Let us continue our discussion regarding the qualitative theory underlying the DC model of a large uniformly doped bulk MOSFET. In the previous lecture, we have touched upon the phenomena which govern the sub-threshold drain current behavior as a function of drain to source voltage and the behavior of the drain current as a function of drain to source voltage in breakdown. We also discussed the behavior of drain current versus gate to source voltage in sub-threshold. Then we summarized the factors governing the creation and conservation of the flows namely the electron current density, the hole current density and the electric field. Next we identified the factors which govern the boundary conditions of the device okay that is the boundary conditions on the Jn, Jp, E or Np and Psi in the device. After that we sketched the flow lines for current density and electric field and the equipotential lines in the MOSFET under saturation. Now in this lecture we shall discuss the spatial distributions of Np, Jn, Jp, E, Psi and the energy bands. First let us concentrate on the plots of Np, Jn, Jp, E and Psi with Y. Now Y direction is from the interface into the substrate. So this direction is perpendicular to the silicon-silicon dioxide interface. Now we shall sketch N and P on log and linear scales both and then we shall sketch rho that is the space charge which depends on N and P. Then we shall sketch EY that is the Y component of the electric field. That means the electric field directed from interface into the bulk or substrate perpendicular to the interface and then the potential Psi versus Y at some X near the channel midpoint. So the X direction is from source to drain. So somewhere near the channel midpoint here we are going to sketch as a function of Y as shown here. Now we shall do that in saturation and sub-threshold conditions. Now I am going to do this exercise in saturation and I will leave it to you as an exercise to repeat the process for sub-threshold. Now here are the bias points shown. The saturation point is point number 2. We are going to assume Vds greater than Vgs and the sub-threshold point is point number 3 on log id versus Vgs curve. We shall approximate Jny and Jpy to be 0. What does this mean? This means that the electron and hole current density is perpendicular to the interface in this direction would be regarded as 0. This is because the insulator does not allow any current perpendicular to the interface between itself and the silicon. Therefore we will not have to discuss the variation of Jn and Jp in the Y direction and we are left with Np, E and Psi with Y. First let us discuss Nnp and the space charge which depends on these versus Y near the channel midpoint. Now we shall consider a section of the device as shown here between these two vertical lines. We shall rotate this section by 90 degrees so that the spatial axis is horizontal. This will help us to sketch Np, rho, etc. in the vertical axis. Now as we shall see when we are sketching quantities in the Y direction it is very important to show the electrode materials clearly. So you have the gate electrode here connected to the N plus poly and the electrode connected to the P type bulk or substrate. We apply a voltage Vgb to the gate electrode with respect to bulk. So bulk is shown as grounded. The same electrodes are also shown here in the diagram. Let us explain why we need to show these electrodes explicitly when we are considering a situation in the Y direction. We cannot write the Kirchoff's voltage law that is KVL equation between the gate and bulk substrate contacts without considering the materials of the contacts. Now this is the important point. Now let me explain this with the help of a diagram. Now here is our MOS structure N plus poly and this is the oxide and this is the substrate. This is the contact to the gate. Now let us assume that the contact to the gate is made of some material 1. So this is let us say material 1. On the other hand contact to the substrate is made of material 2. Now when I close this circuit I will find following contact potentials. A contact potential between material 1 and N plus poly. Let me denote it as psi naught 1. A contact potential between material 1 and material 2. Let me denote it as psi naught 2 and a contact potential between material 2 and P type substrate. Let me denote as psi naught 3. Now you know that when you apply a KVL to this loop Kirchoff's voltage law then psi naught 1 plus psi naught 2 plus psi naught 3 assuming that these are with this polarity plus the potential between P substrate and N plus poly that is shown something like this which is psi naught 4. Now psi naught 4 again should be in this direction. So when I sum up psi naught 1, psi naught 2, psi naught 3, psi naught 4 I will get it as 0. When I want to discuss the conditions in the device when I introduce a VGB I break the things somewhere here let us say and introduce a VGB. Then I will have to consider all these potentials even in the presence of VGB to analyze the structure based on KVL. What we can do is we can simplify our analysis if we do not try to manage so many contact potentials. So what we could do for simplicity is assume that for example material 1 and material 2 are made of the same material as N plus poly. Now if you do that psi naught 1 will go away, psi naught 2 will go away and only psi naught 3 will remain and that potential plus this potential would be 0. So we will have to deal with only this potential and which would in fact be equal in magnitude to the potential between N plus poly and P substrate and that potential is normally referred to as phi MS. So potential of the gate with respect to substrate where the gate is represented by the symbol M because you know when the MOSFET was originally made the gate was made of metal. So this symbol phi MS has been in vogue since the times when the first MOSFET was made. So phi MS is really this psi naught 4 but with appropriate polarity that is phi MS is equal to phi M minus phi S. So work function of the metal minus work function of the semiconductor. So we could then deal with only phi MS okay and do our analysis and we can avoid too many contact potentials coming in our analysis. So let me repeat that point. We cannot write the Kirchhoff's voltage law equation between the gate and bulk or substrate contacts without considering the materials of the contacts. Now why do we need the KVL? The KVL enables us to relate the channel voltage V to the applied gate to bulk voltage VGB. Channel voltage is the voltage of this inversion layer okay with respect to bulk and that is represented by the symbol V. So V can relate this V to the VGB using the KVL and that is why we need to consider the material of the bulk and gate contacts. So as we have said just now we shall regard the gate electrode to be the same as the N plus poly and the substrate electrode also to be made of N plus poly to simplify our analysis. Now the first step to draw NP and rho would be to identify the various regions of the device. So here this is the oxide region and this line represents Y suffix DE that is the edge of the depletion layer caused by the gate voltage. Similarly you have the edge of the depletion or space charge layer caused by the N plus P junction that is here. Let us first show the majority carrier concentration in the neutral region. So this is the concentration of electrons in the N plus region. Now a small region here is the space charge region in the N plus poly. So we have not shown the electron concentration there to begin with. Similarly here you show the majority carrier concentration namely the whole concentration and this is the electron concentration in the N plus bulk contact. Next we show the minority carrier concentration okay. In the N plus poly this is the whole concentration similarly the whole concentration in the N plus poly associated with the gate. Now let us sketch the minority carrier concentration or the electron concentration the P substrate. So this would be as follows. Now you see that as remarked earlier the inversion layer P substrate can be regarded as an N plus P junction induced by the gate voltage and therefore if the inversion layer has a voltage V with respect to the bulk it means that V is the reverse bias across the N plus P junction and you know from junction theory that if there is a reverse bias across a junction then at the depletion edge the minority carrier concentration is given by the equilibrium minority carrier concentration into exponential of minus of the reverse bias magnitude by Vt. So you see the electron concentration at the depletion edge would dip down because of this reverse bias V. Next let us sketch the electron concentration in the depletion layer associated with the gate voltage. Now here the electron concentration would rise because you see the electric field is directed from gate to bulk so that electric field is attracting more and more electrons towards the interface and NS is the surface concentration of electrons. Since the device is in strong inversion this NS is shown to be higher than the bulk majority carrier concentration or the whole concentration. Now the whole concentration in the depletion layer would fall down as shown here where at each Y the product of the electron concentration and whole concentration would be given by Ni square into exponential of minus V by Vt as in a junction. Here is the electron concentration in the space charge layer associated with the substrate, contact and substrate junction and this is the whole concentration. Next we show the electron concentration in the space charge layer of the N plus poly gate. So electron concentration is dipping down because you need a positive charge in the gate from where field lines will emanate and terminate on the negative charge in the depletion layer of the substrate. So positive charge is obtained by depleting electrons near this gate silicon dioxide interface and therefore the whole concentration would go up because here P into N product should be equal to Ni square just as P into N product in this space charge region is equal to Ni square. Note that when you apply a gate to bulk voltage that voltage falls partly across the poly and then partly across the oxide and the remaining across the substrate near the interface. However no voltage falls across the P N plus junction here substrate N plus junction because if any voltage appears across this forward or reverse bias there would be a current through this junction. However you know that the silicon dioxide insulator will not allow any current perpendicular to itself. We had just remarked sometime back the N y and J P y are 0 and therefore since a current flowing from substrate perpendicular to the interface has to flow like this through the interface and which is not allowed no current can be flowing across the N plus P junction and therefore no bias can appear across this junction. So even here this P into N product would be Ni square. Now let us sketch the same hole and electron concentrations on a linear scale. Evidently this is log scale because I am showing both electrons and holes and for instance here at the interface the electron concentration is different from the hole concentration by many orders of magnitude and I cannot show both unless I use a log scale. To see the exact shape of the distributions we should sketch the concentrations on linear scale.  