Formal School Curriculum Research Articles

Distance Learning through the Grand Egyptian Museum: Leveraging Modern Technology to Teach about Ancient Egypt among Schools and National Museums

By considering the increasing emphasis on lifelong learning and the ongoing significant debates over the value and utility of digital technologies in accelerating long-established learning tasks, the paper suggests new approaches for the national museums of Egypt to incorporate distance learning and museum-based online programs as a means to improve their traditional educational programs. This would significantly help school students better understand the ancient history of Egypt, “Pharaonic Egypt”, which is an essential part of their formal school curriculum. Moreover, it provides much-needed support to museums with limited or insufficient educational programs to promote more meaningful learning experiences. The proposed approach can be effectively implemented through the Grand Egyptian Museum (GEM), the world’s largest archaeological museum complex dedicated to the culture of ancient Egyptian Pharaonic Culture. The study discusses the GEM’s educational and digital infrastructure capabilities in creating a robust online learning platform that provides access to rich educational content and digital resources across Egypt’s various geographic regions, enhancing museum education concerning pharaonic Egypt in line with the state’s cultural policy to strengthen national identity among future generations. By analyzing both qualitative and quantitative data, the study investigates the potential benefits of integrating online digital technologies into the pedagogical and educational practices of Egypt’s national museums. It concludes by providing practical recommendations for future research and actions encouraging online learning among Egyptian museums, aligned with recent national efforts toward Egypt’s digital transformation.

Early childhood education pre-service teachers’ perception of outdoor learning

Outdoor learning encompasses a wide range of educational activities, from local natural play areas to formal school curriculum classes. Despite growing evidence of its benefits, outdoor learning is still underutilized in Malaysia’s early childhood education system. Hence, this study aims to investigate preservice teachers’ perceptions of the impact of outdoor learning on children’s well-being since future teachers’ perception is the most important indicator in predicting their intention to use it in the future. A quantitative approach was used, and the questionnaire was distributed to 63 pre-service teachers studying at Universiti Selangor, Malaysia. Based on the findings, the majority of respondents agree that outdoor learning benefits children’s well-being, especially their social and psychosocial well-being. Thus, this study provides insight into the significance of outdoor learning on children’s learning experiences and that it should be utilized more frequently in the classroom.

Our World, Our Futures: Transforming Education Through Environmental and Sustainability Education

Environmental and sustainability education is critical to the world we live in today. Our World, Our Futures, a small-scale, cross-cultural participatory study, explored what transformative environmental and global citizenship education might look like in primary schools across two contexts. The study aimed to explore how teachers innovate curriculum through a flexible, cross-curricular approach within the constraints of the existing formal school curriculum. Informed by a culturally situated, responsive approach to researching with students and teachers, the research team supported the teachers in developing learning activities that forefronted the students’ situated knowledge, ideas and concerns about the environment. The students were invited to create and share art and other texts reflecting their perspectives on local environmental issues, their aspirations for their future spaces and their active roles as global citizens. Teachers were invited to reflect on how, and the extent to which, ideas of global citizenship, environmental and sustainability education can be incorporated into the curriculum, exploring how the project supported teachers’ pedagogical praxis, autonomy and professional learning. Through these activities, data such as teacher interviews, classroom observations and artefacts of student work were gathered. The data were analysed to identify ways in which students’ cross-cultural dialogue developed along with teachers’ pedagogical development in integrating transformative and contextually relevant pedagogical approaches for delivery of environmental and sustainability education. The findings demonstrate the complexities and challenges of collaborating across distances, cultures and time zones, and of using virtual platforms. Finally, the findings present curriculum development as a lived, dynamic and experimental process that develops teacher autonomy and professional learning.

