Finally, a culture that rewards big personal accomplishments over smaller social ones threatens to create a cohort of narcissists

Interesting...

This sounds somewhat similar to Mark Robertson's method of "live Roaming" (using Roam Research during his history classes) as a teaching tool on top of other prior methods.

link to: Roland Barthes' card collection for teaching: https://hypothes.is/a/wELPGLhaEeywRnsyCfVmXQ

https://web.archive.org/web/20230114235338/https://irisvanrooijcogsci.com/2023/01/14/stop-feeding-the-hype-and-start-resisting/

!- key finding : citizenship is a trusteeship - in which the individual takes on responsibility to participate in upholding the mutually agreed principles and promises leading to collective human self-realization - the individual works with others to collective realize this dream which affects all individuals within the group

!- implement : TPF / DH / SRG -implement this education program globally as part of Stop Reset Go / Deep Humanity training that recognizes the individual collective entanglement and include in the Tipping Point Festival as well

Matt Mochary leader coaching. open-sourced his entire curriculum

Free Google Course to take in 2023

1. Google Analytics for Beginners

https://connect.oeglobal.org/

https://connect.oeglobal.org/

Transmission of medical knowledge has a more immediate and direct application for people; as a result it may tend to be transmitted more faithfully either in written or oral forms. The written record of medical scrolls from antiquity were in constant demand.

We should do better at teaching and training creative behavior in schools. We say that we encourage exploration but somehow do it in all the wrong ways such we discourage it wholly.

The authors analogize educational levels and unemployment rates to playing musical chairs to underline the zero sum game being played in the labor market.

This becomes a useful argument for why a universal basic income ought to be implemented, not to mention the bullshit job thesis which pairs with it.

There is a direct analogy to statistical mechanics and thermodynamics to be drawn here.

To add some other intermediary services:

• ko-fi (site for contribution)
• GitHub sponsors (for GitPages)
• itch.io (for games)
• Gumroad (for sites and repositories)
• Patreon (for fan interaction)

To add a service for groups:

• Open Collective

To add a service that enables fans to support the creators directly and anonymously via microdonations or small donations by pre-charging their Coil account to spend on content streaming or tipping the creators' wallets via a layer containing JS script following the Interledger Protocol proposed to W3C:

• Web Monetization

If you want to know more, head to Web Monetization or Community or Explainer

Disclaimer: I am a recipient of a grant from the Interledger Foundation, so there would be a Conflict of Interest if I edited directly. Plus, sharing on Hypothesis allows other users to chime in.

This cultural entrenchment infects may other areas of activity, including education practice, where a gospel of competeition undermines the core ethos of practice to turn a core function of human culture and civilization into a winnowing process assuring maintainence of privilege.

Paper gives surprisingly good overview of models of learning within the cognitive sciences up to 2008. Attempts to dispel myths and summarize the literature on multimodal learning. Link to paper on Semantic Scholar

Wood, Bruner, & Ross (1976) define scaffolding as what? (Metiri Group, Cisco Sytems, 2008) The act of providing learners with assistance or support to perform a task beyond their own reach if pursued independently when "unassisted."

What term do Wood, Bruner, & Ross (1976) define as "The act of providing learners with assistance or support to perform a task beyond their own reach if pursued independently when 'unassisted.'"? (Metiri Group, Cisco Sytems, 2008) Scaffolding

How do Bransford, Brown, & Cocking (2000) define schemas? (Metiri Group, Cisco Sytems, 2008) As chunks of multiple individual units of memory that are linked into a system of understanding

What term is defined by Bransford, Brown, & Cocking (2000) to be "chunks of multiple individual units of memory that are linked into a system of understanding"? (Metiri Group, Cisco Sytems, 2008) Schemas.

How is learning defined by Sweller in 2002? (Metiri Group, Cisco Sytems, 2008) The storage of automated schema in long-term memory

What term does Sweller define as the "storage of automated schema in long-term memory"?