Now this is the shape on the linear scale for this graph which is shown on a log scale. Similarly hole concentration falls rapidly when you enter this depletion region. Now this is your electron concentration on the linear scale corresponding to this concentration variation on the log scale. So in a short distance the electron concentration falls by an order of magnitude and that is what is shown here. Now this explains why we assume the inversion layer to be located very close to the interface and often regard it as a charge sheet. This is clear only when we plot the electron concentration on a linear scale. If you consider the electron concentration log scale it seems to vary continuously over the entire, it seems to vary rather slowly over the depletion layer. However note that this variation is on a log scale and to see the variation to get a feel for the variation we must sketch it on a linear scale only then it is clear that most of the electrons are located very close to the interface. Here is the electron concentration in the n plus region associated with the bulk contact okay this is how it falls on a linear scale. Similarly the electron concentration associated with the n plus gate here falls like this. This is corresponding to this concentration variation on a log scale. So here you can see clearly the depletion region why there is a small region where you have neither holes nor electrons. We are not able to show the whole concentration at all here because this is order of magnitude smaller than the electron concentration shown by this line and therefore on a linear scale it cannot be shown. Similarly we are not able to show the whole concentration over most of the depletion layer because this is order of magnitude smaller than the whole concentration at the depletion edge and cannot be shown on a linear scale. Now let us sketch rho that is the space charge. You know that the space charge is given by rho equal to q into p minus n minus na minus plus nd plus okay. Now this is the space charge in this space charge associated with the substrate. So this is so called depletion charge whose magnitude is minus q na, this horizontal line, magnitude of the horizontal line is minus q na and then it rises rapidly near the interface because your electron concentration is rising okay. So this minus q na here is obtained from this formula here because p and n are both very small and there is no nd plus in the p type substrate. Therefore you are getting minus q times na. However when you move to the interface that is you come here you get a large electron concentration and therefore this shape corresponds to the formula minus n minus na minus. Whole concentration is very small and nd plus is absent in the substrate so minus n minus na minus right is what is shown here. This is the space charge distribution associated with the depletion layer related to the substrate bulk contact. Now let us clean up the slide and show the space charge in the gate. This is a positive space charge from which field lines emanate and terminate on the negative space charge shown here. Let us also show qf the fixed oxide charge near the interface it is shown at the charge sheet. So this oxide charge is the charge at this interface that is if I am going to show on this diagram you have this fixed charge. Returning to the slide we complete the space charge picture by showing the space charge in the n plus bulk contact this is positive. So field lines emanate from this positive charge and terminate on the negative charge shown here. Now these are the approximation that we normally make so the depletion charge is assumed to be box type here and represented by the symbol qb these are depletion approximation we are assuming a sharp fall okay in the charge and assuming the charge to be constant throughout equal to minus q times na now this is called the depletion approximation. Similarly even here this blue shape is approximated by the red box in the depletion approximation and the blue shape that shows the electron concentration variation so the inversion layer is approximated as a charge sheet shown by this delta function represented as qi csa stands for charge sheet approximation. Now let us clean up the slide and now show ey the electric field in the y direction that is this direction. Now the electric field is shown here by this arrow and similarly there is an electric field associated with the bulk bulk contact junction and that is in this direction because in plus region you will have positive charge. Now let us sketch the ey that is these fields in this vertical axis as a function of y. So cleaning up the slide and showing ey in the gate region so this is the electric field variation in the depletion region the ey has a constant slope because in depletion approximation your charge is assumed to be uniform given by q times the doping so this straight line ey as a function of y corresponds to this box type space charge distribution. Next let us show the field in the oxide in the oxide the field is constant because there is no space charge so by Gauss's law where there is no space charge the field is constant. Now this ey ox will be related to the surface field here okay using the dielectric constants of oxide and semiconductor. So since oxide dielectric constant is about one third of the semiconductor dielectric constant therefore ey ox is about three times the peak value of ey shown here. Then as we enter the fixed charge your ey show the jump so we are drawing the field starting from the gate because this field is directed from left to right so using Gauss law as we start from the depletion edge the field rises because we are getting more and more positive charges reaches a peak then you enter the oxide it jumps up by factor of 3 and then when you cross the fixed charge here it jumps up by qf by epsilon ox again according to the Gauss law. So the field is really maximum at this point where you enter the substrate now when you enter the substrate in the substrate the peak electric field in the y direction denoted as ey suffix s okay this is the ey in the semiconductor at the surface. So this electric field and this electric field again will be related by dielectric constants of oxide and semiconductor and ey s will be one third of the ey at this point because of the differences in dielectric constant. Now that is what is shown here that this peak electric field is related to this peak electric field by the formula epsilon s by epsilon ox into ey s then you cross the inversion layer that is this layer here the field drops down okay and the amount of drop again as per Gauss law is given by the modulus of inversion charge per unit area divided by epsilon s then you move out of the inversion layer and move into the depletion layer and cross it your ey is going to fall linearly the constant slope of ey is because in depletion approximation we assume the charge to be constant at minus q times na and the fall in the electric field from the edge of the inversion layer to the edge of the depletion layer would be equal to modulus of qb that is the depletion charge per unit area divided by epsilon s. We repeat the field picture in the space charge region associated with the bulk contact junction and this is how it would look like. So here the field is in negative direction because it is from right to left you have a line with a constant slope associated with the depletion layer in the substrate part of this contact junction and this is the line associated with the depletion layer in the n plus contact. Now let us clean up the slide and now show the various potentials. So area under the electric field picture in the gate represents the potential drop across the poly that is this potential drop psi p then the area under the field picture in the oxide here that represents oxide potential drop psi ox that is marked here that is between this edge and this edge. Now this box here represents the area that is given by qf by c ox that is a fixed charge which is available at this interface divided by the oxide capacitance using the parallel plate capacitor law. So note that psi ox is a distribution psi ox is the area under this blue line okay and the box here is this box which associated with qf by c ox potential drop. The area under this field distribution in the substrate is psi s and that is a potential drop from this end that is the silicon dioxide silicon interface to the depletion edge psi s s stands for semiconductor. Now this is the polarity of the potential drops. So left hand side is positive and right hand side is negative for each of the potential drops this polarity applies. Now let us come to this junction here the area under the field picture here represents the so called phi ms that is a work function difference between metal or the n plus poly and semiconductor. Now the polarity of this is as shown here n plus is positive and p is negative. However phi ms itself for n plus p junction or phi of n plus p is negative therefore we have put a modulus here. So let me show here what is phi ms? So phi ms is nothing but phi n plus poly p. Now let me show the energy band diagram. So this is your poly so in poly n plus we are assuming formula will to be almost coinciding with the conduction bandage and in the p type substrate your formula will somewhere here below EI. So phi m is nothing but this q phi m or phi n plus and q phi s is this. So this is less than this and therefore phi ms is phi m minus phi s that is negative. So this is less than 0. So that is why it is better to remember the polarity and magnitudes of the potential drops across junctions. That way it is easier to remember. You see the area under this field picture is negative because EY is on the negative axis. Now let us show the potential psi together with EY as a function of Y. Now the potential psi is obtained by integrating the electric field picture. The electric field picture itself is obtained by integrating the space charge. So this is your psi as a function of Y. First we show psi s. So as you move from this edge towards the interface the potential goes on increasing and this is the potential drop in semiconductor. So here psi s can be regarded as potential drop in the semiconductor. It can also be regarded as potential of the surface. So s can be regarded as potential of the surface with respect to bulk. Now as you move inside into the oxide your potential rises by the psi ox, the oxide potential. And then when you go into the depletion layer of the gate, the potential rises further by a value equal to psi p. You come to the depletion layer near the bulk or subset contact. So here the potential will rise as you move from the p-type bulk into the contact because of the direction of the electric field there. And the magnitude of the rise is equal to phi ms. So here also when you are moving in this direction you know that the potential is rising because the electric field is directed from left to right. So when you move against the electric field the potential rises. Now let us summarize some important points from this discussion. We sketched np on the log and linear scales, space charge rho, y component of the electric field and potential versus y at some x near the channel midpoint in saturation to highlight the following. First the charge qi and its charge sheet approximation. The charge qb and its depletion approximation. So here is the charge qi and its charge sheet approximation and charge qb and its depletion approximation. Next we wanted to highlight the fields eys and eyox showing contributions of qi, qb and qf. So this is eyox and this is eys and these are the contributions of qi and qb to eys and this is the contribution of qf to eyox. So this field is related to this field by this formula and then when you come down by qf by epsilon ox from this field you get the eyox. Finally we wanted to show the potential components psi p that is potential drop in poly, psi ox, potential drop in oxide, psi s potential drop in the semiconductor and phi ms the work function difference between metal and semiconductor or n plus poly and semiconductor and qf by cox where qf is the fixed charge. So these components of the applied voltage vgb. Now this is the diagram showing the various components of the applied voltage vgb. Now you can appreciate how I am able to interrelate the various potential drops using kvl and in that interrelationship phi ms or the contact potential between the substrate and the electrode whether it is a bulk electrode or the gate electrode. So this comes into the picture. For example using this particular diagram what I get is the following. So vgb that is the potential of this gate with respect to bulk is equal to psi p plus psi ox plus psi s minus phi ms. So if I assume this to be 0, reference 0 that is what is assumed here. Please note that when I draw this line it does not necessarily mean this is horizontal line is 0. It is just a reference line. So when I want to talk about the potentials I should choose any one reference and then talk about the various potential with respect to that reference. So here we assume the potential of the bulk contact to be 0. So therefore this is 0. So when I move like this when I come here I have minus phi ms as the potential of this line then when I go up here I have potential minus phi ms plus psi s then I add another psi ox when I go from here to here and then I add another psi p then I get the gate voltage with respect to bulk. So let me write it in the form of an equation on the board. So 0 minus phi ms plus psi s plus psi ox plus psi p is equal to vgb. Now I could push this vgb this side and write it in this way which is the way it is written and used normally. Further since phi ms itself is negative modulus of phi ms is minus phi ms. So I can remove this modulus and write it as minus phi ms and minus of minus phi ms is plus phi ms so I can remove this. So this is an important relation I get which relates the various potential drops to vgb and this also illustrates why I must consider the material of the contacts to these bulk and the gate if I want to write the KVL. So that material information is available in phi ms. Now here is an assignment we sketched NP on both log and linear scales rho Ey and psi versus y near the channel midpoint for bias point 2 that is this bias point. Now you have to repeat this exercise for bias point 3 that is this. Now with that we have come to the end of this lecture and so let us make a summary of the important points. Now in this lecture we have sketched the electron concentration, the whole concentration, the space charge, the electric field directed from the silicon silicon dioxide interface into the bulk perpendicular to the interface and the potential in a direction perpendicular to the interface near the channel midpoint. In the next lecture we shall discuss the variation of the energy bands in the same direction.


