Program Curriculum Research Articles

Exploring the Effectiveness of Bite-Sized Learning for Statistics via TikTok

Business statistics is an essential course in the curriculum of business degree programs. Statistics is traditionally a challenging course that may be met with trepidation by many students. To alleviate the difficulties associated with comprehending complex concepts, a pedagogical approach known as bite-sized learning has gained popularity. This approach delivers content in manageable increments, reducing cognitive burdens. In tandem with the approach, instructors may further leverage social media platforms to deliver bite-sized content. Among these platforms, TikTok is a popular social media platform that resonates with students for familiarity and engagement. This research sought to investigate the effectiveness of implementing bite-sized learning strategies via TikTok within a business statistics course. The study divided students into treatment and control groups, administering pre-tests and post-tests. The treatment group, receiving TikTok supplemental material, demonstrated significantly higher scores than the control group, suggesting the efficacy of bite-sized lessons through TikTok in improving student performance.

Development of e-learning resources to enhance the pain education curriculum in physiotherapy programs using an action research-guided approach

Development of e-learning resources to enhance the pain education curriculum in physiotherapy programs using an action research-guided approach

Exploring Canadian Dietitians' Knowledge Attitude and Practices Providing Culturally Safe Care to Muslims who fast During the Month of Ramadan: A Cross-sectional Study.

Fasting during Ramadan involves abstaining from food and drink from dawn to dusk for 29 to 30 days, annually. Dietitians, experts in food and nutrition, play a vital role in fostering the well-being of Canadians. Given that 1 in 20 Canadians are Muslim, access to culturally safe care is essential for their health. The consumption of adequate nutrients during the non-fasting hours is important for Muslims well-being. It is unknown whether dietitians in Canada feel comfortable and knowledgeable providing safe care during Ramadan. An online survey, was developed using the World Health Organization's Knowledge Attitude and Practice Protocol, and then reviewed for content validity by 6 dietitians. From March 5, 2023 to April 1, 2023, 159 Canadian dietitians, from a variety of practice areas including acute care, community health, and private practice, completed the online survey. Descriptive statistics, cross tabulations, and chi-square tests, enhanced by post hoc analyses with Bonferroni correction, were employed to determine any relationship between categorical variables and identify significant associations or differences. While most participants demonstrated an adequate understanding of Ramadan fasting practices, including its duration and restrictions, 91% reported not receiving information on how to provide culturally safe care during their university degree. Many dietitians expressed discomfort providing care (43.7%, 69/158) and lacked adequate resources (51.3%, 81/158). Among the 37% of dietitians who did offer care to Muslims (58/157), the majority felt comfortable (72.1%, 44/58). This study reveals a gap in capacity to provide culturally safe care, highlighting the need for training interventions for nutrition professionals, and curriculum for dietetics programs.

Building nursing students' professional identity through the 'Design process' methodology: A qualitative study.

To explore the elements of nursing identity recognized by nursing students in models developed through the 'Design process' methodology. The construction of nursing professional identity is a complex process involving identification, group belonging, partial assessments and social representations. Nursing identity is one of the most stereotyped and its formation during the nursing degree has a significant impact on professional development. Design can transform society and communicate a positive nursing identity. The 'Design process' connects conceptual content with real-world contexts, particularly with students' future professional roles. A qualitative hermeneutic-interpretative phenomenological study was performed. 135 first-year nursing students developed 22 informative content documents, which design students used to create 22 models. Nursing students then analyzed the models and responded to an ad hoc questionnaire with open-ended questions. Two categories 'nurse' and 'nursing' were identified. Students identified the core competencies of the profession in the models and showed that nurses' professional behavior encompasses other traits besides the stereotyped ones. Students perceived 'Design process' methodology was a valuable tool to raise awareness among the population about the nurses' work. Nurse training is crucial for building professional identity and improving social perceptions. Greater visibility and curricular programs that support identity development are needed. Collaborative work with disciplines like design enhances identity construction and disseminates nursing's true image. The 'Design Process' fosters creativity, problem-solving and innovation in nursing education.