Hello! Daisy Thomas is my name. I recently earned an Economics Ph.D. degree from the University of Arizona, Tucson, USA. I earned my CSET AND CBEST (Multiple Subjects) teaching certificates on the side and graduated with a 7.75 GPA! I am an expert in Economics, statistics and Money Market. I worked on this Economics Homework Help and for exam purpose take my economics exam website and my client was so impressed with my work and also gave me 9.2/10 ratings. If you want to me to work for you then you can hire me anytime, I will never disappoint you.

Compulsory education and changes in curriculum in the United States and some of it's competitors in the late 19th century clearly benefitted advances in commerce, industry, and became a factor in national security.

Bowles and Gintis apparently make an argument in Schooling in Capitalist America that changes in education in the late 1800s/early 1900s served the ends of capitalists rather than the people.

https://threadreaderapp.com/thread/1590503604154093568.html

https://hypothes.is/search?q=tag%3A%27etc556+etcnau%27

Randomly ran across a great tag full of education resources...

Seems to be related to this class:<br /> ETC 556 - Contexts And Methods Of Technology In Adult Education

Description: This course is designed for adult educators in the various contexts, including: higher education, military, non-profit, health and business settings. Through research, readings and collaborative activities, students will gain an understanding of various adult learning methods that include, but are not limited to, training, professional development, performance improvement, online and mobile learning. Letter grade only.

https://catalog.nau.edu/Courses/course?courseId=011553&catalogYear=2223

Page with many resources on - Learning - Creativity - Intelligence - Sleep - Education - Memory - Health - Productivity - Myths - SuperMemo - Older texts

25+ Best Javascript Rich Text Editors (WYSIWYG) For Faster And Useful Development

• I will download the full article through EBSCO.

-This article will provide me with examples of how transformative learning theory can be put into practice in higher education settings and its limitations.

-rating 7/10

Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theory into practice. Australian journal of adult learning, 55(1), 9-30.

This article will provide me with an overview of the experiential learning theory and how it can be applied to higher education settings.

-rating 8/10

Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44.

-I will download the full article through EBSCO.

-This article will give me perspective on the limitations of current research on teaching and learning with technology in higher education settings.

-rating 8/10

Kirkwood, A., & Price, L. (2013). Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education. British Journal of Educational Technology, 44(4), 536-543.

-This article will provide me with insight as to faculty's attitudes towards adopting new technologies and incorporating them in higher education settings.

-rating 7/10

John, S. P. (2015). The integration of information technology in higher education: A study of faculty's attitude towards IT adoption in the teaching process. Contaduría y administración, 60, 230-252.

-I will download the full article through EBSCO.

-This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.

-rating 7/10

Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153-172.

-I will download the full article through EBSCO.

-This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.

-rating 7/10

-I will download the full article in EBSCO.

-This article will provide me with insight into whether the use of technology in higher education classrooms is effective.

-rating 6/10

Price, L., & Kirkwood, A. (2014). Using technology for teaching and learning in higher education: A critical review of the role of evidence in informing practice. Higher Education Research & Development, 33(3), 549-564.

-I will download the full article through EBSCO.

-This article provides insight to students perspectives of how they learned with technology in their higher education classrooms.

-rating 7/10

Milliken, J., & Barnes, L. P. (2002). Teaching and technology in higher education: student perceptions and personal reflections. Computers & Education, 39(3), 223-235.

• I will download the full article through EBSCO.

-This article will provide me with insight on how to use technology to teach in higher education settings. This presents what conceptual change means and how it has been used in higher education settings.

-rating 6/10

Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87.

-This article will provide me insight on what excellent teaching looks like in higher education settings.

-rating 6/10

Gourlay, L., & Stevenson, J. (2017). Teaching excellence in higher education: Critical perspectives. Teaching in Higher Education, 22(4), 391-395.

-This article will provide me with an overview of the learning theory known as student involvement and how it can be used in higher education settings.

-rating 7/10

Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of college student personnel, 25(4), 297-308.

-I will download full article through EBSCO.

-This article will provide me with insight on the evaluation of competence-based teaching theory in higher education and how it is put into practice.

-rating 8/10

Bergsmann, E., Schultes, M. T., Winter, P., Schober, B., & Spiel, C. (2015). Evaluation of competence-based teaching in higher education: From theory to practice. Evaluation and program planning, 52, 1-9.

