<em>O mapa cor de rosa</em> by Maria Velho da Costa: Migration, Dis-location and the Production of Unstable Cartographies

This article considers the texts written by Maria Velho da Costa when she was living in London, in the early 1980s. Taking a closer look at the crónicas initially published in the Portuguese newspaper A Capital, at a time when the relationship between Portugal and its European others was under intense scrutiny, and subsequently compiled in O mapa cor de rosa: cartas de Londres (1984), I argue that the process of dislocation experienced by the writer encouraged her to develop a literary cartography with unstable geographic and cultural boundaries and through which personal, national and linguistic identities and locations are seen as hybrid and always in transit.

Dreaming Diversity: Second Generation Australians and the Reimagining of Multicultural Australia

Azerbaijan's complex history has weaved a tapestry of linguistic, cultural, and national identities among Azerbaijanis through centuries of political, social, and linguistic integration. In the current post-Soviet era, this identity is undergoing another period of change, with influences from intra-state ethnic, religious, and sociopolitical institutions as well as from regional and international powers. This article centers on linguistic identity among Azerbaijani youth at three types of schools: Azerbaijani-medium, Russian-medium, and English-medium. The authors seek to discover whether and to what extent the language of instruction in each type of school affects linguistic identity, which in turn has implications for national identity. The article first discusses the existing literature on language and identity in second language acquisition and socio-educational linguistics. It then examines Azerbaijan's linguistic and political history through the lens of the latter framework, as a context for an analysis of the data from surveys and focus groups. The article analyzes the relationship between medium of instruction in school and students' perceptions of language and identification with various language groups, and discusses the findings of a significant correlation between language of instruction and linguistic identity, with its implications for national identity.

Objective: Smart phones have rapidly become an integral, and for some, an essential communication device worldwide. The issue of identity has always been a subject of interest among psychologists. The present study was conducted to compare personal and national identity and their subscales between cell phone addicts and non-addicts.Method: In this cross-sectional study, 500 student cell phone users from various universities in Tehran were recruited using stratified sampling. Participants completed cell phone addiction questionnaires including Mobile Phone Problematic Use Scale (MPPUS), Cell Phone Dependency Questionnaire (CPDQ), Personal Identity Development Questionnaire, Extended Objective Measure of Ego Identity Status (EOMEIS) and National Identity Questionnaire. Then, the subscales of these instruments were analyzed using SPSS Version 20.Results: Results of this study revealed significant differences between cell phone addicts and non-addicts in the scores of national identity, personal identity, and most subscales, except for some subscales (P<0.05). In addition, a negative and significant relationship was found between personal and national identity and cell phone addiction (r=-0.35, -0.33, respectively).On the other hand, after controlling for the confounder variables, we found that national identity had an effect on cell phone addiction(OR=0.05, CI=0.92-0.98).Conclusion: The results of this study indicated that cell phone overuse may be correlated with defects in some aspects of national and personal identity.

Backgrounds:The present study was carried out in order to compare national and personal identity and their subscales in internet addicts and nonaddicts.Materials and Methods:This study was a descriptive-analytical research, and was carried out on 384 student internet users in different universities in the city of Isfahan who were selected using quota sampling. Subjects completed the questionnaires, then, subscales of personal and national identity questionnaires in internet addict and nonaddict were analyzed via SPSS16 software.Results:Results indicated a significant difference between the scores of national identity and personal identity as well as all subscales in internet addicts and nonaddicts, except for national heritage and homeland defence factors. In addition, there was a negative and significant relationship between addiction to internet and personal and national identity, except for the fourth and fifth factors of national identity (viewpoints of others considering the national group and homeland defence). Moreover, after controlling for the sex variable, internet addiction had an effect on personal and national identity.Conclusion:The findings of this research indicate that an excess of internet use and overinvolvement in cyberspace and the addiction to them, could be associated with defects in some aspects of national and personal identity.