Using AI Chatbots in Visual Programming: Effect on Programming Self-Efficacy of Upper Primary School Learners

Programming Self-Efficacy (PSE) is crucial for enhancing learners’ skills, cognitive abilities, and career interests. Despite its significance, existing research often overlooks strategies to boost PSE among upper primary school learners. This study evaluates the impact of an innovative e-learning tool, AI Chatbots, on students’ PSE. Conducted in a primary school in northern mainland China, the experiment integrated AI Chatbots as an intervention within a visual programming curriculum. It involved 98 fifth-grade students divided into experimental and control groups, both instructed by the same teacher. Interviews were conducted with 6 selected participants from the experimental group after completing all intervention procedures. Findings suggest that, compared to traditional teacher-led instruction, AI Chatbots significantly enhance students’ PSE in programming skill, while boost in PSE in programming knowledge remains non-significant. The study also investigates the mechanisms through which AI Chatbots provide students with easily accessible, personalized learning support for self-directed learning and reduce emotional barriers when they seek help.

Evaluation of Graduate Outcomes in Architecture Accreditation Requirements from a Student Perspective

Architectural education encompasses a variety of methods, with the primary goal of maintaining and improving education quality. In this context, the concept of accreditation has emerged as a system that ensures the preservation of certain standards and keeping these standards up to date in higher education. In Türkiye, the Association for Accreditation of Architectural Education (MIAK-MAK) has established certain accreditation requirements for Architectural Bachelor's Programs in 2021. According to these requirements, the targeted graduate profile is defined under the title of "Education and Learning Characteristics" of the program. The subheading "Knowledge, Skills, and Competencies that Graduates Should Acquire" summarizes the knowledge and skill areas that students need to acquire through the courses included in the program's curriculum, which are categorized into five titles. This study aimed to statistically evaluate the importance of the areas created for the knowledge, skills, and competencies that the graduate should gain from the perspective of the active student. The study focuses on the students of the Department of Architecture at KTO Karatay University Faculty of Fine Arts and Design. In this context, a face-to-face survey was conducted with the students, and the survey results were evaluated using the Analytic Hierarchy Process method. By comparing each subheading with the others, a ranking system was created, and their importance levels were determined. The results of student evaluations indicated that especially issues related to life safety, structural systems, sustainability, and global architecture stood out prominently. Studies evaluating accreditation criteria from the student perspective are very limited in the literature. For this reason, as an important approach, this study points out the gap in the field for researchers working on accreditation. This research, which aims to provide a perspective from students, is expected to offer an alternative approach and provide a participatory view in educational research.

RETHINKING TEACHER EDUCATION IN CONTEXT TO NEP 2020 AND MULTILINGUAL CLASSROOMS

The National Education Policy (NEP) 2020 represents a transformative shift in India's educational landscape, particularly concerning multilingual education. As a comprehensive framework, NEP 2020 advocates for the integration of mother tongue or regional language instruction in the early years of education, underscoring the policy's commitment to preserving India's rich linguistic diversity while enhancing educational outcomes. Multilingual education is grounded in the belief that children learn best when they are taught in their mother tongue or a language familiar to them. Therefore, this idea has been strongly recommended by the policy which promotes the use of the mother tongue or regional language as the medium of instruction up to Grade 5, and wherever possible, up to Grade 8. This approach was taken up to improve comprehension, cognitive development, and academic performance by aligning the language of instruction with the students' linguistic background. Furthermore, NEP 2020 also encourages the learning of additional languages, promoting multilingualism as a means to foster cognitive flexibility, cultural understanding, and global competencies.In this paper, the authors attempted to explore the core elements of NEP 2020 relevant to multilingual classrooms, the anticipated impacts on educational practice, and the challenges and opportunities presented by its implementation. In addition to many benefits, the authors observed a few challenges in its implementation in Indian classrooms. One major obstacle was the lack of qualified teachers who can instruct in a multilingual environment and are fluent in multiple languages. Another major barrier worth mentioning was the development and distribution of teaching materials in multiple languages. The authors of this paper emphasize how critical it is to reconsider and consistently work on the curriculum of teacher preparation programs in order to incorporate the high demand aspects of today’s educational scenario. In conclusion, the authors strongly believe that by overcoming the challenges and taking advantage of the opportunities presented by NEP 2020, India can progress toward a more successful and equitable educational system that honors and builds upon its rich linguistic heritage.