-I will download the full article through EBSCO.

-This article will provide me with insight into how to use technology for teaching and learning in higher education settings.

-rating 8/10

Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning?. The Internet and Higher Education, 15(4), 247-254.

-I will download the full article in EBSCO.

-This article will provide me with information on the popular learning theory of social constructivism and its benefits.

-rating 7/10

Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. Mentoring & Tutoring: partnership in learning, 24(2), 124-136.

-I will download full article in EBSCO.

-This article will give me some insight on what technology- enhanced learning means and how it has been incorporated in higher education settings.

rating 7/10

Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? A critical literature review. Learning, media and technology, 39(1), 6-36.

It is good to see a significant Western leader cracking down on the so-called Confucius Institutes and explaining why they are threats. I hope that his CCP policies match his series of tweets.

I tried to do this in my last role as a lab manager and we have a PhD student spreadsheet I added variables to for this specific purpose.

Check it out here: https://docs.google.com/spreadsheets/d/10qMAJjYc7fTGLLSmvrD7pk8v1KeHJYLC47JMBvqxG8A/edit?usp=sharing

Is it possible that with the flowering of the storehouse of knowledge and the rise of information overload following Gutenberg's moveable type, we became overly enamored with Sayers' subject-based Quadrivium that we forgot to focus on the basics of the Trivium?

Hilarious that she sees "exceptionally docile parents" as a necessary condition for educational reform!

Compared to classical education, modern education concentrates on teaching only "subject" areas and relying on one to osmose the methods for thinking, arguing, and properly expressing one's ideas as they proceed, if in fact they do at all.

Émile: or On Education was so popular that it was rented out by the hour for additional profit instead of being sold outright. [summary]

When did book rental in education spaces become a business model? What has it looked like historically?

Just as the ideas of liberty and freedom were gifted to us by Indigenous North Americans as is shown by Graeber and Wengrow in The Dawn of Everything, is it possible that the same sorts of ideas but within the educational sphere were being transmitted by Indigenous intellectuals to Europe in the same way? Is Rousseau's 18th century book Emile, or On Education of this sort?

What other sorts of philosophies invaded Western thought at this time?

Rousseau, Jean-Jacques. Émile, or On Education. Translated by Alan Bloom. 1762. Reprint, Basic Books, 1979. https://www.basicbooks.com/titles/jean-jacques-rousseau/emile/9780465019311/

Comenius championed not only lifelong learning in Didactica magna, but he also argued for educating females, something not commonplace in the 17th century.

Apparently one couldn't ever force children to learn anything...

It's worth keeping in mind that schools and education aren't necessarily linked.

Education: A Very Short Introduction. Second Edition. Very Short Introductions. Oxford, New York: Oxford University Press, 2021. https://global.oup.com/academic/product/education-a-very-short-introduction-9780198859086?cc=us&lang=en&

In the context of public schools, it would make sense for the City to consider merging student IDs with travel Metro Cards... well it would if the City wasn't moving away from Metro Cards. Issue would be extending the solution to private schools. However, in this case, the issue is just general NYC incompetence.

https://www.carnegie.org/our-work/article/do-colleges-fulfill-the-promise-of-social-mobility/

The NYCDOE was correct to sever its tie with third-party services, but why was the default response to build its own service? It was not long ago that there were no mobile applications for grades, attendance, and messaging.

There are three goals of most reading: education, information, and understanding.

Are there others we're missing here?

What effect might this have on the learning process of purely oral cultures?

https://screencast-o-matic.com/

Recommended by Greg McVerry

Wieman, Carl. “How to Become a Successful Physicist.” Physics Today 75, no. 9 (September 2022): 46–52. https://doi.org/10.1063/PT.3.5082

The details here are also good in teaching almost all areas of knowledge, particularly when problem solving is involved.

How might one teach the practice of combinatorial creativity?

The US penalizes those who don't complete high school to a higher degree than other countries and this can tend to lower our economic resiliency.

American exceptionalism at play?