From around the globe, it's theCUBE with digital coverage of Women Transforming Technology. Brought to you by VMware. Hi, Lisa Martin covering the fifth annual Women Transforming Technology event. The first time the event has been remote. So we're not coming to you from Palo Alto today, coming to you from San Jose, but I'm really excited to be talking with one of the event speakers, the founder of Happier Inc, Natalie Kogan. Natalie, welcome to theCUBE. Thanks so much for having me. It's great to join you even virtually. Exactly. And we're so fortunate that this, I guess if you can put a positive spin on it, that this event happened when we have technology to still be able to enable as much interaction in two-way conversations or multiple-way conversations as possible. And I know that you just did a session a couple of days ago at the Digital Women Transforming Technology event. But before we get into that, I saw your TED Talk, it was awesome. And it's such a, and the timeliness of Happier as a subject couldn't be more really pivotal. Tell me a little bit about what Happier is, what the inspiration was for your company. Definitely. So as many entrepreneurs, the inspiration was my personal journey. So I grew up in the former Soviet Union and when I was 13 years old, my parents and I left everything and everyone behind and on a journey to try to come as refugees to the United States. And we had, as you can imagine, this was a really difficult experience. We spent several months in refugee settlements in Europe before getting permission to come to the US as refugees. And we started our journey in the project outside of Detroit on welfare and food stamps. Very grateful to have an opportunity, but really, really tough. And I was really overwhelmed. I was a teenager, I spoke almost no English and it was all overwhelming for me. And I kind of decided for myself that if I could just work really hard, achieve a lot of things, become successful, then I would feel happy. And then I would just like honor this American dream. And for the next 20 years, I did work very, very hard. I did become very successful. I reached the heights of corporate success. I worked at McKinsey, the very well-known consulting firm. By the age of 25, I was a managing director at a venture capital firm in New York. Fewer than 6% women in venture capital. I started four different companies. I was part of Microsoft and other tech companies. And on the outside, I was achieving incredible success. And while I still am so proud of every single thing I achieved, whenever I would achieve it, I feel happy. And then it was just like a bubble, just pop. And I didn't feel happy anymore. And so I pushed myself harder and harder because I equated happiness with achievement. Until after two decades of doing this, I just couldn't do it anymore. I completely burnt out. It was a really, really dark time in my life. And I knew I had to find a different way to live so that I could do work that's meaningful to me, but that I could also honor myself as a human and find joy in the present moment. And that led me to doing a lot of research in psychiatry and psychology and neuroscience and learning all of these incredible skills and practices that changed my life, starting with gratitude, which is how you cultivate joy in the present moment and really inspired me to leave my career as a technology exec behind who found happier. And we've had the same mission since we've been founded and that is to help millions of people thrive in work and in life by practicing science-backed skills to cultivate their wellbeing. What are some of the scientific skills behind it? And anything that you see that is even more pivotal in week eight of this work from home shelter in place? Yes, it sounds really weird to say, but I feel like I've been preparing my whole life to help people right now because the skills that I've learned and that I share are so essential. And the two that I would mention that we've been doing all these virtual sessions for teams and companies, and this is the ones I talk about. The first is the skill of gratitude. Gratitude is just very simply zooming in on something in your life that is good, that is positive, that is meaningful and honoring it with your full appreciation. And we're all right now going for so many challenges and we all have what's called a negativity bias. And that means we are much more sensitive as humans to anything that's negative than to anything that's positive. And when we're going through a challenge, that negativity bias is even more sensitive. So I know many folks right now are feeling really overwhelmed with their own feelings, with their own sense of loss and fear and with all the negative news. And so practicing gratitude is essential because when you pause and you focus on the things in your life as it is amidst the challenge that you do appreciate, you'll remind your brain that the challenge is not everything, that there is more to your life than what is going wrong. And that actually helps you to feel a little bit less stressed and anxious. And the other piece of science that I'd love to share is another skill that I talk about, which is acceptance. And acceptance really, it simply means that we learn to look at how things are and how we feel with clarity instead of judgment, right? And shorthand for judgment is should. Shouldn't feel like this, this shouldn't be this way. And that having clarity and allowing yourself to actually feel the difficult feelings helps us to move through them with a little bit more ease. I think it's one of the most powerful mindsets, mindset shifts that I learn on my journey is that happiness does not mean that you feel positive all the time. Happiness and emotional well-being means that we embrace all of our different feelings, including the difficult ones, and we learn how to move through them with compassion. What are some of the things that when you're talking to the C-suite or executives at certain companies, whether it's VMware or others, how are executive teams managers, where does emotional health come into the play? Knowing that these folks are managing teams, there are, we're seeing, as you pointed out, the negativity bias, we're seeing the numbers of unemployment go up and up and up. Where is emotional health in terms of priority at the executive level? So this is one of the, it sounds really weird to say, but all of a sudden, it's like in this huge wave, it already started, right? Some companies, and we've worked with many of them, already understood, the executives already understood that employee well-being and emotional health is not an extra, it is not optional, it is non-negotiable if you want your people to be at their best. There are literally mountains of research that show that when you cultivate employee well-being, people are more productive, more resilient, more successful, they solve better problems. But what's happened in this crisis is that the companies that were in a place where, oh, this isn't really important or this is nice to have, they are now recognizing that this is actually the most important thing that they can invest in for the success and longevity and survival of their businesses. And so I'm actually incredibly grateful for that. I don't like that the cost that we have to pay for it, but I'm incredibly grateful that in this challenging time, more and more leaders are understanding that their own well-being and the emotional health of their employees is non-negotiable, not just for survival of their businesses, but if they want to be at their best and actually figure out how to thrive in whatever the future holds. And I'm glad to hear that because the massive amount of uncertainty that we're all facing is unprecedented. You can't pick up the phone and call your grandmother and say, what did you guys do back in the day? And honestly, even if there had been something similar if 1918 hadn't been that long ago, people nowadays are used to getting everything that you want on demand and also being able to get connected, have good wifi and be able to deliver what your clients, what your bosses expect. The uncertainty factor that really weighs heavily on emotion is a huge inhibitor to productivity, whether it's- It's a huge thing, so it actually, if I can jump in, uncertainty is the hardest thing for a brain to deal with.  And I've actually been talking so much to companies and leaders about this that this is literally the most stress that we can experience because our brain's number one job, and I'm the founder of a company called Happier, but I always say this, your brain's number one job is not to keep you happy. It is to help you survive.  Is it safe approach or is it dangerous, right? Fight or fight, we know that response. What's happening right now is that the brain cannot come up with an answer. It doesn't know, is it safe, is it not safe? And I don't just mean in a macro way, macro economic way with the virus, I mean day to day, things change day to day. We're juggling kids and family and our businesses are changing.  