“But Everything Else, I Learned Online”: School-Based and Internet-Based Sexual Learning Experiences of Heterosexual and LGBQ + Youth

Building upon scholarship on sex education, our research aims to understand how youth with a range of sexual identities have experienced school-based sex education, how they have explored sexual content online, and how they see the two in relation to each other. We thus ask: (1) How do youth with varied sexual identities recall experiencing formal school-based sex education from elementary through high school offerings? (2) How do heterosexual and LGBQ + youth utilize the Internet and social media sites for sexual learning? Through in-depth interviews with college students, we find that heterosexual and LGBQ + youth report that formal sex education was both limited and heteronormative; LGBQ + youth felt particularly unprepared for sexual experiences and health hygiene, and sometimes found ways to translate the information provided for their own needs. Despite some overall similarities in online sexual explorations, experiences of online sexual learning proved quite divergent for youth of different sexual identities. Heterosexual youth were likely to search for information on sexual pleasure and entertainment; in contrast, LGBQ + youth sought information to fill in knowledge gaps about non-conforming sexualities, and often used the digital space for identity discovery, confirmation, and affirmation. For both groups, online explorations interacted with offline ones through a back-and-forth in which youth tested out in one arena what they had learned in the other. These findings highlight the dynamic interaction between formal school curriculum, informal online sexual learning, and sexual scripts, identities and practices.

The Role of Digital Literacy to Promote the Gender Equality

Digital Technology is crucial part of everyone’s life. This research is based on the digital literacy role to promote the gender equality in every field. According to UNICEF, 2017, Digital literacy is becoming more and more recognized as a necessary skill for employability and has been associated with increased earning potential and new business opportunities. This research found that various obstacles faced by female during the usages of digital technology. There are various measures introduced to overcome this problem. Education policy should place a strong emphasis on digital literacy for both boys and girls. To reach girls at a young age and provide them the opportunity to develop their talents over time, digital skill training should be incorporated into formal school curriculum starting in the basic grades.

Educating Family Physician Residents for Anesthetic Preoperative Evaluation and Assessment.

Encounters for preoperative assessments are common within primary care offices, so it is imperative that family medicine residents learn how to perform preoperative evaluations. We assessed family medicine residents' knowledge of preoperative evaluation in preparation for surgery by providing a pre- and post-test alongside a didactic seminar. A didactic seminar on preoperative evaluations was presented at a family medicine resident didactics session by two senior anesthesiology residents. A 16-question, multiple choice test was used as both a pre-test and post-test to assess family medicine residents' knowledge. A total of 31 participants took the pre-test (residents = 24; medical students = 7), and 30 participants took the post-test (residents = 23; medical students = 7). Mean scores and standard deviations were calculated for both tests with an average score of 37.50% ± 10.58% and 45.42% ± 11.12% on the pre- and post-test, respectively. Using the Kruskal-Wallis test, residents showed a significant improvement in test scores following the didactic presentation (p = 0.041), while overall results (residents and medical students) also reported a significant difference (p = 0.004). Our results demonstrated that educating family medicine residents and medical students on preoperative evaluation showed significant, quantifiable gains in knowledge following a brief didactic presentation. Given the current gap between guidelines and practice, our results emphasize the need for a formal medical school and residency-based curriculum related to preoperative patient evaluation.

The politics of ‘multiculturalism’ in language education: an analysis of curriculum guidelines in Taiwan

ABSTRACT Internationally, particularly in Western societies, the concept of multiculturalism tends to be associated with ‘progressive’ and liberal social visions promoting cultural diversity and minority rights. However, multiculturalism may not necessarily be a ‘cure’ for social division, but a ‘veil’ that covers political fractures and imbalances within society. This study critically investigates the multiple interpretations of multiculturalism through language education in Taiwan. In recent years, the Taiwanese debate over multiculturalism has been deeply intertwined with political agendas related to cross-strait relations, reflecting a desire to signal Taiwan's alignment with international (mainly Western) discourse and practice on human rights. Focusing on the area of language education, this study examines how Taiwanese policy interprets multiculturalism and incorporates culturally diverse elements into the formal school curriculum. By shedding light on the politics behind multiculturalism, it discusses the identity politics behind the multicultural rhetoric and the political implications of curricular attempts to promote multilingualism.

