like Pastor Vlad said, we are ready for next step and this is the next step. The building that we're standing in, we just literally as we were recording this video, we got an offer that was accepted. We got live action. We're going to open this counter-op right now. And we are ready to pull the trigger and acquire this building. And so what we're trying to do is we're trying to raise $6 million to acquire this facility, to renovate and to acquire the land that's right next to it so that we can expand a parking lot, build an internship housing on there and we have other projects in mind so that this can become the base for the next phase of Hungry Jen. God has done a lot with us and through us in the location where we are. We were faithful for 20 years. Even when things were not going and things there was a struggle, we stayed true to the vision, seeing this generation saved and healed and delivered.  The parking lots were full. The sanctuary was full and we just didn't have more room for people. But we're so excited that this place will be able to accommodate three to four times the sanctuary size what we currently own that we will be able to have more people come and join us locally. But this is not just locally. This is where we're going to have new studios. This is where we're going to have a new broadcast that's going to be going on to the entire world and new things that will be developed. So $6 million is that's what we're trying to raise right now and you can be a part of that.  There's three ways you can get involved. The first one is prayer. Pray for this building, pray for this project and for this campaign. And pray for this vision. The second one is give your best gift. Ask the Lord what would He have you contribute? What would He have you sow into this project? Whether it's from your business, whether it's from your family but you can give your best gift, one-time best gift. Or the third option or third way you can participate in this vision and in this campaign is to become a monthly partner for a season so you can contribute to help us renovate and purchase the land and other things. Whatever God puts on your heart, we would really appreciate to partner with you in this awesome endeavor. To do that, go to HungryGen.com.