It still tries really hard to figure out how to keep you safe. And that hard, that working overtime, the way it does that is by releasing stress hormones. So on top of just the very real challenges that so many folks have with worrying about loved ones, juggling, working from home and family, there's also this chronic level of stress that we're all feeling because of uncertainty. Tell me a little bit about the interactive session that you held at WT2 the other day. What were some of the common concerns or questions that you heard from the audience? Yeah, it's really interesting. It was such a great session and we had a lot of questions. We could not answer all the questions. And I think that it means a lot to me because folks really thought about what they wanted to ask. There's a couple of things that emerged as common threads. The first was, how do I help someone in my life? A colleague, someone I manage, a loved one. How do I help them during this time if they're really overwhelmed or stressed or feeling sad? And we talked about the skill of acceptance and we talked about how it might be our instinct to immediately cheer up the person. But actually the bigger gift we can give them is to let them know that it's okay to not be okay and to honor their feelings with our acceptance and that actually helps them get through. So that was one of the themes that came up a lot. Another one was with all of this uncertainty and the stress, like people would ask, I have trouble getting motivated. Like, I love my job, I love what I do, but I have so much trouble getting motivated and that is very real. And the first thing that if anyone listening feels this way, there's nothing wrong with you. Think about the amount of energy your brain is using on all the stress. So no wonder you feel more tired and not as motivated. So we talked about practicing self-compassion in our expectations of ourselves and recognizing that we are undergoing something unprecedented and so difficult. And then to get motivated, connecting the tasks on your to-do list to how do they help someone else? Because that is where we connect to our sense of purpose, right? So that project you're working on with your team or that presentation that you just can get motivated to do, ask yourself, who does this help? And actually answer the question. And in that moment, you connect to your sense of purpose, which helps us be more resilient and more motivated. Yeah, the motivation or lack thereof is a huge problem. And I, you know, you can't think it's not just me, not just you, it's got to be all the way up to the tops of companies that are really struggling because as you say, the brain is so focused right now and busy and trying to process things and there are no concrete answers. But one of the things that you said, I read your article in the Washington Post that you just did in the last week was with your daughter. Thank you, it's my daughter. Yeah, with your daughter Mia. And the validation was spot on. And it's so simple, but it's one of those things that I think often we think, well, let me explain something and try to help you in that way without maybe stepping back and going, well, actually that might help me, but what helps you? Are you seeing that executive leaders are also kind of stepping back and asking their teams, how are the ways that you want me to communicate with you? Or is that something that's happening? You know, I think that we are in an era of human embracing leadership of, and I am so welcoming this era of leaders who are leading with their humanity first and are embracing the humanity of their people first. You know, I have this, actually working on my next book right now, which is for leaders. And I have this concept because I was a leader for so many years and I always thought that I could keep my emotions hidden, that emotions really didn't have anything to do with work. So I have this concept for leaders, they imagine you're holding a whiteboard and this is your emotional whiteboard on it or written your feeling. Whether you want to admit them or not, the team feels them and it's the same for everyone on the team. So when you walk into a meeting, whether it's a virtual meeting or in person, what is written on your emotional whiteboard? What are you feeling and how are you approaching others? What do you want to be written on your emotional whiteboard? I think as leaders, we would say, well, I wanted to say that I care about you as my employee, that I want to hear how you're feeling, but think about are the actions you are taking aligning with what's on your emotional whiteboard? And so listening and caring, I have this came up with this shorthand really for me as a leader during a challenging time and it's ACT, ACT. The first is acknowledge, acknowledge your own challenges, acknowledge your team's challenges, right? Validation, this point we're talking about. See is for care, genuinely care, right? So don't just do it as a check mark, but bring your humanity and compassion and actually care about people. There's so much research that when employees know that their leader cares about them, that on its own is helpful to them for their wellbeing and their productivity and ACT, so ACT, see is teach by example. So do the things that you want your employees to follow and I do see leaders stepping up more and more in their passion and their acceptance. And again, I think this is a difficult but unique moment in time to elevate our human embracing leadership. Do you advise women and men to when we talked about gratitude a few minutes ago, write down, maybe it helps you if you're a visual learner or someone that learns by storytelling to write things down, maybe write down each day a few things, maybe they seem so simple that you're grateful for or maybe even I like the idea of the emotional whiteboard. I can see that as something that would be helpful to write down. Do you recommend that to folks and maybe write down what your actual emotional state is and what you want it to be? So a couple of things on that. So the short answer is yes. You know, when it comes to gratitude, it doesn't really matter how you practice like people say to me like, I'm not a journaler, that's fine, that as long as you are specific in your gratitude, so instead of I'm grateful for my family how about I'm really grateful that I could give my daughter a hug before I started the interview, right? So the more specific the better and actually the smaller the better. You talked about small things, research shows that it's the frequency of small positive experiences that contributes to our life satisfaction more than anything grand, so the smaller the better and capturing does help. So you can write it in a journal, you can write it on a sticky note. Maybe it's a text that you send to a friend to encourage them to practice gratitude as a leader. Maybe it's an email that you send to your team. So capturing it in some way really does help. And when it comes to the emotional whiteboard the practice that I share with everyone is a check in. So check in with yourself, right? It's so incredible, you know, we have this group for women executives called Elevating Women Leaders. It's a all virtual group at the year long program. It was virtual before this and so we have a group that goes with us every year and one of the practices we do is in the morning and in the afternoon you check in with yourself and just say, how am I feeling? And you would not believe the impact that that has on their ability to solve problems on their ability to show up as their best just by pausing and checking in, like how am I feeling? What is on my emotional whiteboard? Acknowledging that without judgment, being compassionate towards yourself and then saying, what is one thing I can shift if I would like to feel differently? The acknowledgement piece is critical, I think because it's the vulnerability to step up and go, I don't feel great about this. And let me say that out loud. Maybe it helps me become accountable to that or I've said it to a boss or a colleague to put it out there. That's hard thing for people to do, especially I can think there is this dichotomy of people being concerned about job safety when we're seeing what's going on in the news. Did any of that come up during your WT2 session about I'm afraid to admit that I'm not motivated because our company's experiencing layoff? Yeah, it's definitely come up in the session and in other sessions of kind of finding that balance. And look, you have to be realistic because we all have different cultures in our teams. You have to be realistic about your leadership. But what I find over and over is that authenticity wins the day, right? So you have to make a call, right? How much do you share? But even if it's just a little bit of acknowledgement, it is helpful because it helps you not resist it so much and more likely than not, there's somebody on your team who feels similarly cool. So that, by the way, there's comfort in knowing we're not alone. There's actually neurological comfort in knowing we're not alone. Like we need that sense of safety. But also you may then be able to move through that and brainstorm together and help each other get motivated. So you have to judge by the culture of your team but authenticity and you acknowledging your humanity to whatever degree you feel comfortable is usually an incredibly helpful practice to help you be at your best. Whatever that means that day. I couldn't agree with you more. I always say authenticity is contagious. Natalie, it has been so great having you on the program. I wish we could keep chatting, but it is time to go. Thank you so much. So folks can go to happier.com or happier8.com for the more. Happier.com. Lots of, lots of tons of free blog posts and videos on all of the different practices I shared, more about anything we do. So yes, come visit us at happier.com and thank you so much for such thoughtful questions. I'm always incredibly grateful for thoughtful questions and interviews, but I really appreciate that. Well, good.  And I want to thank you for watching on behalf of Natalie Kogan. I'm Lisa Martin covering women transforming technology, the virtual version 2020. Bye for now.


