Implications For Educational Policy Research Articles

Sexual Violence Victimization and Substance Use among Individuals Identifying on the Asexual Spectrum: Differences between Asexuality, Graysexuality, and Demisexuality

ABSTRACT Despite the growing visibility of the asexual community across the globe, little is known about how individuals on the asexual spectrum navigate their (a)sexual experiences. Asexual individuals may be highly vulnerable to sexual violence victimization due to prejudice against their lack of sexual attraction. Perpetrators may seek to pressure asexual individuals into sexual activities by invalidating their asexuality or manipulating their need for emotional intimacy. Such non-consensual sexual acts or behaviors may have a profound impact on asexual individuals. The present study aimed to examine the prevalence of sexual violence victimization and its relationship with substance use among individuals identifying on the asexual spectrum. The data for this study were derived from a global sample of 8,752 individuals on the asexual spectrum from the Ace Community Survey. The results indicated that 67.4% of the participants had experienced at least one form of sexual violence victimization in their lifetime. Experiences of sexual violence were related to more frequent engagement in substance use over the past year. Additionally, the results showed that compared with asexual individuals, graysexual and demisexual individuals were more likely to experience sexual violence, which was linked to substance use. Given the widespread prevalence and detrimental effects of sexual violence victimization, it is important to integrate asexual perspectives into prevention and intervention efforts, while simultaneously raising public awareness about affirmative consent and boundaries. The study also offers significant implications for trauma-informed care, public education, and social policies that address the unique needs and experiences of this population.

Contribution of Physical Exercise on the Emotional Regulation of Adults with Autism Spectrum Disorder

Purpose: To identify the effect of physical exercise on the emotional regulation of 4 adults with autism spectrum disorder (ASD) between the ages of 22 and 39. In this population it was found that one of the difficulties presented in these subjects is emotional regulation ( empathy) in their daily activities, such as variations in their routine, these can be changes in time or activities, disorder in their things, sleeplessness at night, etc. Methodology: Qualitative approach with case study design, the Atlas Ti program was used for semantic analysis, for this 4 subjects diagnosed by the Colombian League of Autism were selected, subsequently 15 interventions were carried out from a physical activity proposal and interviews were developed to the parents of the 4 participating subjects, to learn about the effect of exercise on the population of adults with autism. Results and Conclusions: It was found that there are various behaviors that subjects express in different situations, whether on the street, home or other space, in conclusion, the effect of physical exercise on emotional regulation contributes to improving moods, decreasing the escalation phases and generating better empathy towards the execution of activities or exercises in the 4 adults. Implications: This research provides implications for educational and government policy to continue to strengthen public policies for people with ASD. Originality/value: This research offers novelty by glimpsing the impact of exercise and physical activity on people with ASD.

The Factors of Religious Architecture Influencing Students' Perception of Beauty and Art: Evidence from Hanoi, Vietnam

This study explores the impact of religious architecture on the aesthetic perceptions of elementary school students in Hanoi, Vietnam, focusing on students majoring in fine arts. Employing regression analysis, the research assesses the influence of six key dimensions: architectural design and details, cultural and historical context, spiritual symbolism, emotional impact, context and setting, and students' perceptions of beauty and art. Data were collected through a structured questionnaire developed from a thorough literature review and expert consultations and administered to a randomly selected sample during Vietnam's Lunar New Year in January 2024. The results revealed that each dimension significantly contributes to students' perceptions of beauty, with context and setting having the most pronounced effect. The reliability of the questionnaire was confirmed via Cronbach's alpha, indicating high internal consistency across all scales. The regression analysis validated the theoretical framework, establishing that religious buildings' architectural and contextual elements significantly shape students' aesthetic judgments. These findings underscore the importance of integrating architectural aesthetics into educational curricula, highlighting how environmental and cultural contexts influence educational outcomes in art and aesthetics. This research contributes to filling a significant gap in understanding the academic impact of cultural heritage, offering significant implications for educational practices and policies in culturally diverse settings.

Group Size: An Active Ingredient of School-Based Language Therapy.