예비 영어교사의 세계 영어에 대한 인식: 경남지역 A 대학 사례를 중심으로

Objectives The 2022 revised English curriculum defines English as a means of communication used by global citizens and aims to develop the ability to communicate in English with people from different linguistic and cultural backgrounds. This study aims to provide foundational data for improving the curriculum of English teacher training programs by investigating the perceptions of English education majors at a teacher's college regarding English as a global language. Methods To achieve this, 111 students from the English Education Department of a teacher's college in Kyungnam province participated in the study. Data was collected through questionnaires. To understand the overall perceptions of the students, means and response distributions were compared. T-tests and ANOVA were conducted to examine differences according to background variables, and Scheffé post-hoc tests were performed for further analysis. Results Among the students, 98.2% and 95.5% respectively responded that English serves as a common language in the international community. Regarding World Englishes, slightly more than half (54% and 60.3%) of the students responded that it is possible to communicate in English even if it is not from an English-speaking country, and that they do not have a negative perception of English used by people from non-English-speaking countries. In particular, the majority of students responded that wolrd Englishes is not incorrect English. Only 32 students (28.8%) responded that there should be no grammatical errors to achieve fluent English skills, and 61 students (54.9%) responded that one must have native-like pronunciation to be fluent in English. 80.1% of the students had a very positive perception of teaching world cultures in English classes, but only 20.7% agreed that the focus of English education should shift away from English-speaking countries. The students' perceptions showed no significant differences by gender, but significant differences were found by academic year. Conclusions The results of this study indicate that students have a very positive perception of the role of English as a global language and cultural diversity. However, their perception of English education from the perspective of world Englishes is low. Although students' understanding and perception of world Englishes have improved compared to previous studies, it suggests the need for further discussion on English education as a world Englishes. Teacher education programs should reflect the necessary changes following the paradigm shift in English education and develop practical teaching strategies.

THAT’S ANTHROPOLOGY: CONFRONTING AGEISM AND STUDENT DISCOMFORT IN SERVICE LEARNING

Abstract Undergraduate anthropology majors participated in a 15-hour, semester-long service-learning project at an adult day and health care center during Spring 2024. While a research-based model of intergenerational service-learning has been incorporated in the undergraduate gerontology program curriculum at UNC Charlotte for 25 years, this was the first time anthropology undergraduates engaged in intergenerational research as part of their senior seminar. With no prior coursework in gerontology, and limited intergenerational experiences, anthropology senior seminar students began the semester with uncertainty and ageist biases. The founding director of the gerontology program, a professor emerita of anthropology, guided students’ practical development by providing lectures, leading exercises, and facilitating discussions throughout the semester. During the course, the students learned about and confronted complex presentations of ageism. Their time at the day center involved socializing with participants, assisting staff, creating and tending a therapeutic garden, working with participants to create memory boxes, and building rapport. These steps were essential for building a reciprocal, collaborative intergenerational research relationship that integrates anthropological pedagogy. We suggest their initial resistance to this work is the result of age segregation and internalized sociocultural narratives of ageism, as well as misguided expectations of the frustrating, messy, challenging reality of undertaking anthropological research using participant observation. Consistent narrative themes of unprecedented gratitude, personal growth, and learning about ageism emerged from student field notes, class discussions, and written reflections. This program evaluation presents novel insights for future integration of intergenerational programming and gerontological knowledge into anthropological pedagogy.

Art Education in Türkiye during the Republican Period (1938-1950)

The subject of the article is the studies carried out on art education in Türkiye during the period from 1938 to 1950 when İsmet İnönü was the President. Under the main title of Art Education in the I. İnönü Period (1938-1950), this article focuses on decisions on art education in National Education Councils (1928-1949), Art Education in Curricula (1938-1950), Art Education in Primary School Curricula, Art Education in Secondary School Curricula, Village Institutes Curricula and Art Education. During the Presidency of İsmet İnönü (1938-1950), the reforms and structures implemented in education, the national education councils conducted by the CHP, and the reports prepared by foreign experts who were invited to Türkiye by the Ministry of National Education for their recommendations on art education formed the basis of this research. In addition, the curriculum programs of primary and secondary schools and Village Institutes are also included in the article's subject. Related documents from the Presidential Archive of the Republic, Official Gazette, minutes and law journals of the Grand National Assembly of Türkiye, various magazines, newspapers, books, and articles from periodical publications were used to collect data. These data were analyzed using the document analysis method.