Common education in schools. Gauging potentials for democratic transformation: a case study from Greece

This article examines how educational commons, in which teaching and learning are shaped by the entire educational community on terms of equal freedom, contribute to democratic empowerment and renewal. Intervening in the critical debate over public formal education and the scope it allows for radical democratization, discussion draws on a case study conducted in the self-organized school Solidarity School Mesopotamia in Moschato, Athens, Greece.The Solidarity School is an informal tutoring or supplementary tuition school which is attached to the formal high school curriculum. One of its main objectives is to support students for the courses they attend in public schools and to prepare them for public school and university entrance exams. This attachment foists constraints on education, however, the commons-based organization and the alter-political nature of the school put a crucial twist on educational practice. This generates considerable transformative effects which are reflected markedly in the ambiance of teaching and learning.The School promotes socio-economic and political equality not only by providing free tuition to students whose families may not be able to afford private supplementary teaching and might not be able thus to enter university or to learn foreign languages. The School nourishes also a culture of equal freedom, solidarity and civic engagement which refashions the hegemonic habitus of consumerist individualism, passivity and submission to socio-political hierarchies.The article argues thus that there is room for educational commons and democratic transformation even in structures which remain tailored to formal schooling but refigure educational hierarchies and modes of governance, infusing education with an alternative democratic ethos of solidarity, equal freedom and grassroots self-organization.

“Supporting our Lost Boys”: A Research on Gender-based Science Education’s Hidden Curriculum in Malaysia

Malaysia has had tremendous success in increasing women participation in science-related fields by diffusing empowering values into the formal school curricula. A subliminal effect of these female empowerment campaigns, however, is that male students are beginning to lag behind in science education, giving rise to the phenomenon known as "The Lost Boys." In light of the potential for a hidden curriculum to support gender-sensitive or gender-responsive science education, this research was aimed at exploring the hidden curriculum in science education and its impact on boys in science education. This research used the classical Delphi method involving 84 experts, whereby two rounds of questionnaires and one round of qualitative commentaries were used to gather information from a group of experts. Gender-biased notions were found in science education’s hidden curriculum, including the proliferation of feminist messages through outside classroom activities, the lack of gender awareness in teaching and training, and the centering of female mentoring in the field. This research further recommends strategies to explicitly address gender-biased issues in science education’s hidden curriculum to benefit both female and male students’ participation in science. It is hoped that this research serves as a guide for policy makers, school leaders and teachers to achieve gender equity in science education.

The (de-)radical(-ising) potential of r/IncelExit and r/ExRedPill

This article introduces two forums, r/IncelExit and r/ExRedPill, that have organically emerged in recent years to provide a pathway out of the manosphere for men and boys. Based upon preliminary findings from a broader digital ethnography project, this piece highlights the potential benefits these spaces can offer individuals engaging with them. Furthermore, this article flags opportunities that exploring these forums can offer to academic inquiry on the nature of (de-)radicalisation within the manosphere, along with theoretical issues debated within the critical studies of men and masculinities field. It is also proposed that such forums could serve as an alternative space to provide socially alienated young men and boys with information emphasising the importance of consent and respectful relationships, away from formal school curricula. Finally, this article also discusses the potential effects that neoliberalism may have in shaping how young men approach dating.

School-based sexuality Education in Europe and Central Asia

Abstract Introduction In 2016, the BZgA and the European Network of the International Planned Parenthood Federation initiated an extensive survey regarding the development and current status of sexuality education (SE) in Europe and Central Asia, which included 25 selected countries of the European WHO Region. Since 2000, remarkable progress has been made in the region in developing and integrating SE curricula in school settings. The majority of the surveyed countries teach basic elements of SE in schools. Yet, in about half of the countries, there is still some reticence in understanding the benefits of SE for the health and well-being of young people. In countries with fully developed comprehensive SE programmes, the school is the main source of information on sexuality for young people. In the other countries young people tend to rely on information from friends or peers and the internet. The findings also showed a gap in teacher training on sexuality education. Methods The Survey included a detailed questionnaire, among member associations of IPPF EN and government agencies responsible for SE. A random sample was drawn from the 50 states of the region which is considered representative for the entire region. All 25 IPPF EN members and 16 of the 25 government agencies responded. Results and discussion Remarkable progress has been made in developing and integrating SE in formal school curricula. In 11 of the 21 countries, SE is a mandatory teaching subject, and in six additional countries it is partly mandatory. In four additional countries it is optional. Despite the progress, there are still shortcomings and gaps in providing the full spectrum of SE. Conclusions If provided, SE tends to focus primarily on the biological aspects and prevention of HIV/STIs and unwanted pregnancy. There is a need to broaden the spectrum of topics that are addressed to include gender equality, sexuality, violence and sexual abuse, human rights and empowerment.