This study explored the relation between therapy group size and language outcomes for children receiving school-based language therapy through an implementation science lens. Data for the current study were gathered as part of the Speech-Language Therapy Experiences in Public Schools study. Participants included 273 English-speaking kindergarten through second-grade children with language impairment receiving business-as-usual therapy on the caseloads of 75 speech-language pathologists. Data were collected over an academic year, including weekly therapy logs, speech-language pathology questionnaires, and pre- and post-language measures. Descriptive analysis revealed that children primarily experienced small-group therapy sessions (two to four children); however, there was considerable variability in group size. Hierarchical general linear modeling indicated that caseload size did not explain group size variability. However, the number of student cancellations was positively associated with receipt of large-group sessions. Notably, a significant negative association was found between receipt of large-group sessions (i.e., five to 10 children) and language outcomes. Children who received more than the average number of sessions in large groups (i.e., more than 5% of total sessions) experienced 0.18 SD less language gain over the academic year compared to the mean (0.54 SD). No other group size configurations (i.e., individual, small group, and extra large) yielded significant associations with language outcomes. The findings suggest that young children receiving language-based therapy in large groups make substantially fewer language gains over an academic year. These results have considerable implications for educational policy and clinical practice, which are discussed through an implementation science frame.

A structural model of EFL teachers’ physical activity, emotion regulation, and competence for online teaching

BackgroundThe COVID-19 pandemic has prompted a rapid shift to online teaching, placing unprecedented demands on educators’ physical and mental well-being. However, the relationship between English as a Foreign Language (EFL) teachers’ physical activity, emotion regulation, and competence for online teaching remains underexplored.ObjectivesThis study aimed to investigate the interplay between EFL teachers’ physical activity, emotion regulation strategies, and competence for online teaching.ResultsStructural equation modeling revealed significant direct and indirect effects, indicating that physical activity positively influences emotion regulation, which, in turn, enhances teachers’ competence for online instruction. Furthermore, emotion regulation was found to mediate the relationship between physical activity and online teaching competence.ConclusionsThese findings underscore the importance of promoting physical activity among EFL teachers as a means to enhance their emotion regulation skills and competence for online teaching, particularly in the context of the COVID-19 pandemic.ImplicationsThe study highlights the need for targeted interventions aimed at supporting EFL teachers’ well-being and professional development, with implications for educational policies, teacher training programs, and institutional support structures in the digital learning landscape.

Student Perceptions of Bilingual Teaching Practices: Evidence from a Colombian University

ABSTRACT Recent studies in higher education suggest that teaching academic content using English as the Medium of Instruction (EMI) seems impractical and ineffective in countries where English is the second or foreign language. Additionally, students’ resistance to an English-only format remains problematic. University first language-English bilingual courses are a legitimate possibility to promote the internationalization of higher education in countries where English is the second or foreign language. However, little is known about students’ perceptions of Bilingual Teaching Practices (BTPs) in university courses and the Bilingual Study Techniques (BSTs) they use to deal with this type of practice. In this cross-sectional study, the 30-item questionnaire was adapted to explore the students’ (N = 1,615) perceptions and BSTs in a Colombian university. The results reveal that 50.8% of the respondents preferred the use of both Spanish and English in their university courses. “Discipline-specific vocabulary” was the most recurrent difficulty that students had in their bilingual courses. Moreover, we found that participants overused “online translator” as BST. Furthermore, the results show that participants had positive perceptions towards the use of English in educational and professional settings. Implications for bilingual education policy and practice are discussed.

Attitudes of college seniors toward graduate student loan debt: the role of financial education

Purpose This paper aims to examine prospective graduate students' attitudes toward educational loan borrowing in an experimental setting. Design/methodology/approach Participants were randomly assigned to two treatment groups and one control group. Subjects in experimental group 1 received financial education: a short online course on the economic viability of getting a master's degree and how to finance it with a graduate student loan, while subjects in experimental group 2 received financial education along with information on the availability bias. Findings Relying on a control group in the assessment of financial literacy education intervention impacts, this research finds positive causal treatment effects on individuals’ attitudes toward debt-financed graduate education. In comparison to the control group, experimental subjects perceived the possibility of going into debt with a graduate loan to complete a master’s degree as less stressful and worrying. Practical implications This study has important educational policy implications to prevent students from stopping investing in human capital by perceiving educational loan debt as something stressful or worrying. The results can help potential (and current) grad students develop a feasible financial plan for graduate school by encouraging higher education institutions to implement educational loan information and financial education into university seminar courses for better graduate student loan decision-making. Originality/value Student attitudes toward debt have been analyzed in the context of higher education, but only a few researchers internationally have used an experimental design to study personal financial decision-making.

