Quality Of Educational Research Research Articles

Validity Evidence for Endoscopic Ultrasound Competency Assessment Tools: A Systematic Review

Background and aims: Competent endoscopic ultrasound (EUS) performance requires a combination of technical, cognitive, and non-technical skills. Direct observation assessment tools can be employed to enhance learning and ascertain clinical competence; however, there is a need to systematically evaluate validity evidence supporting their use. We aimed to evaluate the validity evidence of competency assessment tools for EUS and examine their educational utility. Methods: We systematically searched five databases and grey literature for studies investigating EUS competency assessment tools from inception to May 2023. Data on validity evidence across five domains (content, response process, internal structure, relations to other variables, and consequences) were extracted and graded (maximum score 15). We evaluated educational utility using the Accreditation Council for Graduate Medical Education framework and methodological quality using the Medical Education Research Quality Instrument (MERSQI). Results: From 2081 records, we identified 5 EUS assessment tools from 10 studies. All tools are formative assessments intended to guide learning, with 4 employed in clinical settings. Validity evidence scores ranged from 3 to 12. The EUS and ERCP Skills Assessment Tool (TEESAT), Global Assessment of Performance and Skills in EUS (GAPS-EUS), and the EUS Assessment Tool (EUSAT) had the strongest validity evidence with scores of 12, 10, and 10, respectively. Overall educational utility was high given ease of tool use. MERSQI scores ranged from 9.5-12 (maximum score 13.5). Conclusions: The TEESAT, GAPS-EUS, and EUSAT demonstrate strong validity evidence for formative assessment of EUS and are easily implemented in educational settings to monitor progress and support learning.

Академічна чесність та її важливість у вищій освіті: вплив інноваційних технологій

In the conditions of globalization and digital transformation of educational processes, compliance with the principles of academic honesty is becoming an increasingly urgent problem in the educational process. First of all, innovative technologies significantly expand access to educational resources, improving the quality of education and promoting inclusiveness in education. In addition, they create new risks and opportunities for students and faculty in the context of academic misconduct, such as plagiarism, manipulation of research results, and other forms of misconduct. However, alongside the everyday challenges, innovative technologies provide a wide range of tools to prevent academic misconduct. The development of anti-plagiarism systems, the integration of artificial intelligence for the analysis of works, and the introduction of digital platforms for monitoring the educational process allow not only the detection of violations but also the form of a responsible attitude toward academic honesty in students and teachers. It is important to emphasize that academic integrity in modern higher education is not only a matter of compliance with ethical norms but also a factor affecting the general image and reputation of educational institutions at the international level. Annotation. While writing the scientific article, the role of academic integrity was revealed in the context of its role in the formation of the educational and scientific environment, particularly in the conditions of active implementation of innovative technologies. Academic honesty is defined as ensuring the quality of education and scientific research through the formation of trust in the results of academic activity. Fundamental principles of academic integrity and its values, such as honesty, objectivity, commitment to scientific truth, and avoidance of plagiarism, are explored. Academic misconduct, such as plagiarism, fabrication, and data falsification, is increasingly challenging to detect due to the development of artificial intelligence and other innovative technologies. The advantages and disadvantages of disseminating innovative technologies in the educational process, which increase the inclusiveness and accessibility of education, are analyzed. It has been established that digitalizing educational processes expands the possibilities of access to knowledge and creates new challenges for ensuring academic integrity. Recommendations are offered to improve the methods of detecting and preventing academic violations, including the development of policies and standards regulating the use of artificial intelligence in education and regular training for teachers and students on the ethical use of technology. Keywords: academic integrity, innovative technologies, higher education, digitalization, artificial intelligence, educational process.

Leveraging evaluation of quality on medical education research with ChatGPT

What is the educational challenge? The Medical Education Research Study Quality Instrument (MERSQI) is widely used to evaluate the quality of quantitative research in medical education. It has strong evidence of validity and is endorsed by guidelines. However, the manual appraisal process is time-consuming and resource-intensive, highlighting the need for more efficient methods. What are the proposed solutions? We propose to use ChatGPT to evaluate the quality of medical education research with the MERSQI and compare its scoring with those of human evaluators. What are the potential benefits to a broader global audience? Using ChatGPT to evaluate medical education research with the MERSQI can decrease the resources required for quality appraisal. This allows faster summaries of evidence, reducing the workload of researchers, editors, and educators. Furthermore, ChatGPTs’ capability to extract supporting excerpts provides transparency and may have the potential for data extraction and training new medical education researchers. What are the next steps? We plan to continue evaluating medical education research with ChatGPT using the MERSQI and other instruments to determine its feasibility in this realm. Moreover, we plan to investigate which types of studies ChatGPT performs best in.