Extreme freshwater events, scientific realities, curriculum inclusions, and perpetuation of cultural beliefs

The purpose of this research was to explore and open dialogue about possible connections between the scientific realities of extreme freshwater events (EFWE), a lack of EFWE-related curricular content in schools, and future teachers’ awareness and perceptions of EFWE. In phase one, an analysis of existing weather data demonstrated ongoing moderate to severe EFWE in the two regions under investigation, Queensland, Australia and Saskatchewan, Canada, at the time of data collection. In phase two, a content analysis of school curricula in the two regions shows a dearth of mandatory content related to EFWE, though Queensland, Australia had slightly more mandated content than did Saskatchewan, Canada. In phase 3, a survey of pre-service teachers in the two regions showed a demonstrable lack of recognition of undergoing moderate to severe EFWE at time of data collection, along with a general satisfaction with the current level of curricular coverage of the topic. While respondents’ overall concern was low, there were consistent regional differences. Queenslanders were more likely to recognize their lived experience with EFWE and perceived it to be a more important inclusion in school curricula than their Saskatchewanian counterparts. Taken together, results suggested that learned cultural truths were reflected in and perpetuated by school curricula. Results highlighted cultural denial of EFWE severity and a need to change false truths by increasing visibility of EFWE in mandated school curricula. The authors propose that results warrant further research and discussion as it relates to public policy and prioritizing EFWE in formal school curricula.

Development and Evaluation of a Blended Learning Mindfulness Program for High School Students During the COVID-19 Pandemic.

Many adolescents worldwide suffer from stress or unhealthy emotional states such as depression. There is a trend toward limited physical contact via social distancing practices that developed during the coronavirus disease 2019 (COVID-19) pandemic. An experimental study aimed at investigating the effects of a mindfulness program on stress, concentration, self-esteem, and self-control in high school students. A 10-week mindfulness intervention was provided to the experimental group (n = 89) from September-November 2020, while the control group (n = 89) received general health education. Four weeks after the program, the experimental group showed reduced stress and improved concentration, self-esteem, and self-control compared to baseline.The blended learning mindfulness program is effective improving concentration and should be incorporated into the formal high school curriculum.

Learning with YouTube: Beyond formal and informal through new actors, strategies and affordances

This article focuses on the results from interviews and workshops on teens’ YouTube consumption and use as part of the Transmedia Literacy research project on teens and transmedia collaborative practices carried out in eight countries from Europe, South America and Australia. The project had two main objectives: to detect what teens are doing with media and to determine how they learn to do it. During the fieldwork, YouTube was identified as one of the platforms that teens use most for learning purposes. Therefore, this article maps teenagers’ main YouTube learning topics and motivations for using the platform. We studied the video formats that teens use and the way they use them to learn a wide variety of topics. Three main areas of interest were identified: formal school curriculum, video games and technology and wellness and culture. In all three areas, teens apply the apprenticeship model of learning as they follow YouTube instructors (teachers, experts and peers) to learn about these areas. Teens highlight different YouTube affordances that motivate them to use the platform, including using it as a search engine to find specific information, using the number of views or subscribers to validate the quality of the content, being able to control the video to learn at their own pace and using it as a repository and archive to find information. Teens use YouTube both to complement their formal school curriculum and to explore their own interests. Therefore, YouTube becomes an important learning space for adolescents to learn in a continuum. This means that it is a space that blurs the boundaries between classic oppositions like formal/informal learning due to how teens use it.

Critical thinking and non-formal Islamic education: Perspectives from young Muslims in the Netherlands

Critical thinking is a highly valued skill in the twenty-first century, and its incorporation into formal school curricula as a core skill is nearly ubiquitous globally. It is considered imperative for educational quality, employability, competitiveness, and for promoting democratisation and social integration. While schools are tasked to promote critical thinking, non-formal Islamic education (NFIE) provided by mosques or by private organisations or tutors is often criticized for its emphasis on rote learning and memorisation, and for fostering an uncritical acceptance of authority. Based on interviews with 27 young adult alumni from four different Muslim communities in the Netherlands, this study seeks to explore the pedagogy of NFIE, with a focus on critical thinking. The accounts of young adults revealed that an emphasis on stimulating critical thinking was largely absent, and there were limited opportunities for interactions, questions, debating or challenging the authority of religious educators or Islamic texts. The traditional pedagogical approach, discouraging attitudes of educators and peers, lack of language proficiency, the young age of learners, and a perceived lack of need for critical deliberations were identified as key challenges. Young adults called for reforming the pedagogy of NFIE to allow for more reflexive, inquisitive and dialogical learning. Some argued that lack of critical deliberation would lead to weakness in the belief structures and faith of new generation Muslims in Europe, resulting in a sense of confusion and disorientation, and limited embodiment of Islamic principles.