Learning Attitude Mediates the Relationship Between Parental Educational Expectations and Academic Performance of Junior High Students: Evidence from China

With the rapid development of China, parents are placing higher and higher expectations on their children’s education. Drawing upon baseline data from the China Education Panel Survey (CEPS2013), this study delves into the mechanisms through which the learning attitude of junior high school students affects the association between parental educational expectations and academic performance. The results of the present study show that students’ learning attitude is a significant factor that impacts the academic performance of junior high school students and plays a substantial mediating role in the relationship between parental educational expectations and academic performance. Our analyses reveal that parental educational expectations have a greater impact on test scores compared to cognitive ability. Additionally, the mediating effect of learning attitude on the relationship between parental educational expectations and test scores is considerably stronger than the relationship between parental educational expectations and cognitive ability. These results contribute to a better understanding of the mechanism by which parental educational expectations affect children’s academic performance, which has implications for educational policy and practice in China.

A Comparative Analysis of Traditional and Modern Approaches to Assessment and Evaluation in Education

For tracking student progress and designing educational programs, assessment and evaluation are critical components of the process. Assessment is data collection to monitor students' development, while evaluation analyzes this data to make informed educational choices. To enhance educational results, practical and effective assessment and evaluation techniques must be applied. These strategies enable instructors to discover and customize instruction by identifying each student's strengths and limitations. This article compares classic and modern assessment and evaluation methodologies to draw implications for educational policies and practices. The research employs a systematic literature review to analyze data gathered from diverse fields. Efficiency, appropriateness, scalability, inclusivity, technology integration, and stakeholder acceptability are critical factors in comparing assessment and evaluation approaches. These parameters were used to analyze the benefits and drawbacks of each strategy. Traditional approaches, for example, have been proven insufficient in expressing individual characteristics since they are ubiquitous and uniform. Modern approaches stand out for their ability to meet student demands and adapt to diverse circumstances. The broad use of these modern procedures, however, is much more complicated than the simply adaptable traditional methods. According to the study's results, current and traditional assessment and evaluation methods have common themes such as purpose, quality assurance, involvement, ethics, and continual development. Traditional approaches, on the other hand, remain more summative, but novel methods concentrate more on student growth via formative strategies and ongoing feedback. Furthermore, novel methods provide flexibility, technology integration, and inclusion, while conventional methods may be restricted to a specific format. Modern methodologies reflect technology's growing importance in education and provide substantial opportunities to build engaging and attractive learning environments. Traditional techniques, on the other hand, emphasize academic knowledge and memory abilities while ignoring practical applications. Assessments that involve problem and project-based learning, as well as real-world situations, are prioritized in modern techniques. Consequently, integrating traditional and contemporary assessment and evaluation methodologies is recommended and will result in a more effective and inclusive educational assessment system. This research on the applicability and efficacy of assessment and evaluation methodologies provides for the exploration of new educational approaches and techniques, as well as the chance to assess current practices and make suggestions for implementation.

Cultivating Empathy and Environmental Stewardship: Harnessing the Partnerships of Parents, Teachers and Communities for Sustainable Moral Development and Social Cohesion

Objective: This study aims to delve into how integrating the Islamic principle of Rahmatan Lil Alamin with the concept of empathy development can, through the collective efforts of parents, teachers, and communities, nurture empathy and environmental stewardship. This synergy aims at fostering sustainable moral development and social cohesion. Theoretical framework: Grounded in the Islamic principle of Rahmatan Lil Alamin, which advocates for mercy, love, and benevolence towards all creation, including our planet, this study intertwines this principle with the concept of empathy development. This emphasizes compassion and understanding between people and towards the environment. Drawing on theories of moral development, social cohesion, and environmental education, this framework seeks to explore the interconnectedness of these concepts within the study. Method: Employing a systematic literature review, this paper aims to establish a theoretical base and identify gaps within existing research on this subject. Results and conclusion: Anticipated findings suggest that the integration of Rahmatan Lil Alamin and empathy development into environmental management and education could highlight the crucial role of collaborative partnerships among parents, teachers, and communities. This collaboration is expected to foster a culture of environmental stewardship. The study's conclusion is poised to showcase how such an integrated approach can contribute to nurturing a culture that values stewardship of the environment. Implications of the research: The study has significant implications for environmental management, education, and social policy. Demonstrating the integration of Rahmatan Lil Alamin with empathy development could lead to more inclusive educational approaches to environmental stewardship, benefiting educators and practitioners alike. Originality/value: The distinctiveness of this study lies in its interdisciplinary approach, linking Islamic principles and empathy with environmental education and management. By showcasing how integration can lead to sustainable moral development and meet sustainability goals, the paper offers valuable insights for educational practitioners and policymakers worldwide.