Another factor at play with respect to https://hypothes.is/a/2uAmuEENEe2KentYKORSww

There is some transformative potential here for these insights to be valuable for Educators as well as to serve as data points that help Learners. be more informed consumers (especially when the data allows for "twinning" that allows for Learners to approximate anticipated outcomes based on historical outcomes for people who share characteristics with them). At the same time, a clear hurdle separating the aspirations from the reality is the priority of the ownership. It seems that for all the exciting potential, getting there necessarily triggers a dynamic of multiple stakeholders having legitimate assertions of ownership over the data, meaning that compromises must be made, and that we may quickly begin to see qualifications to the notion of learner ownership that are a far cry from any absolute, binary interpretation. This is not necessarily a bad thing, but if it is in fact a thing, it's something to be acknowledged and centered so as to avoid appearing (or being) disingenuous brokers of the conversation.

The social annotation being discussed here is geared toward classroom work involving reading and absorbing basic literature in an area of the sort relating to lower level literature reviews done for a particular set of classes.

It is not geared toward the sort of more hard targeted curated reading one might do on their particular thesis topic, though this might work in concert with a faculty advisor on a 1-1 basis.

My initial thought on approaching the paper was for the latter and not the former.

It seems broadly true in the new millennium and potentially much earlier that students are not taught broader reading strategies within academic settings. The history of note taking strategies and teaching would indicate that this wasn't always true.

In prior centuries there was more focus in earlier education on grounding in the trivium and quadrivium including rhetoric. These pieces and their fundamentals are now either glossed over or skipped altogether to focus more training on what might be considered more difficult and more important material. It would seem that educational reforms from the late 1500s shifted the focus on some of these prior norms to focus on other materials, and in particular reforms in the early 1900s (Charles William Eliot , et al) which focused on training a workforce for a more industrialized and capitalistic society weaned many of these methods out of earlier curricula. This results in students dramatically under-prepared for doctoral research, analysis, and writing.

To get help with your academic problems you must try Statistics Homework help to get good grades and course guidance.

If you are looking for your statistics homework help visit the best website Statistics Homework Help, it has more than 300+ p.hD experts and they provide help with 24x7.

Basic necessary learning.

Timestamps 19:11 - 35:20

CA Senate Bill 488 2021; signed, in process,

Orton-Gillingham method (procedure/process) but can be implemented differently. Rigorous and works. Over 100 years old.

Wilson program uses pieces of OG. What's this? Not enough detail here.

Dyslexia training will be built into some parts of credentialling programs.

Each child is different.

This requires context knowledge on the part of the teacher and then a large tool bag of methods to help the widest variety of those differences.

In the box programs don't work because children are not one size fits all.

Magic wand ? What would you want?

Madhuri would like to have: - rigorous teaching in early grades - if we can teach structured literacy following a specific scope in sequence most simple to most complex - teaching with same familiar patterns over and over - cumulative (builds on itself) - multisensory - explicit - Strong transitional kindergarten through grade 3 instruction

Prevention trumps intervention.

Otherwise you're feeding into the school to prison pipeline.

Madhuri's call for teaching that is structured, cumulative, multisensory, and explicit sounds a lot like what I would imagine orality-based instruction looks like as well. The structure there particularly makes it easier to add pieces later on in a way that literacy doesn't necessarily.

I wonder if there are also soft skills in literacy

I wonder if there are also soft skills in literacy/

Schumaker, E. (2021, September 22). Poll after poll shows the same thing: Americans are cool with vaccine mandates. Business Insider. https://www.businessinsider.com/most-americans-support-covid-19-vaccine-mandates-polls-2021-9

London, U. C. (2021, December 13). Unwillingness to have booster vaccine most common in groups with highest infection rates. https://medicalxpress.com/news/2021-12-unwillingness-booster-vaccine-common-groups.html

Klein, B., Generous, N., Chinazzi, M., Bhadricha, Z., Gunashekar, R., Kori, P., Li, B., McCabe, S., Green, J., Lazer, D., Marsicano, C. R., Scarpino, S. V., & Vespignani, A. (2021). Higher education responses to COVID-19 in the United States: Evidence for the impacts of university policy (p. 2021.10.07.21264419). https://doi.org/10.1101/2021.10.07.21264419

Oh, come on. "Genius culture" exists in all academia to one degree or another. To say that logic is somehow more susceptible to this than other disciplines is stunningly arrogant and cloistered thinking.

https://de.wikipedia.org/w/index.php?title=Erwin_Ackerknecht&stable=1

[[Place-Based Education]]

Just as physics and engineering professors don't always rely on the mathematics department to teach all the mathematics that students should know, neither should any department rely on the English department to teach students how to take notes.