P96 Process for Applying the FAO's School Food and Nutrition Education Capacity Assessment Tool in the Context of COVID-19: Results from El Salvador

<h3>Background</h3> Due to the nature of effective school food and nutrition education (SFNE) and the recent emphasis on it, FAO has developed a tool to assist member countries assess capacities, strengths, and gaps for developing and implementing successful SFNE programs at national and/or subnational level. <h3>Objective</h3> To describe the process used for applying FAO's SFNE Capacity Assessment Tool in El Salvador. <h3>Study Design, Setting, Participants</h3> A cross-sectional qualitative study conducted through the following 5 phases: 1) setting up an FAO's facilitation team; 2) a SFNE stakeholder mapping (n = 15, from government/NGOs staff to teachers and families); 3) background research of national secondary data, policies, reports, and materials relevant to SFNE; 4) interviews with key actors (n = 7) and facilitation of multi-stakeholder consultative workshops (n = 5); and 5) report and follow-up. <h3>Measurable Outcome/Analysis</h3> The tool comprises a series of guiding questions to assess individual SFNE capacities, as well as organizational capacity and the policy environment. Key variables of interest comprised policy frameworks, political commitment, program-related capacities, school system, individual training schemes, among others. Descriptive content analysis was carried out to synthesize the results from each dimension. <h3>Results</h3> Main capacity gaps identified were: weak institutional coherence, exclusion of SFNE in the formal school curriculum, lack of opportunities to engage all school-level stakeholders in learning activities, and insufficient educational materials for all schools. Key strengths focused on the inclusion of SFNE into key policies, and the availability of SFNE training schemes for front-line educators. Prioritized proposed solutions centered around advocacy for the allocation of SFNE-specific government budget, leveraging on existing multisector platforms to enhance institutional coherence, and strengthening of training of curriculum developers. <h3>Conclusion</h3> The application of the tool evidenced key SFNE capacity gaps that needed to be addressed at national level, and provided a clear and nationally-endorsed roadmap to enhance the impact of SFNE in El Salvador.

KONSEP KURIKULUM TERINTEGRASI

The global world really needs the development of IMTAQ is very important, because without being framed by faith and piety, the competence of science and technology will be less meaningful for the life of the nation, it is even feared that it will be wild and uncontrolled, which will manifest in the erosion of moral values. Therefore the pesantren and formal school curricula need to be framed in the form of integration. Only the integration of the curriculum can connect the two education (Pesantren and formal education). The integrated curriculum (Integrated Curriculum) is an attempt to integrate learning materials from various kinds of lessons. Integration is created by focusing lessons on specific problems that require solutions with material or materials from various disciplines or subjects. Overall the pesantren curriculum is flexible, in the sense that each student has the opportunity to compile his or her own curriculum completely or partially according to their needs and abilities. Even in pesantren that already have a school education system

“All Enemies, Foreign and Domestic”: The Presence of Anti-Latinx Political Rhetoric and Latinxs as Third World Threats in Secondary U.S. Citizenship Curriculum