Hello and welcome to Pookey Ponders, the podcast where I explore big questions with brilliant people. Today's question is, how can we build bridges between home and school for children with additional needs? And I'm in conversation with Ginny Bootman. Hi everyone, my name is Ginny Bootman. I'm a Spook-Shonnie's coordinator of two primary schools in Northamptonshire. I have been the head teacher, I've been the senior leader. The class teacher, the PE coordinator, I've been all of those things. I love to talk about the role which empathy plays within the classroom and the school context. And I also write about it as well. I'm on Twitter at SenkoGirl and you can also find me at GinnyBootman.com. Perfect. And our episode question today is, how can we build bridges between home and school for children with additional needs? So if you wouldn't mind just making a start on that massive question. I think there has to be in many ways a consciousness about this. I think we as teachers and as special needs coordinators can inadvertently build bridges. I mean, sorry, not build bridges. We need to consciously build bridges. We can break the bridges down. So we have to think about ways that we can make connections with parents and carers and those who are involved with the children. So one of the ways that I found out which really, really surprised me and was something I hadn't been doing. And when it came to my attention, I changed my practice immediately. And I call it, call me by my name. Just call me by my name. In fact, when we're in a meeting with parents, let's ask them how they want to be addressed. So I introduce myself. I say, I'm Ginny Bootman. You can call me Ginny.  And in the same way, the people at the meeting, then tell us how they want to be addressed. I cannot believe the difference that makes. I have spoken to parents and parents say when they are called mum, dad, grandma, granddad, auntie, they feel so small. They actually don't feel as valued. And there becomes this, and I talk about a lot, this hierarchy, a perceived hierarchy. So by us asking them how they want to be called, we actually are levelling everything out. And I'm very much for, I call it flattening the hierarchy. The parents are the experts. And we all need to work together to make sure that we can get the best for our children. So that's my first top tip that's come from parents and Pookie, it comes from parents. Parents constantly tell me ways that we can improve those links between home and school. So that's kind of my first top tip. Everyone is about meetings. Have you ever been given the time that you have to go to a meeting at school? And you are the 1045. And you're like, right, that's at least my whole morning wiped out, if not my whole day. And actually it might be parents are working, it might be there are other siblings at home, it might be that there may be a younger sibling and they have a nap time, all of these things. But once again, we have to consciously think about it. So what I aim to do, and I am able to do this because I'm purely a senco of two schools now is I give options for timings. So I, I ask parents when would be the best times for them, give them options, and we find a suitably it's a suitably convenient time. And by doing that, once again, we are valuing one another. And actually it goes two way doesn't it the parents are valuing us and we are valuing the parents. And I have been known to have a meeting five o'clock in the evening on a zoom so that both parents can can can be at the meeting or a parent and a grandparent, whoever wants to be at that meeting so I think timing is very important. Who attends. So I once had a meeting, and I thought it was just a mom coming. She brought the grandma. You know they both came in together the mom and the grandma and I thought oh I'm in for it here I'm in for it, because I wasn't expecting two people I was expecting and you know, as a teacher we sometimes have that that feeling of oh gosh, brought in the reinforcements brought in the reinforcements. I couldn't have been any more wrong. The meeting. I had two different pairs of ears listening about the same child that they care for so much. And the feedback I got from the parent was, you know what, I wasn't going to bring my mom. But my mom said can I come along as well. And the conversation we had in the car on the way home was brilliant because we all, we both heard different things. And that was really interesting for me. And now I say, bring however many people you like, and I'll bring the chess, because people, people hear different things. And otherwise, one person will go to the meeting, won't they, they will hear the things that are important to them.  It's like if any of us go to a meeting we hear the things that interest us most or that we're most worried about. Then we go home and it's not the same message is it it's the diluted bits become even more diluted and the concentrated bits become even more concentrated so I would say, for example, it's a positive. It's a real positive to invite invite invite more people to the meeting. And how do we have the meeting. Some people like face to face meetings. Some people like zoom. Some people like a phone call and some people like face to face. Once again. Really personal choice. Give the options. See what people like what they would prefer. And what we can accommodate as, as a school, and that seems to work very well. And I think emails are a really, really interesting one and and I have to say, I found a little bit contentious. I'm not an email person pookie. I feel that emails can be misconstrued. Yes, you can end up having what I call the spiky conversation via email and the spiky email comes and then you can because of the way you're feeling and the way your, your brain has perceived it and the way you're feeling. You can end up with the war of the spiky emails in its most technical term there. Sounds like a rubbish film. The war of the spiky emails. And I think the way I deal with it and this is just me personally I'll be interested what you think pookie is. When I get the spiky email. I tend to reply or respond either with a phone call or with a face to face conversation but can I just say they are really scary at times. And you have to, you know, you have to take your brave pill and just go right. I will make the phone call and inevitably they actually are better than we think they will be. I think it brings to the forefront. This whole idea of homeschool links, we as teachers get a little bit anxious as well, when we are going to speak to parents and parents get anxious speaking to parents. You know, it's a two way, it's a two way thing that we all do care. And I suppose the question there is finding what we've got in common rather than what divides us perhaps isn't it because actually we all want what's best for the child hopefully at the end of the day. We do. And I think this, I think this is something that is really interesting. How do Sencos come into being pookie? Do you choose to be a Senco? Or are you given the Senco role? And I've been thinking about this a lot because I feel that my role as a Senco has evolved over time. I was given the role as Senco and through my life experiences and through the amazing children I've worked with over time, I have grown into the Senco role and I love my role. And I think as schools we have to consider who is the best person to be the Senco in the same way, or maybe not the same way, but you know, who is the best person for each coordinator role in the school. But I think the Senco, I think it's a bit off them. You know, I do feel it's a part of us. I think if we were a stick of rock, it would say Senco through the middle. And you've hit the nail on the head. It's about the shared caring for children. And it's about not just the child now, but the child in the future. And that comes back to we need to have time, we need to have time as Sencos to be able to do our role really successfully and to be able to immerse ourselves in it and to be able to do the paperwork and to be able to meet the parents and to be able to have those conversations with the parents and the teachers because we are, at its best, an interface often between the home and the class teachers and the teaching assistants. So it is about everyone wanting the best for the children in our care. And do you have different kinds of parent and carer types or conversations that you have because I'm imagining that somebody might be listening to or watching this might have a particular, you know, parent or carer in mind and I'm thinking of two that I get asked about a lot and one is the expert parent carer who perhaps thinks that they know what's going on for their child but they perhaps haven't received that label or diagnosis yet and they are trying desperately to be heard and might feel quite unheard by the system. And then the other I'm thinking about is a parent or carer who doesn't seem very keen to engage and who we find it very difficult to build those bridges with at all and we know that a child who perhaps is struggling with I don't know learning to read say would really benefit from that input home but we're struggling to engage them they're the two that I get asked about most but you might have others and I don't know if you have different strategies for working with those different kinds. I think whatever parent I'm working with the key is for me to listen and to listen to understand. I have quite a lot of parents who they come under generally to to two headings. One is the the parent who is very emotionally charged when they come in.  And the story of their child may be linked to their story when they were a child as well. And there can be quite a lot of anger there because what I find is that parents have experienced something in their childhood. And they were never given the support they want so they have that armor on and they are going to fight those that their child doesn't go through what they went through. And I listen to understand and I listen to learn and it's really important that the parent is able to say everything everything to me this is especially this happens when I have parents who are choosing whether their child is going to move from another setting because that has got a lot of emotion with it because imagine that a parent for whatever reason has decided to move their child from one setting to another setting they are moving their child from their peers. They might be moving them out of the catchment area for the secondary school. This needs to be right that they have their armor on and they are testing me. They are testing me and they are testing me about my ethos about my values about my track record. And do you know what? Absolutely. Absolutely ask anything you like. And I will be honest back to you and I will be transparent. I think as Senkas we have to be honest and transparent back. So listening to all of that and allowing them to tell their story. And I say it's like a balloon pookie that has been blown up and let it go and it has to, it has to, all of the air has to be released and they have to be allowed to say their story. And then they're ready to listen. So I have those parents. Then I have the parents who come in. The experts, as he said, who are bringing facts, figures and logic that that's what they're bringing. And they come in with the folder. Yes, the research has been done. Yes. And they have come in and they go, this is, this is my child. This is a diagnosis. And I am presented with that. And I think it is so important that I acknowledge that. I think in my opinion, we have to accept that folder. And I say, would you like me to have a look at any of it now? And they will either say, yes, please, can you have a look at this? Can you have a look at this report? And I think once again, they're testing me. I think they are. And that's, of course they're going to test me pookie. If they've had a bad experience for whatever reason at another school, they are going to check that I am worthy of being the school their child goes to. Absolutely right. So I will look at the paperwork if they ask me to and say, would you like me to tell you what my initial view is? And they say yes. And I've had that and I've told them it and they go, oh, okay. And do you know what pookie? It's like I've passed the first test. You've validated. Yeah. And they go, okay, we'll move on to the next stage. But I expect nothing less. And I think as Sencos, we should be ready for that. Not all this parent is being a bit pushy. It's their child. It's their child's future. And actually, we are so important in paving that way. So I had a parent came in and they said, we really think our child should have an HPP. So I said, okay. And we had another meeting and we looked at it and I said, from what I can see, I think we should look into this further. And they said, well, at the old school, they just kept saying that. But they kept fobbing us off.  