Longitudinal associations between critical consciousness, school racial climate, and belonging in school

The dual pandemics (i.e. COVID-19 and racial injustice) in the United States offer a unique socio-historical context to explore adolescents’ belonging, perceptions of school racial climate, and critical reflection (i.e. awareness of social inequality). Longitudinal data were collected at four points from 906 students attending a public high school in the Southeastern United States. Students completed questionnaires regarding their belonging, critical reflection, and perceptions of equal status at school. Longitudinal invariance for these three constructs was documented for White students but not students of color. Therefore, the cross-lagged panel analysis involving White students only revealed considerably different patterns of associations by learning environment/school year (i.e. virtual/2020–2021, in-person/2021–2022). White students’ critical reflection negatively predicted their belonging and perceptions of equal status in school but only during virtual schooling. Further, during in-person schooling, perceptions of equal status predicted belonging. Implications for educational practice and policy are discussed.

Diving into Math Success for Discipline and Interest Propel Sixth-Graders

This study examines the relationship between learning discipline, interest in learning, and Mathematics learning outcomes among sixth-grade students at SDN Bulang, using a quantitative correlational approach. Data collected from 35 students through questionnaires and report card assessments were analyzed using SPSS v25. Results indicate a significant correlation between learning discipline, interest in learning, and Mathematics learning outcomes, with correlation coefficients of 0.747 (p=0.003) and 0.909 (p=0.001), respectively. These findings highlight the importance of cultivating both learning discipline and interest in learning to improve Mathematics performance among sixth-grade students, suggesting implications for educational practice and policy. Highlight: Correlation: Learning discipline, interest impact Mathematics outcomes. Quantitative study: 35 sixth graders' data analyzed using SPSS. Emphasizes fostering discipline, interest to enhance Mathematics performance. Keyword: Learning discipline, Interest in learning, Mathematics learning outcomes, Sixth-grade students, Quantitative correlational study

Strengthening Generic Skills in Undergraduate Students in Physical Education. Perception of University Professors

Purpose: Demonstrate the effectiveness of the proposal for strengthening generic and specific competencies, which are evaluated in the Saber Pro tests in students of the Bachelor's program in Physical Education at a Colombian university, through the perception of participating teachers. said proposal. Methodology: A qualitative methodology was implemented, with the purpose of trying to understand the reality and behaviors of individuals who belong to a certain social context (Vílchez, 2022), in addition to understanding and identifying various characteristics associated with the qualities and descriptions of a social phenomenon without resorting to the collection of specific numerical data (Morenos, 2021). Results and Conclusions: They indicate the development of innovative teaching strategies in academic spaces in order to strengthen competencies. Likewise, it demonstrates the viability of the proposal in relation to the teaching strategies that make a theoretical and practical approach, since they adjust to the focus and thematic contents of the subjects, therefore, they facilitate the assimilation and appropriation of the knowledge that requires a future graduate, thus concluding the need to incorporate innovative tools that promote the appropriation of knowledge to train better professionals in the area of Physical Education. Implications: This research provides implications for educational and government policy to continue to strengthen standardized testing policies in higher education. Originality/value: This research offers novelty by glimpsing the impact of the formation of the pedagogical model in higher education.