Background/Context Anti-Latinx political discourses have long positioned Latin America and, by extension, U.S. Latinxs as economic, sociocultural, and political threats to the general welfare of the United States. In formal school curricula, this threat narrative has become one of the many political curricular discourses for codifying citizenship as White, and noncitizens as Other (read Black, Indigenous, Latinx, Asian American). Purpose/Objective/Research Question/Focus of Study The purpose of this study was to illustrate how collapsible Latin American tropes and current anti-Latinx sentiments are reproduced in social studies curricula across the United States. Drawing from and expanding upon Leo Chavez's notion of the Latinx Threat Narrative as a framework, we analyzed secondary social studies curricular standards across all 50 states and the District of Columbia to determine how anti-Latinx and anti-Latin American political rhetoric is reified in U.S. civic and citizenship-based curriculum. The following research question guided our study: In what ways do secondary U.S. civic and citizenship education curricular standards situate Latinxs and Latin America within the Latinx Threat Narrative and current anti-Latinx political sentiment? Research Design To carry out our study, we conducted a critical content analysis of secondary social studies curricular standards with a particular focus on U.S. history, civics, and economics content standards and benchmarks across all 50 states and the District of Columbia. Situating our theoretical framework as an analytic tool, we systematically extracted and analyzed all standards with explicit or implicit references to Latinxs and Latin Americans. Findings/Results Findings indicate that Latin America and, by extension, Latinxs are regularly situated as social and political dangers to the overall welfare of the United States, suggesting the presence of what we refer to as the Latinx Third World Threat Narrative. We argue that this hemispheric homogenization of Latinx peoples in curricular standards flattens important historical and cultural distinctions, thereby facilitating exchange of anti-Latinx stereotypes present in contemporary political rhetoric. We also show how U.S. Latinx civic agency is encoded as an illicit, corrupt, and destabilizing force. Conclusions/Recommendations In light of our findings, we suggest that educators pay specific attention to the political amalgamation of Latinx subjectivities. Additionally, policy advocates and educators must move beyond understanding curricular representation as just an impediment to students’ heritage knowledge and begin to understand state-backed curricular standards as part of a larger political apparatus.

A CASE STUDY OF NEEDS ASSESSMENT OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION IN LOWER SECONDARY SCHOOLS

Background and Purpose: Science, Technology, Engineering and Mathematics (STEM) education in the formal school curriculum can be described as a STEM-related individual subject; as a learning package offering learning pathway for STEM elective subjects and as an integrated STEM learning approach. This study focuses on the needs assessment of STEM education as a learning approach among lower secondary school teachers in a local district in Malaysia. The current and desired situations were analysed as well as the causal factors which guide the choice of any intervention programs to address the actual needs.&#x0D; &#x0D; Methodology: Three schools were selected through heterogenous purposive sampling. The teachers from each school were selected through criterion sampling based on predetermined criteria. 31 teachers from the lower secondary level who teach STEM related subjects as well as the head of panel and departments of the STEM subjects, were selected as the participants. Focus group and one-to-one interviews were conducted with the participants after receiving their consent.&#x0D; &#x0D; Findings: There is a gap between the desired situation and the current situation in the implementation of integrated STEM education. The implementation of STEM education at the lower secondary level can be facilitated through various means such as a comprehensive STEM education professional development or training for teachers, collaborations between STEM subjects teachers through lesson studies or professional learning community, and working together with local STEM expertise or community of practice.&#x0D; &#x0D; Contributions: The findings provide relevant information and guidance on the selection of intervention for the integrated STEM education in addressing the needs. It also initiates the planning of the integrated STEM education programs which focuses on the gaps as the means to achieve the desired results.&#x0D; &#x0D; Keywords: STEM education, needs assessment, case study, gap, interventions&#x0D; &#x0D; Cite as: Loh, S. L., Pang, V., &amp; Lajium, D. (2021). A case study of needs assessment of science, technology, engineering and mathematics (STEM) education in lower secondary schools. Journal of Nusantara Studies, 6(1), 242-264. http://dx.doi.org/10.24200/jonus.vol6iss1pp242-264

An SQL Domain Ontology Learning for Analyzing Hierarchies of Structures in Pre-Learning Assessment Agents

This paper presents the use of description logics (DL) in the definition and development of a Structured Query Language (SQL) domain ontology for a multi-agent based pre-assessment system. Description logics is a knowledge representation language for defining terms or classes, the relationships between classes, their instances, including individuals and literals. In a formal school curriculum, modules of learning are inter-dependent. So, teaching and learning follows an ordered sequence of learning from lower-level module(s) to higher-level ones. This process enables students to gain mastery of lower-level materials before moving up the ladder to higher-level learning. To describe an SQL ontology and its representation for a multi-agent based system application, this paper uses a description logic language to present the organization of learning modules into DesiredConcept $$ $$ , PrerequisiteConcept $$ $$ and LeafNodes $$ $$ as well as their associated relationships, namely, hasPrerequisite and hasKB between the learning modules. The paper thus presents a TBox and an Abox of a DL ontology and further transformation into a first-order predicate for a multi-agent based system that was implemented in Jason.