Author's Introduction Our article outlines the need to bring together the literatures on personal and cultural identity – which have thus far been disconnected from one another. As one develops a sense of personal identity (e.g., goals, values, and beliefs), does one also develop a sense of cultural identity (e.g., how the individual and the group are prioritized, as well as attachment to and affiliation with one's ethnic, cultural, and national group)? This question is becoming increasingly important as Western countries become more and more diverse and multicultural, and as the world becomes more and more international and global. Individuals of European descent in the United States, Canada, Western Europe, Australia, and New Zealand, for example, are no longer insulated from other cultural streams. A generation ago, White Americans, for example, held dominion over the United States and over what ‘American culture’ was. With the advent of mass immigration of ethnic and cultural minorities, as well as globalizing technologies such as email, video conferencing, instant messaging, and virtual chatrooms, we are no longer insulated by our borders. Each of us is a citizen of the world, and this is becoming truer and truer over time. Thus, cultural identity and personal identity are increasingly likely to be related – and the ways in which they influence one another needs to be studied. How does my cultural position in my society (and in the world) influence who I am as a person? How do my cultural beliefs and worldviews influence my personal goals, values, and beliefs? Author Recommends Côté, James E., and Levine, Charles G. (2002). Identity formation, agency and culture: A social psychological synthesis . Mahwah, NJ: Lawrence Erlbaum Associates. This book discusses personal identity within the context of culture, and it clearly sets the stage for a discussion of how personal identity is affected by cultural processes. Arnett, Jeffrey Jensen. (2002). The psychology of globalization. American Psychologist , 57 , 774–783. This article discusses the ways in which globalization affects the personal and cultural identities of people around the world. In particular, the article stresses that individuals will be exposed to various cultural streams even if they never leave their countries of origin and do not come into direct contact with people from other parts of the world. The mass exportation of Western television programs, music, dress styles, fashion, and beliefs is leading people to ‘acculturate’ to Western values and behaviors. Bosma, Harke A., and Kunnen, E. Saskia. (2001). Determinants and mechanisms in ego identity development: A review and synthesis. Developmental Review , 21 , 39–66. This article reviews the ways in which personal identity is developed in ‘individualist’ and ‘collectivist’ contexts. In more individualistic contexts, personal identity is developed through active exploration of different alternatives, commitment to one or more of these, and an in‐depth evaluation of the commitment that has been made. In more collectivistic contexts, personal identity is developed through identification with the goals, values, and beliefs of significant others. This article was one of the first to address personal identity more broadly than through a Western lens. Matsumoto, David. (2003). The discrepancy between consensual‐level culture and individual‐level culture. Culture and Psychology , 9 , 89–95. This article argues that individualism and collectivism (and related constructs such as independence and interdependence) operate differently at the between‐individual level than at the between‐culture level. When studying the interface between personal identity and cultural identity, only individual‐level conceptions of cultural identity should be used. National‐level differences in cultural identity constructs tend to be fairly small – suggesting that most of the differences are between individual people. Schwartz, Seth J., Luyckx, Koen, and Vignoles, Vivian L. (editors, forthcoming). Handbook of identity theory and research . New York, NY: Springer. This forthcoming handbook will consist of state‐of‐the‐art summaries and reviews from some of the leading identity scholars in the world. Chapters will focus on many different domains of identity, including personal and cultural identity but also including national, religious/spiritual, sexual, gender, social, and vocational identity. The book will be an important resource both for students and for professors interested in the field of identity. Sample Syllabus Please add all or a portion of a syllabus that might adopt your article and present it in a broader context to the classroom. Eg. Topics for Lecture &amp; Discussion Week 1 – Overview (What is Identity) Cote, James E. 1996. Sociological perspectives on identity formation: The culture‐identity link and identity capital. Journal of Adolescence . 19: 417–428. A framework for understanding identity formation in an interdisciplinary fashion by addressing the relationship between culture and identity. Grotevant, Harold D. 1987. Toward a process model of identity formation. Journal of Adolescent Research . 2: 203–222. Proposes a model for conceptualizing identity formation that is developmental, contextual and life‐span in scope. Four major components are as follows: individual characteristics, contexts of development, identity process in specific domains, and interdependencies among the identity domains. Weeks 2–4 Neo‐Eriksonian Identity Perspectives (Identity Status, Identity Style, Et Cetera) Berzonsky, Michael D. 1989. Identity style: Conceptualization and measurement. Journal of Adolescent Research . 4: 268–282. A conceptualization of three styles of personal problem solving and decision making – and information orientation that actively seeks and evaluates information, a normative orientation that focuses on internalized conventions, and a diffuse orientation that avoids action until affective cues dictate behavioral reactions. This study measures a validity of a self‐report measure of these styles. Meeus, Wim. 1996. Toward a psychosocial analysis of adolescent identity: An evaluation of the epigenetic theory (Erikson) and the identity status model (Marcia). Hurrelmann, Klaus (Ed.); Hamilton, Stephen F (Ed). (1996). Social problems and social contexts in adolescence: Perspectives across boundaries . (pp. 83–104). xiv, 299 pp. Hawthorne, NY: Aldine de Gruyter. This chapter discusses Erikson's identity theory and Marcia's identity status model, with application to adolescent identity. The author evaluates their empirical validity. Weeks 5–7 Social Identity Perspectives Worchel, Stephen; Morales, J. Francisco; Paez, Dario; Deschamps, Jean‐Claude (Eds.). 1998. Social identity: International perspectives. Social identity: International perspectives. xix, 263 pp. Thousand Oaks, CA: Sage Publications, Inc. This books brings together the latest empirical and theoretical findings in the field of