MANAGING THE INTERSECTION OF ARTIFICIAL INTELLIGENCE, DIGITAL TYPING, AND HANDWRITING FOR SUSTAINABLE QUALITY EDUCATION ENHANCEMENT

Objective: The research objective is to investigate how the rapid advancement of technology, particularly the increasing reliance on digital tools and artificial intelligence (AI) for note-taking and communication, influences handwriting practices. Specifically, to explore the attitudes, emotions, and experiences surrounding handwriting and digital communication in Jakarta. Theoretical Framework: This research employs Social Change Theory as the theoretical framework to understand how technology influences handwriting practices. Social Change Theory provides a lens through which to examine the societal shifts brought about by technological advancements, considering how these changes impact individuals' behaviors, attitudes, and perceptions regarding handwriting and digital communication. Method: The study utilizes qualitative research methods, including focus group discussions, observations, and interviews. These methods allow for a comprehensive exploration of participants' attitudes, emotions, and experiences related to handwriting and digital communication. Results and Discussion: Findings from the study suggest that while AI and digital typing offer efficiency and accessibility, handwriting retains unique cognitive and emotional benefits. Participants express a range of attitudes towards handwriting and digital communication, highlighting both the advantages and drawbacks of each method. Managing the integration of AI, digital typing, and handwriting in education emerges as a potential solution to address concerns about technology dependence while fostering critical thinking and cultural appreciation for sustainability and the enhancement of the quality of education, as SDG’ No. 4. Research Implications: The findings of this research have several implications for educational practice and policy that should recognize the value of incorporating handwriting alongside AI and digital typing in educational curricula.

Black Queer Men Transgressing Masculine Normativity

ABSTRACT This qualitative study examined how Black queer men (BQM) in college conceptualized gender and sexuality as they navigated hegemonic and toxic forms of masculinity. Mobilizing queer of color critique, we delve into data from a multi-year critical ethnographic study to unearth the worldmaking practices that BQM engage to dislodge and disrupt the omnipresent gender norms they faced within postsecondary contexts. Our analysis yielded three themes related to BQM experiences with masculinities: (a) perspectives on hegemonic masculinities, (b) queering the politics of intimate and platonic relationships, and (c) institutionalized heteronormativity. We argue that BQM experience insidious forms of heteromasculinity, compulsory heterosexuality, and heterogenderism in college. We conclude by offering implications for higher education research, practice, and policy.

A systematic literature review of intersectionality and disability in education

This systematic literature review synthesizes empirical analyses and applications of intersectionality in discussing disability in education. Even though intersectional methodologies have gained increased attention during the last decade, disability has rarely featured in these multi-axial analyses. The systematic review explores intersections of disability with other axes of identity and social disadvantage concerning perceptions and understandings of disability in education, experiences of ex/inclusion and educational dis/advantage. The review addresses the following questions: What intersectional dimensions of disability experience are explored? In what ways do students with disabilities experience intersectional forms of discrimination and oppression? What intersectionality-based education policy and practice implications are discussed in these articles? The review’s findings provide empirically tested insights into how the experience of disability is interwoven with and compounded by other markers of difference, while discussing implications for developing intersectionality-based policies and education research.

Sudden e‐learning: Exploring the role of user intention, enjoyment, and habit on university students' well‐being

AbstractSuddenly, adjusting to a new way of learning is a major challenge for university students. The objective of this article was to study university student determinants of the well‐being in the context of the sudden transition towards e‐learning imposed by the COVID‐19 lockdown. Based on the antecedents linked to the structure of e‐learning and its influence on self‐management and ease of use, as well as using the mediating role of user intention, perceived enjoyment, and habits, a model was tested to find well‐being trajectories. Using a sample of 543 students from originally Spanish face‐to‐face universities and through a PLS‐SEM methodology, this research obtained relevant results in two main directions. First, research found that the self‐management and ease of use of e‐learning systems constitute direct antecedents of student well‐being. Furthermore, the research results confirmed two reinforcement itineraries of well‐being. The intention built an itinerary to reinforce ease of use, and perceived enjoyment added explanatory power to self‐management. However, the research also found a second explanatory and negative itinerary of sudden e‐learning student well‐being. This path of darkness is related to the adverse mediating effect exerted by the habit, understood from the perspective of technological dependence, when it interacts with perceived enjoyment. The article discusses their implications for educational strategy and policy, especially indicated for those e‐learning practices solely based on the enjoyment and immersion experience of their students.