We'll do it later. And they never did get the lift. And so I put timescales in for them. They really liked that. I said, right, I will do what I can do. And what I don't know, I will find somebody who can help us. And they said, Jimmy, that is all we've ever wanted to hear. And we just want timescales. We want meetings. And we want somebody to tell us what they do know. And to tell us the things that they don't know. Because that's human. And that is honest, quite interesting. Speaking to other colleagues. Some people can see that as like as why would you say that you don't know something. You know, as a professional, shouldn't we pretend that we know things, because it makes us appear that we don't know what we're talking about. I don't know everything. I don't know everything. I have children coming into my care who have conditions I don't know about. And what I do is I find out about them. I go online, I go on to the different groups I'm on, I go on Twitter, I ask you pookie, you know, I ask people to give me guidance to find out about it. And the next meeting I say I found out this and I found out this, and that's parent want to know that we care about their children, and that we will do what we say will do. So I do have different, different kinds of parents. There are some parents who for whatever reason have got these barriers up. And I need to prove myself over a long amount of time for them to trust me enough for for us to be able to have those conversations about getting outside agents in and I don't push it. I really do listen to the parents, and I might go in thinking I'm going to say one thing in the meeting, but it might change because the time isn't right and I gauge it. And how do you go about knowing I mean because that's the thing when you don't know how do you know. How do you work out what to do next if you are in that situation where you don't know so you said sometimes you're going research and, and sometimes you, you know, you might feel a little bit uncertain about how next to proceed I mean do you work as as part of a team or where do you go next when you're on show. Often I will get in touch with educational psychologists, because they are from my point of view and in my experience they are a great knowledge for me. I have built up a really good network of outside agents of occupational therapists, portage workers in preschool. So I get in touch with different people who know more than I know, and say what do you think. And that works really, really well. I also do my own research by reading around and then take back to the parents where I'm at. Often parents, they come to me with their own books for me to read. They come to me to look up on the internet. And that is brilliant because actually they know their children. And they say, I think you should read this because I think this, this, this is what this epitomizes my child. What do you think. It really is in liaison with lots of people. I think the worst thing we asencos can do is to be tunneled. I think we have to be ready to accept guidance from those who can help us and parents are amazing at giving us guidance and parents know their children best. And when I have phone calls with parents, I write notes so that we've got all the information we can about those children, children coming in, we make sure that the classroom is set up right for them. And another thing, when children first come into our setting, we want to make sure they're coming into an environment that they feel safe and that they feel confident and comfortable in. So, I think one of the most important ones is the, the parent and the school, but also having the outside agents, giving us advice as well. I think actually really listening to the research and the expertise that parents and carers bring is, you know, we can do that in a meaningful way as you say it's so so much the benefit of the child I don't think there's any researcher in the world that can match what a concerned parent is able to do when worried about their child. What if you are confronted with a parent or carer who has done this research and they're absolutely convinced on a point and it just doesn't match up with what you think is going on for that particular child. Do you ever have that situation? I think there has to be a lot of conversation. I think what sometimes happens is things that are happening at home are not the same as what are happening at school. And it is acknowledging that and actually what is seen in one context may not be seen in another context. It may be masking involved, or it may be the different way that the environments run. Sometimes children appear to function better within a classroom situation because there are the very set routines and such like, but then they may go home and they have been so careful and so wanting to be the same as everybody else that they may have outbursts at home. It's the old, I'm sure you've heard of it, the pot bottle, the pot bottle situation that the child is in school and things happen in school but they keep it to themselves, they keep it to themselves. And each time something happens it's like the bottle is being shaken, they get in the car and the parent says, have school been and the child literally explodes. So it is acknowledging that there may be different behaviours at home and at school. And I do think, often, in my experience, to have an educational psychologist coming out and I work with amazing educational psychologists who absolutely look at what's happening at home, what is happening at school, and then they are able to help us, help us because I would like children to be even across both and if we can do that by putting in systems that are the same across both, if we can have, we have different things like we have sensory boxes that have got things from home that come into school, children bring things in from home to school if that works for them. So systems that work in one environment we try to have in the other environment. And we also think if we can inform parents when school is a positive place for their child is really, really important. By phone calls I take photos and send them home because as parents we don't always believe it unless we see it. We don't because that's the nature of being a parent. So if there has been an incident where a child hasn't been very happy saying the playground or whatever, and I go out to monitor it and that child is having a great time on a Pogo stick, for example. I'll take a photo and I send that home because parents also need that reassurance. So I think it's it is that reassurance and sometimes a parent may, may want a, you know, see a diagnosis that maybe the school isn't seeing within the school setting. But then the parents know the child best so we have a discussion about that and the parent, you know, I say yes, go, you know, go for the diagnosis because you feel that that your child is exhibiting, you know, those, those certain traits. And the parents go thanks, because it's not either or it's not either or either or at all it's us working together. So once again it's working together and listening and acknowledging it. And you talk about the role of empathy in your role and that being a kind of big passion for you how does that play out why does it matter so much that empathy. There's this great, great example of empathy. And it's in the book that I told you about the book by Peter Basil Getty called the empathy instinct. There was an art installation in an American museum. And the art installation was putting on a pair of headphones and listening to somebody's story. And to that person's story, you also were given their shoes, and you put your feet in their shoes. And as you listen to the story through the headband, you walked around that art gallery wearing that person's shoes. And that to me is the essence of empathy. The fact that parents who have children with additional needs, it is their whole life. And if we can put ourselves in their shoes, we will begin to understand more. It's not about the hour before the child comes into school. It's not about them picking their child up after school. It is about the child, all the time for that parent. And the wonderful Brené Brown talks about empathy, about actually sometimes parents are overawed by everything they have to do with and for their child, and it can feel like a dark hole. And as educators, we need to say, do you want me to climb down that ladder and come down and stand with you and stand alongside you and be with them. I think the moment that we can be with parents and parents know that we truly do want to feel what they're feeling, then there is that connection. And when we get that connection, then we can all help the child together. I think it is about consciously trying to understand what parents are going through. I think the empathy also works by actually on a daily basis going out and having the conversations with the parents about what the child's been doing during the day, all the positives. I did a talk and a parent messaged me and said I was the parent who dreaded the teacher coming out to say what my child had done wrong that day and it breaks my heart. Our role is to make connections and to walk alongside those parents. And I think we could learn a lot from medicine. Peter Basil Getty, he talks about having a bedside manner. Now, if you've ever been into hospital and taken your child into hospital, I hope everybody else has had this experience that the bedside manner they have is caring. Everyone is together on this. We are as one. And I think we in education can learn from that. I heard an amazing parent talk and she said her child had a medical condition. And when the person in the hospital spoke to the child, they were chatting about the child and the next time something came from the hospital, the headed note paper had a picture of a pug on the top of it, because the child had a pug. And the letter to the child had a picture.  