Numerous sociolinguistic studies have been concerned with investigating the factors that pose challenges to the position of Arabic in the Arab Gulf countries including the demographic structure, migrant labor, bilingual education, and the unique diaglossic nature of Arabic. However, thus far, there has been no conceptual framework for addressing the implications of the increasing use of English for the position and future of Arabic in these countries. A number of studies concluded that English has superseded Gulf Arabic and dominated the linguistic identity of its native speakers without providing empirical evidence for such claims. In the face of this limitation, this study adopts a sociolinguistic framework using language planning and language policy (LPP) methods in order to investigate the effects and implications of the use of English as a global language and lingua franca in the Arab Gulf states and propose workable, reliable and effective language policies that can help in maintaining Arabic as the first language in the Gulf Cooperation Council (GCC) states and addressing problems of language endangerment and death. Results indicate that the disappearance of a language and the loss of its status cannot be solely attributed to the widespread of global English. Global English, on the contrary, should not be considered as a threat to the linguistic and national identity in the GCC countries. The real threat that Arabic faces is the failure to meet the increasing needs of its users and speakers which has its implications for the status and future of Arabic. It is suggested then that more descriptive approaches should be adopted in the analysis and teaching of Arabic. Linguistic changes of Arabic should be considered inevitable and not be resisted in order for Arabic to address the changing needs of its users. Arabic should also be more involved in today&amp;rsquo;s globalised world. Finally, the sense of linguistic identity should be promoted among citizens and students.

The article explores the problems of the correlation of linguistic, ethnic, and national identity, and defines related terms and concepts. It also considers the issues of bilingual individuals’ linguistic and national identity. The practical analysis of the current language situation in Ukraine, defined as bilingual, is based on a sociolinguistic survey from May 2022. The theoretical conclusions of the research define ethnic identity as the awareness of an individual’s belonging to a specific group in society and, as a result, sharing values and guidelines for their worldview and communicative behaviour with this group’s representatives. According to the survey, one of the distinguishing features of how Ukrainian citizens determine their national identity is the citizenship criterion. Therefore, national and linguistic identity is a historically changing phenomenon that, under certain conditions and at different times, is determined by the awareness of belonging to a social group within the boundaries of a single state and is associated with the state language. This identity is a two-sided semiotic, discursive construction that manifests signs to distinguish “Us” from “Them”. Currently, in Ukraine, amid the war with Russia, bilingual Ukrainians almost unanimously identify themselves as Ukrainians by nationality, which indicates unity and patriotism. Nevertheless, there are no established criteria for defining ethnic, national, and linguistic identities. The significance and relevance of the situation determine the discursive construction claiming hegemony at this historical moment under these historical conditions. In this regard, national identity is believed to be a dynamic process conditioned by the discursive construction prevailing over a given period. It unites the nation when it faces challenges to cope with.