Arts education in Hong Kong kindergartens: provision of activities and impact of teachers’ demographics

Arts and Creativity is one learning area of Hong Kong’s official kindergarten curriculum framework. Kindergarten teachers are expected to foster children’s creativity via four art forms: music, visual arts, dance, and drama. However, prior studies have investigated the provision of activities for each of the art forms in isolation and have not explored the demographic variables that predict teachers’ provision of arts education activities. Investigating the provision of the four art forms and its relationship with teachers’ demographics could provide an overview of the status of arts education in Hong Kong kindergartens. We had two research goals: (1) investigate the frequency with which kindergarten teachers conduct arts education activities focusing on music, visual arts, dance, and drama; (2) identify subgroups of teachers who differ regarding the provision of arts education activities and analyze how key demographic variables predict their memberships to these subgroups. We surveyed 477 teachers. Descriptive statistics, latent profile analysis, and multinomial logistic regression analysis were performed. We found that the presence of the four art forms was unbalanced. Participants reported conducting music and visual arts activities frequently, while dance and drama activities were occasionally or rarely conducted. Moreover, we identified three subgroups of teachers who provided arts education activities with different frequencies. Participants with a master’s degree and those who worked in government-funded kindergartens were more likely to be in the highest arts provision group. Findings suggest that the curriculum is not being implemented accurately, as teachers do not equally expose children to the four art forms. We interpret these findings as a reflection of teachers’ uneven preparation in the various art forms. Implications for educational policy regarding professional development are discussed.

Design of Independent Curriculum Implementation for Migrant Students with Autism in Taiwan

Purpose: This research aims to develop a curriculum implementation design tailored specifically for Indonesian migrant students with autism residing in Taiwan. Recognizing the unique needs and challenges faced by this population, the study seeks to address the gap in educational support for migrant students with autism in an international context. By focusing on curriculum development, the research endeavors to enhance the educational experiences and outcomes of Indonesian migrant students with autism in Taiwan. Methods: The research methodology employed is research and development, utilizing the ADDIE (Analysis, Design, Development, Implementation, Evaluation) concept as the framework. This approach allows for a systematic and iterative process of curriculum development, ensuring that the curriculum design is informed by thorough analysis of needs, effective in addressing identified challenges, and responsive to the specific context of Indonesian migrant students with autism in Taiwan. Results and Discussion: The outcomes of the research include the formulation of a comprehensive curriculum design, encompassing the school's vision and mission, learning objectives tailored to the needs of students and the school, and considerations for addressing cultural adaptation and potential challenges such as culture shock. With a focus on student development aspects, particularly tailored to the needs of students with autism, the curriculum design aims to provide a supportive and inclusive learning environment conducive to their growth and development. Implications of the Research: The research findings have significant implications for educational practice and policy, particularly in the context of supporting migrant students with autism in international settings. By developing a curriculum implementation design specifically tailored to the needs of Indonesian migrant students with autism in Taiwan, the research contributes to enhancing the educational experiences and outcomes of this underserved population. Furthermore, the insights gained from this study may inform the development of similar initiatives targeting migrant students with special needs in other international contexts. Originality/Value: This research contributes to the field by addressing a gap in the literature and practice surrounding the educational support for migrant students with autism in international settings. By focusing on curriculum development and implementation, particularly for Indonesian migrant students in Taiwan, the study offers a novel approach to enhancing educational inclusivity and support for this population. The research provides valuable insights and knowledge about the implementation of independent curricula abroad, particularly for migrant students with autism, thereby contributing to the advancement of inclusive education practices in international contexts.

Exploring special guardianship: experiences of school belonging from the perspectives of the young people, guardians, and designated teachers

ABSTRACT This research explores school belonging (SB) experiences of young people in the UK who live under the legal status of a special guardianship order (SGO). A high proportion of these young people have had adverse childhood experiences, some are care experienced. This research uses case study to triangulate the perspectives of the young people, their guardians, and designated teachers (DTs) to develop understanding of school belonging, and considers the implications for educational psychologists (EPs), school policy, and staff practice. Seven case studies were undertaken, each including a young person, their guardian/s and their school DT, resulting in 21 semi-structured interviews. A hierarchical structured approach was used in all adult interviews, and personal construct psychology techniques were used in young people’s interviews. Individual case data were analysed using thematic analysis. Superordinate themes generated included identity, fitting in, diagnosis, agency, individuality and association, school’s community connection, systems as obstacles, relationship and connection to others, protection and autonomy, school processes, support and features, and organisational change. The findings emphasise the broad influences on the school belonging of this group, including individual characteristics, peer and staff relationships, school processes, and the communication and interaction between school, home, and the wider community.