So what I did is I tried to put into an acronym, all the principles that I use, not only in parenting, but in my classes, because I started in 1984, at Palo Alto High School with 20 kids. In a typical journalism program, you look around the country, you see 2025, at the most kids in the journalism program. And the question was like, What did I do, to have hundreds of kids want to take journalism. And today, it's the largest journalism program in the nation. And so I was trying to figure out what I could tell everybody that would help them replicate some of the things that I had done. And so my students actually helped come up with the acronym, because I asked them, you know, what am I what do I do that is different from other teachers? I don't understand why you don't want to take journalism, why aren't you taking ceramics or something like you don't have to do any work? Because I make them work. And they told me repeatedly, this was two years in a row, where the kids said, you trust us? And I thought that that was kind of like, it's like, what an answer that is, how am I supposed to deal with that one. But they both groups set it and they set it independently, so they weren't influenced by each other. So I thought there must be something to that. And then I also realized that I was respecting them. Because they came up, you know, teenagers, they come up with some of the wackiest ideas you've ever heard. And so then I pulled in. So what else do I do, and I give him a lot of independence. Instead of being a teacher, who dictates and tells you what to do all the time, I collaborated with them, setting up the rules for the class, setting up expectations for the classroom, setting up how you do it. And then kindness that was just that was, was obvious to all of them, they're like, you're always nice to us, you care about us. I mean, I kept getting these, this feedback, the school collects feedback on teachers. And I would get this feedback because like, you know, that I care about them, not just as a student, but as a person. So I put this all together, and this acronym, and I realized that it was what I did with my children also. And then I wanted to help other parents also have successful relationships with their kids. And so that's why I put that together, and did it that way. And I think, I think if you just think about it, what I did with my children early on, is I trusted them and respected them. I gave them I taught them, how to protect themselves, and then I trusted them. And then I when they came up with wacky ideas, like you cannot imagine the wacky ideas my kids had, I can go into that later. But I didn't make fun of them. I didn't laugh at them. I didn't say terrible. Same thing with my students. And I think that builds into a child the sense of accomplishment, and that they can do anything. And I can see that in my kids now as they're adults, that they're willing to take on anything for the most part. And well, maybe not black bears in the middle of the night or something. But, you know, most challenges and they can figure out a path out and how to work with people and also how to empower the people that you work with not just, you know, do it yourself and be great, but also bring other people along on the mission. And have them also be part of part of whatever it is project that you're working on, which is what I did with them. And so they replicate it. And so that was, that's where this acronym trick comes from. And that's why, you know, that's why I built that book around the acronym. And I thought it was be easy for people to remember. You know, when you're a parent, you're like, frantic, you know, kids here doing crazy things. And you're like, and you need to stop yourself and say, Oh, my God, am I does this action show that I'm trusting them, and respecting them. And so maybe, then you can stop, breathe for 10 seconds, and then move forward. So that was my goal.