Peran Pustakawan di Perguruan Tinggi Sebagai Partner Riset dalam Pemenuhan Kebutuhan Informasi Pengguna

The role of librarians in higher education as research collaboration partners is a crucial aspect in fulfilling the function of libraries as information centers. This study aims to analyze and identify the role of librarians in higher education as research partners in meeting user information needs. Adopting a qualitative approach through literature study methods, this research investigates how librarians function not only as providers of information resources but also as active collaborators in the research process. In this context, librarians assist in information literacy training, mapping research themes, and providing and managing digital resources that meet current academic and research needs. The findings indicate that collaboration between librarians and researchers strengthens the knowledge infrastructure and enriches research resources, but also faces challenges such as limitations in librarians' research skills, the need for professional development, and funding issues. This study emphasizes the importance of developing librarians' skills in research and information technology to support effective academic and research activities, and highlights the strategic role of libraries in enhancing the quality and effectiveness of research in higher education.

Strategic planning is a tool for developing the reality of the Faculties of Arts and aligning with the labor market

Strategic planning is considered a vital tool for the development of Arts Colleges in Iraq, as it helps to establish a clear and measurable vision and objectives that align with the colleges’ mission and future aspirations aimed at improving the quality of education and institutional development. This is achieved through analyzing the external and internal environment, such as evaluating infrastructure, teaching and learning resources, and the needs of students and the surrounding community. Strategic planning can identify opportunities and challenges faced by the colleges and develop strategies to deal with them. The importance of planning lies in the institution’s ability to align its educational outputs with the requirements of the job market and anticipate the skills and knowledge required from graduates. Colleges can develop educational programs that suit market needs and various sectors. These are implemented continuously with performance monitoring, evaluation, and adjustment as needed. This includes implementing development programs for faculty members and providing the necessary resources to improve the quality of education and scientific research. Strategic planning also encourages continuous communication with employers and relevant entities to ensure curriculum updates and effectively meet needs, increasing graduates’ employment opportunities and enhancing community development. The study concludes that strategic planning is an essential tool for the development of Arts Colleges in Iraq, as it helps direct efforts towards achieving educational and developmental goals that meet the needs of society and the job market effectively and sustainably.

Evaluating the quality of posthuman music education research: diffracting quality criteria through response-ability

ABSTRACT Although encompassing a variety of research approaches, qualitative research in music education shares the assumption that reality is socially constructed; it takes this construction to be based on the specific perspective of the individual human; and it considers epistemology and ontology to be different fields of study. The posthuman theory of agential realism, on the other hand, argues that the world is becoming through intra-actions; it decentres the individual humanist subject; and it studies onto-epistemology – practices of knowing-in-being. Considering these fundamental differences, the quality criteria of qualitative research are not applicable to posthuman music education research. Nevertheless, posthuman research is concerned with the ethics of research and how to response-ably and ethically take part in the world’s becoming. Thus, the emerging field of posthuman music education research must develop other ways of evaluating research beyond the quality criteria found in qualitative methodologies. This paper argues that diffraction – both as a physical and musical phenomenon and as a philosophical concept – might be a fruitful approach. By reading quality criteria diffractively through the agential realist concept of response-ability, it poses critical and creative questions, moving us towards evaluating the quality of posthuman music education research on its own terms.