Exploring the impact of the Extended Curriculum Programme (ECP) as a crucial motivating landing space

The smooth transition of students into higher education is crucial for laying a strong foundation for success at the university level. This paper investigated students’ perceptions and responses to enrolling in an Extended Curriculum Programme (ECP) and lecturers’ efforts to motivate students and understand the factors that may hinder student success. To achieve this, the research utilised a mixed methods approach, incorporating both qualitative and quantitative dimensions. The researchers purposefully selected 150 ECP students enrolled in the 2024 academic year. Data collection involved the use of free listing techniques and semi-structured interviews, which allowed for a comprehensive understanding of the students' experiences. The collected research data was organised, transcribed, and analysed using thematic analysis, ensuring a systematic and in-depth exploration of the data. Additionally, the findings were statistically analysed using Microsoft Excel to compare the challenges faced based on gender and age, providing a nuanced understanding of the factors influencing student transition. The students, while enthusiastic about their university experience, also expressed feelings of being lost and overwhelmed during their transition. Many students, particularly those who linked their early academic performance to future opportunities, felt unprepared for independent study at the university, which was distressing. Ignoring such experiences and the lack of a sense of belonging can hinder students' academic success. Therefore, it is crucial for lecturers to identify students’ emotions early and implement supportive strategies, such as a well-planned orientation program, recognition, and rewards for high-achieving students. The paper recommends strategies and techniques that should be implemented to facilitate a smoother transition for students into higher education.

Laro Ng Lahi Through the Lens of Junior High School Students: A Phenomenological Inquiry

Junior high school students’ knowledge, attitudes, and perceptions of traditional games are crucial to explore, and their integration into curriculum programs can optimize learning and developmental outcomes. This study aimed to understand and explore the lived experiences of junior high school students regarding their attitude and engagement toward Laro ng Lahi and its cultural significance. Laro ng Lahi has become unfamiliar or is no longer recognized by today’s generation. The researcher aimed to emphasize the love for traditional games. Traditional games, such as Luksong baka, jump over the person (baka) or "cow," without touching, Patintero where goal for offensive players without being tagged, Piko which hop from section to section without touching the lines and Tumbang preso, tossing a slipper at a can object of the game. This study used a qualitative transcendental phenomenological approach. We aimed to examine the lived experiences of 20 junior high school students. The findings revealed that the students initially found the traditional games to be fun, exciting, and deeply memorable, often evoking strong emotions and a sense of nostalgia. We also identified challenges such as varying levels of student engagement and the need for more inclusive strategies to effectively integrate Laro ng Lahi into the broader educational framework. Our study strongly advocated for a more nuanced approach to incorporating Laro ng Lahi into the curriculum, stressing the need to overcome barriers and leverage these games as a valuable resource for holistic education.

Attitudes toward aging and negative stereotypes about old age in Chilean university students according to previous experiences with older people: An cross-sectional study

ABSTRACT Introduction Research in Ibero America on ageism in university students has focused on associating it with sociodemographic variables, with a more dispersed and limited focus on previous experiences with older people. Objective Determine the association between attitudes toward aging and negative stereotypes about old age with previous experiences with older people of university students of various health-related programs. Methods Observational, cross-sectional study. The probabilistic sample consisted of university students enrolled in one of 12 health-related programs at a Chilean university, who answered an online survey that included sociodemographic data, previous experiences with older people (Yes/No), Attitudes toward aging (KAOP) and Negative Stereotypes about old age (CENVE). Results In total, 2,104 students participated. The association between previous experiences (changeable and unchangeable) and total scores demonstrated a positive significant association between 6 questions (having done volunteer work, having completed a course not offered by the university, having dealt with content related to older people in their program curriculum, having interest in knowing older people, or having interest in professionally working with older people, as well as having a religious belief, all of changeable nature) and the KAOP score; furthermore, a negative significant association between two questions (one of them of changeable nature: having interest in knowing older people) and the CENVE score. Conclusions Previous experiences with older people, related to closeness and interest, particularly the latter whose nature is changeable, represent an opportunity to conduct interventions during the university.