Uzbekistan became an independent and sovereign state in 1991. Earlier, it was part of the Tsarist and Communist ideological states which sought to assimilate its centuries-old religious, cultural and linguistic identities. After disintegration of the Soviet Union, the new regime rejected the communist ideals and committed itself to fostering all-round development of historical, national and cultural traditions of the people of Uzbekistan. The new regime exchanged the Soviet hammer and sickle for traditional symbols of nation-hood—a flag, an anthem and new holidays ranging from the national/political (Flag Day and Independence Day) to the cultural (Novroz). After 25 years of independence, Uzbekistan seems successful in all fields. It has developed its own strategy for renewal of the society, known as Uzbek Model. All Central Asian republics embarked upon the path of self-discovery and national reconstruction to rest their worldview into their own specific cultural and linguistic moorings. They are reviving and reshaping their economy, history, language and national identity in the process of regaining their pre-soviet legacy. For this, each republic is reinvigorating its linguistic distinctiveness as a vehicle for expressing national identity. This article deals with the revival of Uzbek language and national identity in the post-independence period.

This thesis is concerned with the ways in which language policy, planning and practices shape national and social identity. The research was conducted in the young nation of Timor-Leste, which achieved independence in 2002 after 24 years of illegal occupation by Indonesia. The Constitution of the new republic declared the former colonial language, Portuguese, and the indigenous lingua franca, Tetum, to be co-official languages. English and Indonesian were allocated the special status of working languages. The Constitution also allocated the 15 endogenous languages the status of national languages, to be protected and developed by the State. The thesis is structured around three classic language problems for developing nations, (i) dealing with the legacies of colonialism, (ii) reconstructing national identity, and (iii) managing the language ecology. The thesis is theoretically grounded in the ecology of language paradigm, which is founded on the assumption that languages exist and work in ecological relation to each other. Using multiple methods within an ethnographic design, the thesis provides a qualitative, holistic description and analysis of language policy, planning and practices in their cultural context. Taking a dualistic approach, the thesis studies language policy discourses at the macro (state) level and the micro (community) level. A sociolinguistic profile identifies the features of the language ecology; an historical study highlights the symbolic violence to the East Timorese habitus as a result of four distinct periods of language policy, planning and practice, the consequence of which was the fragmentation and hybridisation of identities. A qualitative analysis of contemporary language policy development discusses the issues and implications of the current trajectory for language policy-making, planning and use. The evolutionary study design culminates in a grounded theory analysis of data collected from 78 participants in semi-structured interviews and focus groups, in an effort to understand the relationships between language dispositions, language policy, and national and social identity. The narratives in the participant discourses were compared to those of official language policy. A key finding is that, while older participants in the research were willing to accept Portuguese as the language of national and international identity, younger participants tended to acknowledge a role for Portuguese as the primary source language for modernising and enriching Tetum and as a language of international communication. The participants were divided in their attitudes towards Indonesian. Older participants saw it as the language of the invader while many younger ones saw it as just another way to communicate. Whilst interest in English was high, it had little capital for the participants as a language of identity. In contrast, across much of the sample, there was deep and enduring loyalty to Tetum as the symbol of national unity and identity. However, negative, disparaging attitudes towards Tetum and doubts about its readiness to function as an official language were also elicited from certain participants. The thesis concludes that this has negative implications for reconstructing social and national identity and for achieving true parity between Portuguese and Tetum in the ecology. The data indicate that linguistic identities in Timor-Leste are multiple, situated and contested, particularly amongst the younger participants. However, the data also show that, in spite of these contestations, there is higher congruity between official and popular language policy discourses than might be expected, given the negative reporting East Timorese language policy has received in the Australian media. The thesis concludes that a more socially accommodating conception of identity would imply stronger efforts to promote respect for Tetum as the language of national unity and identity. This involves promoting it as a language fit for schooling and use in high-status domains. A socially accommodating approach to language planning would also imply a substantive commitment to indigenising literacy and promoting the national languages as symbols of local identity. The thesis presents the case for a consistently maintenance-oriented promotion policy approach that moves beyond mere tolerance and symbolic recognition of the endogenous languages. A language-as-resource ideology and a bottom-up approach to language planning which grants agency and voice to traditionally less powerful social actors and communities are advocated as essential to policy success. This is the first doctoral study of language policy, planning and practices in Timor-Leste. The methodological significance of the thesis lies in its respecification and integration of analytical tools from critical discourse analysis and ethnographic approaches in order to understand the effects of language shift and reform on language communities and their speakers. The theoretical significance of the thesis lies principally in its contribution to a theory of ecological language policy and planning in producing a set of principles for sustainable ecological language management.