All of the information above that has been consented to, can be used by NetGear to make money off consenting individuals and their families.

This gives Netgear permission to know what you plug into your computer, be it a FitBit, a printer, scanner, microphone, headphones, webcam — anything not attached to your computer.

This could give Netgear the consent to watch every application you use, from The Sims to SETI to Photoshop to You Need A Budget.

Learners often required support, especially with the planning and reviewing aspects of self-directed learning, as well as guidance regarding how digital technologies can be used effectively for educational purposes. Importantly, studies that ..

College dormitories rooted in monastery and convent styles

virtual reality increases the depth of our knowledge

Been making that point about health (especially since, like education, it's a provincial jurisdiction). It's easy to think of perverse incentives if a profit motive dominates education and health. Physicians would want people to remain sick and teachers would prefer it if learners required more assistance.

Hadn't thought enough about the DND part. Sure gives me pause, given the amounts involved. Or the fact that there's a whole lot of profit made in that domain.

So, businesspeople are quick to talk about "cost centres". Some of them realize that those matter a whole lot.

They're drawing primarily from students with the following broad interests: - learning sciences / educational psychology - sociology of education (to influence policy/practice) - those with strong real-world experience (looking to apply it to a specific area)

tuition coverage & stipend<br /> must be based in Baltimore<br /> prefer one speaks to faculty members for alignment of research areas and mentorship prior to joining

https://www.youtube.com/watch?v=skuxmCFTHlI

Asian culture values education which I believe was implanted through their long history. The learned the lesson that to survive, to live better live, to have ore power, they need higher degree. It is such good question to think that maybe other culture that do not have this ideology build in will be disadvantaged.

I'm not sure that's the correct diagnosis.

Alternative take: you were not, at that point in your life, equipped to understand that you could be generating new ideas and that you should walk away from that writing course with an appreciation for writing as a vehicle for what you'd like to accomplish with a given subject/format. It's fine that you didn't—many people don't—and your instructors, institution, parents, community, etc. probably could have done a better job at communicating this to you, but it was there, and it was the point all along.

The associative emblematic worldview prevalent prior to the seventeenth century began to disappear within Western culture as the rise of the early modern period and the beginning of the scientific revolution began to focus on more descriptive modes of thought and representation.

Have any researchers done specific work on this shift from emblematic to the descriptive? What examples do they show which support this shift? Any particular heavy influences?

This section cites:<br /> William B. Ashworth, Jr. “Natural History and the Emblematic World View,” in Reappraisals of the Scientific Revolution, David C. Lindberg and Robert S. Westfall, eds #books/wanttoread<br /> which could be a place to start.

Note that this same shift from associative and emblematic to descriptive and pedantic coincides not only with the rise of the scientific revolution but also with the effects of rising information overload in a post-Gutenberg world as well as the education reforms of Ramus (late 1500s) et al. as well as the beginning of the move away from scholasticism.

Is there any evidence to support claims that this worldview stemmed from pagan traditions and cultures and not solely the art of memory traditions from ancient Greece? Could it have been pagan traditions which held onto these and they were supplemented and reinforced by ecclesiastical forces which used the Greek traditions?

Examples of emblematic worldview: - particular colors of flowers meant specific things (red = love, yellow = friendship, etc.) We still have these or remants - Saints had their associative animals and objects - anniversary gifts had associative meanings (paper, silver, gold, etc.) We still have remnants of these things, though most are associated with wealth (gold, silver, platinum anniversaries). When did this tradition actually start? - what were the associative meanings of rabbits, turtles, and other animals which appear frequently in manuscript marginalia? (We have the example of the bee (Latin: apes) which where frequently used this way as being associated with the idea of imitation.) - other broad categories?