STRATEGY PROGRAM FOR IMPROVING AVIATION VOCATIONAL COLLEGE STUDIES THROUGH INTERNATIONAL TRAINING INTEGRATION

Merdeka Belajar Kampus Merdeka (MBKM) Program aims to improve graduates' abilities, soft skills, and hard skills following the needs of the times to prepare graduates to become superior and personable future leaders and the acceleration of Indonesian human resources education is more focused on vocational education human resources. This research aims to develop appropriate strategies to improve human resources competency to support the transformation of the transportation sector by integrating the international training curriculum into the curriculum and syllabus of higher education study programs so that it has an impact on increasing the quality of the leading performance indicators in the independent learning campus of independent higher education. This research uses the Strengths, Opportunities, Aspirations, and Results (SOAR) analysis method to analyze the internal factors' Strengths, Aspirations, and external factors' opportunities and results, which are the basis for determining strategy. The results of the research analysis conducted on the strategy for improving study programs in the higher education environment of the Ministry of Transportation aviation vocational college through the integration of international training is a new policy that is the output of the international curriculum and syllabus of higher education, international competency certificates to benefit from improving the quality of education and its relevance to the needs of the global market—the implementation impact to improve competency in supporting the transformation of the transportation sector.

From Ridge 2 Reef: An interdisciplinary model for training the next generation of environmental problem solvers.

Regional and global environmental challenges have become increasingly complex and require broader solutions than a single discipline can provide. Although there is a growing need for interdisciplinary research, many graduate education programs still train students within the confines of a particular discipline or specialty. The Ridge 2 Reef research traineeship program at the University of California, Irvine, aimed to provide transferable and interdisciplinary skill training to prepare graduate students from different disciplines to address current and future environmental challenges. The program achieved its goals through a 'culture of improvement' that ensured trainee needs shaped program management and curriculum. Due to trainee feedback and leaders dedicated to program improvement, there was a complete course overhaul during the first two years of the program, resulting in a final curriculum structure that was more effective and aligned with revised program goals. Program evaluations suggest that the flexibility of the program, diversity of training, overhauled courses offered, and partnership-focused opportunities contributed to more confident graduate students who were more broadly trained and better prepared in their chosen environmental career paths. Based on evaluation surveys, graduate students reported significant gains in scientific, technical, and career knowledge as well as transferrable skills in communication, data analysis, leadership, mentoring, and interdisciplinary collaboration. The structure and evolution of the Ridge 2 Reef traineeship can provide a framework for other graduate education programs to better incorporate interdisciplinary training and student feedback, ultimately improving programs and preparing scientists for the 21st century workforce.

AUN-HPN healthy university compliance: does medical college at HEIs facilitate health promotion?

ABSTRACT This study aims to evaluate the compliance of participating Higher Education Institutions (HEIs) across continents with the ASEAN University Network – Health Promotion Network (AUN-HPN) quality assurance checklist. It also explores the influence of having a medical college within an HEI on health promotion capabilities and outcomes. The study is descriptive, quantitative and employs a cross-sectional design. Data collection took place during the SIU-AIU Uni20 conference, in Pune, Maharashtra, India, on 19th and 20th June 2023. Respondents, who were educators, administrators, and vice-chancellors associated with HEIs, provided their responses using the AUN-HPN Healthy University checklist. Data analysis included frequencies, percentages, and the Chi-Square test of association. Participants, predominantly from Asia, presented diverse perspectives on health promotion, revealing considerable discrepancies in adherence across different categories. The categories with the lowest compliance were ‘organization’s health profile’, ‘integration of health promotion issues into curriculum or co-curriculum programs and research’, and ‘Networking for Health Promotion’. Basic facilities exhibited the highest compliance rate at 79%. A statistically significant correlation was identified between the health profile, health services, a healthy and supportive environment, and the presence of medical colleges at HEIs. The study underscores the need for a standardized global framework for health promotion in HEIs. Findings highlight areas of concern, including insufficient organizational health profiles and low integration of health promotion in academic programs. Urgent attention is needed for institutions lacking basic facilities and management support.

The evolution of a quality improvement curriculum in a family nurse practitioner residency program.

There is a wide variation in the curricular emphasis and implementation nationally across programs for teaching quality improvement (QI) in family nurse practitioner (FNP) programs. This variation among curriculum plans often leaves NP graduates unsure as to how to identify and effect change within their organizations. This manuscript describes the development of an initial QI curriculum and subsequent enhancements over a 3-year time frame and outlines the curriculum development process, implementation, and program outcomes within an FNP residency program. This report also focuses on the importance of reinforcing the role of QI within the personal identity of the FNP, ensuring quality care to patients.