&lt;p&gt;This dissertation reassesses the impact of U.S. annexation of Arizona and New Mexico in 1848 by recovering the imposition of and resistance to the new national border and identities among Spanish-Mexican, mestiza, and Euro-American women from 1846 to 1941. I analyze the impact of U.S. annexation of Arizona and New Mexico on gender roles, ethnic identity, and cultural practices by focusing on the roles of the domestic space, food culture, and material culture in dividing and bringing together women across these ethnocultural groups. By exploring the political intent and consequences of quotidian choices, this dissertation demonstrates the centrality of women in the daily and domestic negotiations over national and cultural borders during the territorial period (1850-1912) and the era of early statehood (1912-1941). Using English and Spanish-language sources, this dissertation argues that Euro-American and Spanish-Mexican women continuously used their homes, housekeeping, cultural customs, and foodways to define their new statuses in the region and negotiate the new cultural, physical, and national boundaries. Euro-Americans used their own and others’ cultural practices to maintain their whiteness and to construct Mexicans, Mexican-Americans, and American Indians as non-white and to define gender and class in the region. Simultaneously, Spanish-Mexican women negotiated the new physical, social, and cultural boundaries by asserting their cultural citizenship even though they were denied full citizenship.&lt;/p&gt; &lt;p&gt;In the first three chapters, I study the U.S.-Mexico War and the territorial period (1846-1912) by analyzing the roles of material and food culture and the homespace in shaping each group’s constructions of whiteness, nationalism, and ethnic identity and in shaping the processes of cultural assimilation and resistance. I highlight how Euro-Americans used the newly established U.S.-Mexico border to “other” the people and practices they associated with Mexico or “savagery.” Additionally, I argue that Spanish-Mexican and Mexican American worked around gender and legal borders by engaging in trade, traveling across the international border, and inserting themselves in the political and legal activities of Euro-Americans to maintain their homespaces.&lt;/p&gt; &lt;p&gt;In Chapters 4 and 5, I address how women across ethnocultural groups used cookbooks and historical memory to create their place in community, state, and national identities after Arizona and New Mexico were incorporated in 1912. Using literary and cultural studies approaches, I address the narrative spaces, such as cookbooks and pioneer histories, in which women across ethnocultural groups claimed a stake in the public memory and community identities. I argue that Euro-American women appropriated some Spanish cultural practices and celebrated the pioneer past while denying full citizenship to people of color. Simultaneously, I argue, Spanish-Mexican and American Indian women used cookbooks and/or oral histories to challenge narratives of their inferiority and to claim their cultural citizenship.&lt;/p&gt; &lt;p&gt;This dissertation brings light to the persistent and continuous roles of women, the body, and the home in shaping daily politics in the region. By pushing at the edges of U.S.-Mexico borderlands history methodology to include gender studies methodology, this dissertation introduces the homespace and motherhood as gendered and raced contact zones that were sometimes used to enforce and at other times challenge U.S. territoriality. I argue that the domestic activities of women offer significant, new insight to the political narratives of settler-colonialism, gender roles, nationality, and race in the U.S.-Mexico borderlands. This dissertation moves away from overtly political acts to the seemingly “mundane” activities of cooking, dressing, and housekeeping to broaden our understanding of the connections between political behavior and cultural practices. These gendered negotiations provide a critical history of the intimate ways U.S. colonial efforts in the American Southwest played out and shaped the current dynamics of borderlands communities.&lt;/p&gt;

Personal and national identities can play a pivotal role in understanding youth well-being in increasingly diverse societies. However, previous research has predominantly focused on Western contexts, overlooking youth from non-Western societies. Furthermore, there is a scarcity of research that simultaneously examined both personal and national identities in relation to well-being. To address this gap, this study focused on youth belonging to a majority group in Japan, confronting augmented cultural variations, and addressed relationships between personal and national identities and their links to well-being. This cross-sectional study included 968 university students in Japan aged 18-29 years (Mage = 20.06, SD = 1.17; 51.34% women) who identified their nationality as Japanese. Participants completed in 2016 self-report questionnaires, including measures of personal and national identity processes and well-being. Personal identity commitment and in-depth exploration were positively associated with national identity exploration and commitment, whereas personal identity reconsideration of commitment was positively associated with national identity exploration. Personal identity commitment and national identity exploration were positively related to well-being, and personal identity reconsideration of commitment was negatively related to well-being. This study contributes to understanding the interplay between personal and national identity processes and their relations with well-being among youth in a majority group outside Western countries. Given the importance of identity for young people's adjustment and for fostering their sense of social responsibility, this study may have significant practical implications for promoting both individual well-being and social cohesion.