Tools which allow for flexibility and creativity are better for knowledge workers than those which attempt to crystalize their tasks into ruts. This may tend to force the outputs in a programmatic way and thereby dramatically decrease the potential for innovative outputs. If the tools force the automation of thought without a concurrent increase in creativity then one may as well rely on manual labor for their thinking.

This may be one of the major flaws of tools for thought in the educational technology space. They often attempt to facilitate the delivery of education in an automated way which dramatically decreases the creativity of the students and the value of the overall outputs. While attempting to automate education may suit the needs of institutions which are delivering the education, particularly with respect to the overall cost of delivery, the automation itself is dramatically at odds with the desire to expand upon ideas and continue innovation for all participants involved. Students also require diverse modes of input (seen/heard) as well as internal processing followed by subsequent outputs (written/drawn/sculpted/painted, spoken/sung, movement/dance). Many teachers don't excel at providing all of these neurodiverse modes and most educational technology tools are even less flexible, thus requiring an even larger panoply of them (often not interoperable because of corporate siloing for competitive reasons) to provide reasonable replacements. Given their ultimate costs, providing a variety of these tools may only serve to increase the overall costs of delivering education or risk diminishing the overall quality. Educators and institutions not watching out for these traps will tend to serve only a small portion of their intended audiences, and even those may be served poorly as they only receive a limited variety of modalities of inputs and outputs. As an example Western cultures' overreliance on primary literacy modes is their Achilles' heel.

Tools for thought should actively attempt to increase the potential solution spaces available to their users, while later still allowing for focusing of attention. How can we better allow for the divergence of ideas and later convergence? Better, how might we allow for regular and repeated cycles of divergence and convergence? Advanced zettelkasten note taking techniques (which also allow for drawing, visual, auditory and other modalities beyond just basic literacy) seem to allow for this sort of practice over long periods of time, particularly when coupled with outputs which are then published for public consumption and divergence/convergence cycles by others.

This may also point out some of the stagnation allowed by social media whose primary modes is neither convergence nor divergence. While they allow for the transmission/communication portion, they primarily don't actively encourage their users to closely evaluate the transmitted ideas, internalize them, or ultimately expand upon them. Their primary mode is for maximizing on time of attention (including base emotions including excitement and fear) and the lowest levels of interaction and engagement (likes, retweets, short gut reaction commentary).

first test note.

If these are the types of things that are interesting, you might also try a shared bibliography that a handful of readers/researchers share and contribute to: https://www.zotero.org/groups/4676190/tools_for_thought

I've spend a lot of time in the education, pedagogy, and instructional design spaces in the past decade. I can guarantee you that he hasn't solved the problem. People have been talking about education reform for centuries and it's still no where close to being solved. If anything perhaps it's even gotten worse, particularly in Western culture.

If this is your area, I'd recommend taking a look at some of Andy Matuschak's work on mnemonic medium and Lynne Kelly's work on orality and memory which take some non-standard approaches to some of these wholly unsolved questions. Annie Murphy Paul's recent book The Extended Mind will also outline some fun recent work and potentially show you gaping holes in the thought enterprise.

https://www.reddit.com/r/antinet/comments/vu9ct9/folks_i_need_some_advice/

This is a key leverage point strategy for Stop Reset Go for Rapid Whole System Change (RWSC) strategy. As argued by Kevin Anderson https://youtu.be/mBtehlDpLlU, the wealthy are a crucial subculture to target and success can lead to big decarbonization payoffs.

The key is to leverage what contemplative practitioners and happiness studies both reveal - after reaching a specific level of material needs being met, which is achievable for staying within planetary boundaries, we don’t need any more material consumption to be happy. We need an anti-money song: https://youtu.be/_awAH-JJx1kamd and enliven Martin Luther King Junior’s quote aspirational: the only time to look down at another person is to give them a hand up. Educate the elites on the critical role they now play to solve the double problem of i equality and runaway carbon emissions.