And that became such a positive link between home and school because that person from the hospital had just picked up on that about the child. And the child didn't wait for the letters to come home from the hospital, and then the child was sending the letters back and suddenly everybody's shoulders go down. And there is, everyone is just working together. Jamil Zaki, The War for Kindness, which is another book that I've told you about. I love this idea, we catch one another's empathy. That's a lovely idea. How wonderful is that that we catch one another's empathy. And when I first found out how strong the role of empathy was, I actually had to consciously think about it. And that's okay, because actually we, you know, we talk about the consciousness, and then it became more a way of being. But the other thing is, the children in my care became more empathetic. So I have seen children, they have changed and become more, more empathetic because they have seen it and we have our mirror neurons, don't we? What we do, others mirror, whether it is children, whether it is staff, whether it is parents. And that is really, really powerful. And the other day a child came up to me, and I don't teach him anymore, but he came up to me and then he said, you don't look too good this morning, Mrs. Boopman. Mrs. Boopman needs a cup of tea and then she'll feel better. And I was like, wow, he actually had, he had looked at my expression, he'd looked at my behaviour. He'd done what I think is called cognitive empathy. He'd read me as a person, and from that he then decided what he would do to make me feel better. And it blows me away the role that empathy, it breaks down barriers, doesn't it, Pookie, by having that empathy and consistently being like that. I think that's important as well, that everybody knows that there is a consistency to actually, actually if I need to go and see the Senko about something, I know that person will listen to me without judging me, but will be with me. Does that mean that you have quite a heavy load to carry though, because if you are kind of getting in the hole with your children and their parents and there's perhaps a lot of worry and fear and guilt and shame sometimes, then do you carry that or are you able to walk away? I think that's really interesting because they also talk about that you can, when you are feeling that you are unable to, at that moment in time, carry that empathy with you, then you acknowledge it and then you, I suppose, pass the baton on to somebody else. And that's really important, I'm really pleased that you mentioned that. You know when you're having a bad day and you are having a bad day, that we acknowledge that and we ask another member of staff or a teaching assistant when we are in that environment where people are empathetic, that we say, Mrs So-and-so, can you just have a word with Mrs So-and-so or so that we can pass that over to somebody else so that we do share it, because it's important to look after ourselves, it's the old adage isn't it, put on your own oxygen mask before you put on somebody else's. So I think we do have to be very aware of our own capacity to be able to shoulder it and when we aren't able to, that we do ask somebody else to help us out. Absolutely. And I think that is really important and I do think that, you know, you talked about being a senko earlier as being kind of almost like a vocation or a calling, a real passion that people have and in my experience, often the kinds of people who are drawn to these kind of roles are not necessarily so good at knowing when to look after themselves. Very good at looking after everyone else but not always so good at looking after them. And it has to be a consciousness.  And so yes, I think it is that consciousness that actually I need to ask for help and asking for help I think we need to see as a strength. Yeah. And we need to see ourselves as role models perhaps in doing that too, don't we. And I think as a role model, we mirror it and then other people do pick up on it. In my experience, my colleagues, they, you know, we all have got that empathy. We all are role models for one another. Yeah, absolutely. On a totally different note, I have to ask you about chickens and how much we can learn from chickens. Well, I got chickens in the first lockdown, and I have to say it's been such a long time that my chickens have laid eggs, those eggs have hatched, and now they are laying eggs. So that is how long. Yeah, yeah, I mean that is, you know, when you think how long, how long has COVID been, you know, I've got, I've got baby chickens now laying eggs. So I go out in the mornings and I let my chickens out and you have all different kinds of chickens. Do you have chickens pookie? No, I don't have chickens, Ginny. I think I'll be regretting that by the end of this conversation. Right, chickens, if you're feeling sad, you go out to your chickens, you let the chickens out, and some chickens just get the food that they know where it is. They always go to the same food, right? They are just the chickens like the, I don't know, the chickens who just always like it the same, you know, and I think some of, we all like things the same, don't we, sometimes. And then I have me or the chickens, they just run around looking for the food, pookie, the food's always in the same place, but they have to run around, they have to run around, have a little, have a little gas with their friends, have a little chat, and then they come back and the food was always there pookie. So, you know, I think we can learn a lot from chickens because some chickens go and some people just like the calmness. I'm going to get up this morning, and I'm going to have my frosties, and I'm going to have it in the same bowl with the same spoon. Don't know about you, pookie. I have a bowl and a spoon that I like.  I might have frosties, I might have porridge, you know, I might have a little bagel with a bit of cheeky cream cheese, and then they go, oh, but I will just have the frosties, you know, I'll come back to the frosties. And, and then I have some, some of my chickens just go off, I don't know where they think they're going. And do you know what happens? When they come back. And I have to have a bit of food left for them because all the other chickens have eaten all of all of the food. So I think I call them my chickens of hope, because, and then I never know how many eggs are going to lay. Right. And then some of them lay where they should. And it's like a gift from heaven. Every egg, I thank them, because, you know, you do, don't you?  And you've got to find it. So I just think chicken are amazing because they bring happiness, and they bring a little bit of chaos. And I've got one chicken, I have to tell you, one chicken gets out every day, every day, gets out. And people go, Jimmy, did you know your chickens out? But do you know what, pookie? It always comes back. Really? Yeah.  And they go out and, and, and they always come back. So it's, but you know, every chicken always comes back at night because they just need to come back so they can have their freedom, whatever, but they always come back at night. And, and they're always pleased to see me. I give them grain, they take grain out of my hand. So it is kind of, it's a little bit of love really pookie. That's lovely. Who knew that chickens were such a fascinating study. There you go. And I guess it actually just like you were talking before about creating that kind of safe space. So a parent or carer who hasn't been heard before is able to finally talk and talk until their balloon is empty. You kind of do that for the chickens. It's safe and warm and nice here. So it's safe and warm and nice. And then, and they lay different coloured eggs, which is even more exciting. And yeah, depending, I guess it's what breed they are, but we have different colour. So we know what, which, which chicken has laid, which egg and they give us, they give us the gifts that they give us. But yeah, they come back to the safety and we all need that safety. I love that analogy.  That's lovely. That's really lovely. I feel our time is coming to a close. What thought would you like to leave people with? I think it comes back to art installation. And I think it comes back to when you get the spiky email, when you get the parent who comes in, who has got their armour on. There is a reason. There is a reason. There is a story behind that. You can actually listen to understand and put yourself if you can in their shoes and the more transparent, the more honest you are, the more connections you will have with those parents. Over time, the relationship that you have with the parents is something that will aid their child in their journey. The parents I work with ask me so many things because they trust me. They trust me. And when we've got the trust, that is when the barriers go down. And when the children, the children get the best education and the best relationships and the children see that. The children see that. They see us talking to the parents. They see the positivity and that is what it's all about. It's about us all working for the children together and that the children can see we are like a human comfort blanket for them. They know we are there for them.


We cannot wait for the new City Council chambers to open down here at the future Fort Worth City Hall. We've listened to your feedback and are implementing it into the design such as ample parking, accessibility features such as ramps, elevators and assistive technologies to ensure that all members of our community are welcome to the new City Hall.


We welcome you to the prayer with the anointing water here at the USA, Good News Church. Anointing water is what Prophet David Joshua prayed for and blessed for. In generations before, God has used the rod of Moses to split the Red Sea. God has used the water to heal the Naaman. God has used the saliva of Jesus to open the eyes of the blind. He used the handkerchief of Paul to touch people who were possessed and people who were sick. And in this day and age, the Lord has blessed the anointing water through His servant Prophet David Joshua. And it's not the water that heals or delivers, it's Jesus Christ. Because anointing is only done in His name. Amen.  It's not necessary for you to suffer the things Jesus paid for with the great suffering. Your sickness, your nightmare, the attacks of the devil, they are illegal in your body. Because Jesus has taken that upon Himself through the cross of Calvary in Jesus' name. Amen. So let's just pray this simple prayer where you will welcome Jesus into your heart. Say this out loud after me. Say, Lord Jesus, open my heart to your word. Lord Jesus, open my heart to your faith. Lord Jesus, open my heart to your spirit. Amen. Receive the day in the name of Jesus. Right now, the anointing water prayer line in the United States is beginning. What you're about to see right now is the Holy Spirit moving, operating in the lives of people through the medium of the anointing water. And as you can see, the Avengers are here right now praying for every person who has come here from far and wide, from all over the United States to receive a touch from Jesus Christ. I want you to remember this morning that God cannot be limited by time or space. Distance is truly not a barrier to the move of the Holy Spirit.  The divine miracles, healing, deliverance and breakthrough. This can be yours because we know that believing is our connection to Jesus Christ. So this morning, open the eyes of your faith. So because when we know we open the eyes of our faith, it is the silencing of our fears. And we allow the Holy Spirit to move on our behalf. And each person who has come here this morning is doing just that to receive that divine touch from the Holy Spirit. We know that as we come here today, that because of Christ, we are eligible to receive of God's healing, deliverance and breakthrough.  You and I are here today to receive from the Holy Spirit simply because of Christ and Christ and the price that he paid. We know that Jesus Christ, he bought our healing, deliverance and breakthrough at the price of great suffering. So we must receive from him today. We must take it as a gift, as a special treasure from God to receive from him. Right now as you watch your scream, you can see the Holy Spirit at work. The name Jesus operating in the Spirit through the medium of the anointing water, touching this woman as she is being prayed for. As you can see, she's not at ease with herself as the Holy Spirit begins to uproot and remove every single darkness from her life. What you're seeing right now is a spiritual combat, the Holy Spirit at work moving in her life to remove everything that is not from God. Viewers, what you are witnessing right now is the real, authentic and forceful power of God working in the lives of these people. You can see the spirit of God moving as he continues to uproot every single darkness from this woman's life. Remember that you too can be a partaker of what this woman is receiving right here by simply connecting yourself in faith and receiving from Jesus Christ. You can see the spirit of God working in the Spirit as the name of Jesus is working in the Spirit today. Taking out every single thing that is not of God, removing every darkness. We know that where the light of God is that no darkness can prevail. That we know that our victory in Christ Jesus is as sure as the rising of the sun and we can stand confidently and boldly before the throne of grace to receive our miracle today. Faith is our connection and we know that the Bible says in Hebrews chapter 11 that without faith it is impossible to please God. Those who come to him must believe that he is and that he is the rewarder of those who diligently seek him.  Deliverance continues right now as the Holy Spirit is combating the evil spirits and darkness that is affecting the lives of these people. We can see that the Holy Spirit is removing and uprooting every area of darkness from the lives of these people today so that they too can walk in their freedom. We know that today their testimony is being restored in Jesus' name.  