This article examines the issue of national and linguistic identities with regard to the perplexing punishment of the whore in John Marston’s The Dutch Courtesan. At the end of the comedy, Franceschina is sentenced to the gallows while other characters forgive each other and it seems her banishment from the stage world has a parallel with the punishment of Shylock in Shakespeare’s The Merchant of Venice. Such a problematic ending defines the play as a Jacobean problem comedy or a tragic-comedy. The play was written just after James I’s accession to the English throne and was performed at the Inns of Court in 1605. It was a time when London, as a center of global commerce in early modern Europe, acted as a locus of multi-nationalism in which national identity was constantly questioned in affiliation with language and its standardization. In particular, the accession raised the establishment of one particular language because both English and Scottish were used in the court, and ultimately betrayed the anxieties of the Jacobeans and their concers about linguistic corruption and the consequent issue of language as a barometer of national identity. In this context, Franceschina is a true embodiment of monstrous hybridity in language, which is clearly materialized on stage by her helter-skelter accent. Even from her first appearance, she is set apart from the other characters that use English without much in the way of strange accent. The corruption of her language is related to the abuse of her body by her male customers, which undermines the binary world view of Freevill who attempts to preserve his own domestic household far from a common public world of prostitution. In the body politic of early modern England, Franceschina is not only a being that is constantly conscious of her otherness due to the monstrous hybridity of her tongue but also the other who is victimized in the anxiety of national, cultural and linguistic identities.

This study investigates the relationships between personal identity, social identity, and national identity, with an emphasis on the mediating role of social identity in fostering national cohesion. Using a descriptive-correlational research design, data were collected from 373 university students through validated questionnaires: the Extended Objective Measure of Ego Identity Status (EOM-EIS) and the National and Social Identity Questionnaire. Structural Equation Modeling (SEM) and Confirmatory Factor Analysis (CFA) were employed to validate the measurement models and test the hypothesized relationships. The findings revealed significant direct and indirect effects among the identity dimensions. Social identity emerged as the strongest predictor of national identity (β = 0.58, p &lt; .01), while personal identity indirectly influenced national identity through social identity (β = 0.29, p &lt; .01). The total effect of personal identity on national identity was significant (β = 0.71, p &lt; .001). CFA results confirmed the multidimensional nature of identity constructs, with high factor loadings in subdimensions such as ethnic, religious, and modern identities. The model demonstrated excellent fit indices (CFI = 0.93, RMSEA = 0.060), affirming its robustness. This study highlights the critical role of social identity in integrating individual values and affiliations into a collective national framework. The findings have practical implications for policymakers and educators aiming to strengthen national cohesion in multicultural societies through inclusive policies, educational reforms, and community-building initiatives. This research contributes to theoretical understanding of identity formation and its practical relevance for social cohesion, laying the groundwork for future studies exploring identity dynamics across diverse cultural contexts.

The article is devoted to the study of personal and national identities on the example of sports photos as a symbolic capital. The purpose of this study is to show how photography and sports come together, in a way that together contributes to the consolidation of the nation, contributes to national pride and identity, and hence -to forming personal identity on the base of them either. The structural-functional approach is used, in particular, the theory of "social action" by the American philosopher J. G. Mead. Photography is the channel through which the most international language such as sports can be transmitted, and the individual experience by it unified and integrated in the process of forming personal identity. Of particular interest are the photographs of athletes in Europe and how they contribute to the accumulation of symbolic capital for nation-states, and for self-determination of personal identity. The authors note that photography is an important part of people's daily lives, and its significance goes beyond their nature to entertain. A photographic image provides the basis for identification. A person through a visual image seeks to determine his personal, and then national identity. In today's world, identity is a dynamic system. In this regard, it can be compared with sports, which also constantly develop and ultimately open up new sports, modify qualification competitions, etc. Another social field that is on the rise at the same time is professional sports. By the mid-20th century, the sport of the privilege of the rich was becoming a mass sport. It was not until the 20th century that workers, women and minority groups had access to sports. The authors conclude that in the context of the importance of interdisciplinary research, which allows revealing the processes of formation of national and personal identity, research of this nature can take on further development.