Evaluation of General Entrepreneurship Programme Curriculum in Tertiary Institutions in Ogun State, Nigeria

Entrepreneurship programme has recently been discussed as the only solution to the unemployment ravaging the country. Using epistemological approach of the quantitative case study of the descriptive research design, this study assessed the general entrepreneurship programme curriculum in tertiary institutions in Ogun State. This was with a view to providing information on the extent of implementation of the entrepreneurship programme curriculum in Tertiary institutions in Ogun State, Nigeria. Directors of three higher institutions of learning (one University, one Polytechnic and one College of Education) were purposively selected based on compliance with the requirements for entrepreneurship programme. The results showed that the entrepreneurship programme curriculum in tertiary institutions in Ogun State was not effectively implemented. Also, it was discovered that only 37.4% of the courses had written curriculum. In addition, it was discovered that only 35.4% written curriculum are available for the entrepreneurship programme courses. Based on the findings of the study, it was therefore recommended that more skill acquisition courses should be embraced as stipulated by the federal government and experts should be employed to design written curriculum for entrepreneurship courses in tertiary institutions in Ogun state among others.

From vision to enactment: reflections on the practical impact of the Beyond 2000 report

ABSTRACT The Beyond 2000 report (Millar & Osborne, 1998) argued that the school science curriculum of the late twentieth century was designed primarily to provide a sound preparation for progress to more advanced courses in science. It proposed that the curriculum for students up to the age of 16 should instead be designed to develop all students’ ‘scientific literacy’, through a focus on the major ‘explanatory stories’ of science and a set of key ‘ideas-about-science’. Have the recommendations of Beyond 2000 had any lasting impact on curriculum and instruction? I will explore this question by considering the most explicit effort to act on these recommendations, the Twenty First Century Science project (Millar [2006] Twenty First Century Science: Insights from the design and implementation of a scientific literacy approach in school science. International Journal of Science Education, 28(13), 1499–1521.). The development of this curriculum programme for 14–16 year old students in England illustrates the scale and nature of the task of transforming a curriculum vision into an operational reality, and highlights the challenges of achieving significant change, and the main sources of difficulty and resistance. Despite evidence of positive impact on student engagement, external influences have steadily diminished its initial impact and the science curriculum has returned to its late twentieth century emphasis. Yet the Beyond 2000 critique remains as valid today as twenty-five years ago. The science curriculum in most countries does not reflect a clear vision of the contribution of science to a general education. The practical response to Beyond 2000 suggests that significant change requires clarity on intended outcomes and how they might be assessed, and the building of professional and social consensus around them.

An Investigation of Second-Year Medical Students’ Use of Outside Resources at Two Institutions

Abstract Introduction Medical students have an unprecedented number of study resources available to use. There is a shift in the frequency of student resource use, particularly outside resources not provided by the academic institution, as students progress through the curriculum. This may reflect how individual students develop as self-regulated learners. The purpose of the current study was to evaluate and compare medical student resource use at two institutions. Materials and Methods This is a mixed-methods, cross-sectional study that examines factors that are associated with outside resource use and frequency of resource use for second-year medical students across two institutions. A questionnaire was sent to second-year medical students at ATSU-School of Osteopathic Medicine and Eastern Virginia Medical School. Mann–Whitney tests were used to compare Likert-type responses between institutions. A thematic analysis was used to validate and expand on the qualitative dataset. Results Students across institutions are using outside resources frequently. We observed similar influence of factors for the use of outside resources such as preparing for licensing exams across institutions. EVMS students were more likely to be influenced by academic support staff and to use outside resources to prepare for course exams than ATSU students. Differences were noted when comparing the use of specific resources such as transcripts, self-generated student resources, and online resources generated by peers. Further, EVMS students more frequently used outside resources to study for disciplines such as physiology, microbiology, and pathology compared to ATSU students. Conclusions The observation that students across both institutions are influenced similarly to use outside resources to prepare for licensing exams is expected. However, we did observe some differences which could be explained by variations in curriculum and organizational features or programs at each institution. The results from the current study are consistent with what has been observed in previous studies. Establishing a better understanding of how students use outside resources will enable faculty and institutions to help students develop as self-regulated learners.