We know that we are able to receive from God based solely on the blood of Jesus Christ, not our own works, not our own deeds, but simply by the precious sacrifice of Jesus Christ. For we know that Jesus Christ has bought our healing and deliverance and breakthrough at the price of great suffering. So today we receive of his mighty plan today. The name of Jesus Christ, fire of the Holy Spirit in the mighty name of Jesus Christ. In the mighty name of Jesus Christ. Who are you? Fire in the mighty name of Jesus Christ.  Get up in the mighty name of Jesus. Stand straight. Who are you? Who are you?  All over you. Fire in the mighty name of Jesus. Who are you? What is your mission in her body? Say it louder. You came to destroy. How do you destroy? Answer in the mighty name of Jesus. How do you destroy her life? You kill.   Answer in the mighty name of Jesus Christ right now.  Where is your mission in her family? Fire of the Holy Spirit in the mighty name of Jesus Christ. Fire in the mighty name of Jesus Christ. Fire in the mighty name of Jesus Christ. Fire in the mighty name of Jesus Christ. Fire in the mighty name of Jesus. You unclean spirit. You must leave right now in the mighty name of Jesus Christ. Fire in the mighty name of Jesus Christ.  Out of her life in the mighty name of Jesus Church. Let's stretch our hands forward. Let's begin to command that evil spirit to come out in the mighty name of Jesus Christ.  Fire in the mighty name of Jesus Christ. Out right now in the mighty name of Jesus Christ. Fire. Fire. Fire. Fire all over her body. Fire all over her body. You cannot stand in the arena of liberty. Fire. Fire. Fire. Fire. Out in the mighty name of Jesus. Every single one of you. Out in the mighty name of Jesus Christ. Out in the mighty name of Jesus Christ. Out in the mighty name of Jesus Christ. All over your body right now. Out in the mighty name of Jesus Christ. Fire all over your body. Follow your body. Out. You snake. Out in the mighty name of Jesus Christ. You want clean spirit. Out. Come on church. Let's continue to pray. Out in the mighty name of Jesus Christ. Out in the mighty name of Jesus. Leave your life. Leave your body. Leave your right now. Out. Out. Out. Out in the mighty name of Jesus Christ. Everything go on. Out. Out. Out in the mighty name of Jesus Christ. Out of your body. Out in this life will be out in the mighty name of Jesus. Fire up all the ghosts. Fire all over your body in the mighty name of Jesus Christ.  Out every single one of you. Fire up the holy ghost. Every trace of darkness. Every trace of sickness. Every trace of family curse. Out in the mighty name of Jesus Christ. Out in the mighty name of Jesus. Fire up all the ghosts in the mighty name of Jesus Christ. Fire up all the ghosts. Every single one of you. Every trace of darkness. Every trace of darkness. Not one of you left behind. In Jesus' name. Out. Because of Christ be free in the mighty name of Jesus Christ. Because of Christ be free in the mighty name of Jesus Christ. In the mighty name of Jesus Christ. We declare you free in the mighty name of Jesus Christ.  Come on church, let's put our hands together. Say thank you Jesus. Thank you Jesus. Thousands were burdened with guilt because of their sins, but Jesus offered forgiveness. Thousands were spiritually starved, but Jesus said, I am the bread of life. Hundreds had bodies riddled with sickness and disease and Acts chapter 10 verse 38. But Jesus went about doing good and healing all who were oppressed of the devil. Say I am saved. Jesus is my Savior. Say I am healed. Jesus is my healer. I am delivered. Jesus is my deliverer. So my past is over. I am redeemed. I am justified. I am no longer condemned in Jesus' name. Say I will make God's word as standard for my life. I will go and sin no more in Jesus' name. Now this is a good time to give Jesus a round of applause as you go back to your seat and let's get ready for our next line in Jesus' name. Welcome you once again to the prayer line with anointing water that prophet Joshua has given us to pray for the people, for the sake, for those that are in need, for those that need freedom. It's not the anointing water that heals or delivers, but we know that anointing is done in Jesus' name. And like God used many mediums in the Bible today, He uses anointing water, but the anointing is done in Jesus' name. Jesus on the cross has paid a great price for your freedom, for your deliverance, and for your breakthrough. Amen. So today all you have to do is just receive it. No effort, no extra efforts needed. No extra things needed, no money needed. It's free because Jesus already paid a price on the cross. Amen. Let's open up in prayer. Repeat after me. Say Lord Jesus, open my heart to your word. Say Lord Jesus, open my heart to your faith. Say Lord Jesus, open my heart to your spirit in Jesus' name. Be ready to receive. And continues this morning as people come here from far and wide, from all over the United States to receive a touch from the Holy Spirit. Each person is here believing that Jesus Christ has an answer to their problem. We know that Jesus Christ truly is the answer to all fundamental issues of life.  Your answer comes only from Him who bore your sin and sickness on the cross. And today, because of that great suffering, because of the price that He has paid, because of Christ, you can receive your healing, your deliverance, your salvation, whatever it is you're looking for today, you can receive your answer because of Christ. So connect yourself in faith right now in Jesus' mighty name. Remember this morning that trusting in Christ Jesus is not a mere intellectual acknowledgement, but adherent to, commitment to, trust in and faith and total dependence upon Him for everything. That is, you must depend upon Him to live, to move and to have your being because no state of being is as rewarding as living in tune with Jesus Christ. In other words, in coming to Jesus Christ for help and spiritual healing, we should have an eye to Him as the promised Messiah, the trustee of mercy and grace. Therefore, let the guilty, the empty, the naked and the hungry be of good cheer and of comfort, for He calls them to be pardoned, filled, clothed and supplied in Jesus' mighty name. What you're witnessing right now is the Spirit of God moving in the life of this woman and the name of Jesus effectively working in the Spirit to remove every single area of darkness, poisonous substances are being uprooted from her body, removing any sickness, any disease that was once plaguing her life. The Word of God abiding in the medium of the anointing water becomes Spirit through the spoken word as the anointing water and as the evangelist speaks to the evil forces in the lives of people in Jesus' name, thereby bringing Jesus on the scene and when God is in the house, Satan and his agents must be exposed and expelled in Jesus' name. As prayer continues, we want to encourage everyone that is here this morning and that is watching us online to remain in an attitude of faith. We know that believing is our connection to Jesus Christ. It is important for us to have faith as we come here today because we know faith is the currency of heaven and it takes faith to receive from God. So we pray this morning in Jesus' name that you will have the measure of faith to receive from the Holy Spirit this morning, to receive your miracle, to receive your deliverance, to receive your healing, your salvation and your breakthrough. So we know that as we come to Jesus Christ with faith in his Son and his precious sacrifice that our healing, our deliverance, our breakthrough is as sure as the rising of the sun. So connect yourself in faith right now. Let faith overtake you. Let faith be a part of you. Let faith be on your lips as you stand here today to receive from God, even in the crowd or watching online. Let faith be the currency from which you receive from God. For we know that it is the only thing that pleases God when we come to him and you can come boldly before that throne of grace because of your faith in Jesus Christ and we know that it's because of Christ that we are called righteous. It is because of Christ that we are here this morning ready to receive from God Almighty. So stand in faith today, remain in that attitude in Jesus' mighty name. You can see right now as you watch your screen that every single darkness is being removed from the lives of the people. They're not at ease with themselves as the evil spirits must be forced out by the name of Jesus Christ. So you can see the evangelists using the name Jesus, working in the spirit to uproot and thwart out every single darkness because we know that where the light of God is, no darkness can prevail. So this morning we invite the light of the Holy Spirit to come and break every single shade of darkness over our lives and over the lives of the people who have come here today in Jesus' mighty name. As we're here today in the arena of liberty, I want to encourage you to confess your freedom this morning. Confess your faith in Jesus Christ this morning. Confess today is a good morning. So say good morning to your health, good morning to your freedom, good morning to your deliverance because we know that His mercy is new every single morning. So as you are here today, say good morning to your miracle because Jesus Christ is ready and He is willing. Just like the man with leprosy, he said, Jesus, if you are willing, and Jesus' response was yes, I am willing. So be healed in Jesus' mighty name. We know that the Spirit of God is willing to heal you. He is ready to heal you and it is only your responsibility just to receive, to receive from Him by faith, for we know that Jesus Christ took up our sin and sickness on the cross. He bore all of our sicknesses. He bore all of our sins so that you and I might live in freedom today. So don't miss your opportunity this morning to live in your freedom, to walk out your freedom. So begin to confess your freedom today in Jesus' mighty name. We know that the right hand of God is power.  We know that today their testimony is being restored.  And as you begin to witness the power of God moving in this place, know that your case cannot escape God's anointing, that whatever you see this morning, whatever you see happening here today, that you too can be a partaker of this divine healing, deliverance, salvation, and breakthrough. That you are not excluded from the mercy of God, because in His mercy you are healed. In His mercy you are delivered. In His mercy you are set free. So receive of His mercy today because His mercies are new every morning. So begin to confess your freedom and say good morning to your freedom. Good morning to your good health. Good morning to your financial breakthrough. Good morning to restoration in your life and in your marriage because today is the day of salvation in Jesus' name.  So we should not begin to see with our natural eyes, but let us see with our spiritual eyes and ask the Holy Spirit to open the eyes of our faith for when the eyes of our faith are opened it is the silencing of our fears. For we know that where the love of God is, that fear is not available, that fear is not welcome, because perfect love casts out all fear. So this morning let's connect ourselves to the love of God.  And he was willing to pray the price for you so that you can receive, so that you can be free, so that you can be next to him and be close to him in Jesus' name. I want you to repeat after me, say I am saved. Jesus is my savior. Come on, say I am healed. Jesus is my healer. Say I am delivered. Jesus is my deliverer. Say my past is over. Say my pain is over. Say my setback is over. Say I will walk in the light of my testimony. May God's word is standard for your life and go and sin no more. Amen. Come on church, let's put our hands together for these lovely people. You may take your seats.


The present study evaluates the effectiveness of local vegetable fibers, specifically LIF date palm tree fiber extracted from Biscara, Algeria, as a new composite biomaterial by determining its mechanical characteristics, including elastic modulus and Poisson's coefficient, and comparing it with other synthetic and plant fibers previously studied. This article was authored by Youssef Jeblon, Mabrouk Hessony, Tarek Dudi and others.