A78 VALIDITY EVIDENCE FOR OBSERVATIONAL EUS COMPETENCY ASSESSMENT: A SYSTEMATIC REVIEW

Abstract Background Endoscopic ultrasound (EUS) encompasses a range of diagnostic and therapeutic procedures that require technical, cognitive, and non-technical skills. The implementation of competency-based frameworks in endoscopic education has emphasized trainee assessment based on predefined milestones, rather than procedure volume. Observational assessment tools with strong validity evidence are needed to achieve this goal. Aims To systematically identify and evaluate observational competency assessment tools employed in EUS using an established validity framework. The secondary aim is to evaluate the educational utility of assessment tools. Methods We searched three databases (MEDLINE, EMBASE, and Evidence-Based Medicine Reviews) and the grey literature from inception to May 2023. Messick’s unified framework was used to evaluate validity evidence based on content, response process, internal structure, relations to other variables, and consequences. Each domain was scored from 0 to 3 with a maximum score of 15 points. Educational utility was evaluated using the Accreditation Council for Graduate Medical Education Standards considering ease of use, ease of interpretation, resources required, and educational impact. Study quality was assessed using the Medical Education Research Quality Instrument. Results Our search identified 2081 records. We screened 44 full texts and included 5 observational EUS assessment tools from 10 studies. All 5 tools are formative assessments, with 4 employed in clinical settings and one in a simulated setting. All tools use Likert rating scales and are rater-based, with 2 having additional self-assessment components. Validity evidence scores ranged from 3 to 13, with the EUS Assessment Tool (EUSAT), Global Assessment of Performance and Skills in EUS (GAPS-EUS), and The EUS and ERCP Skills Assessment Tool (TEESAT) scoring highest, with 10, 11, and 13 points, respectively. Overall educational utility was high across studies given ease of tool use. The TEESAT had the strongest educational impact considering its influence on credentialing and competence thresholds. Study quality was high overall, with scores ranging from 9.5 to 12 (maximum 13.5 points). Inter-rater agreement for validity evidence and educational utility scoring was substantial (k=0.73, raw agreement 80%) and almost perfect (k=0.92, raw agreement 96%), respectively. Conclusions The EUSAT, GAPS-EUS, and TEESAT demonstrate the strongest validity evidence for observational competency assessment of EUS and are easy to implement in educational settings. Future work should investigate barriers to implementation and evaluate utility of these tools for summative assessment. EUS Observational Competency Assessment Tool Validity Evidence Scores Funding Agencies None

Assessing methodological quality in dental education research using MERSQI: Analysis of publications from two journals.

The Medical Education Research Study Quality Instrument (MERSQI) has been used frequently to assess the methodological quality of medical education but not for dental education. The present study aimed to assess the methodological quality using MERSQI scores of articles published in the Journal of Dental Education (JDE) and the European Journal of Dental Education (EJDE). A cross-sectional assessment of the quality of manuscripts published in 2012, 2017, and 2022 JDE and EJDE was conducted. MERSQI data, numbers of authors, first and corresponding author degrees, geographic origins, and funding information were also extracted for each included study. Descriptive and analytical statistics were conducted, and significance level was set at α<0.05. Four hundred ninety-five articles met the inclusion criteria. The most common study design was a single-group cross-sectional or single-group posttest and conducted in one institution for all studied years. In all journals and years, studies were assessed mainly by participants. The study outcome was mostly satisfaction, attitudes, perceptions, opinions, and general facts. The total mean MERSQI score for each journal and year varied. Year and geographic origin significantly affected the total MERSQI score. Papers originating from Asia had the highest score, followed by South America, Europe, North America, Oceania, and Africa. MERSQI score is applicable to the assessment of the methodological quality of dental educational research. The MERSQI score for most of the domains was similar for both journals. The MERSQI score was affected by publication years and geographic origins.

Bibliometric analysis of the use of VOSviewer in educational research: Trends and implications

This study aims to explore the use of the VOSviewer application in the context of educational research and its impact on improving research quality. The method used was a qualitative descriptive approach, utilizing a literature review and bibliometric analysis to evaluate relevant publications from Google Scholar using the Publish or Perish tool. This analysis identified dominant trends and topics in educational literature adopting VOSviewer from 2014 to 2023. The results showed a significant increase in the number of relevant publications, especially since 2020, indicating the increasing interest and relevance of VOSviewer applications in education research. VOSviewer is proven to be an effective tool in managing and analyzing research data, improving the efficiency, accuracy, and validity of research results. This research lies in comprehensively analyzing the use of VOSviewer to map and understand trends in education research, which has not been discussed much in depth before. This research makes an important contribution to the development of innovative and efficient educational research methods, opening up opportunities for further research in the use of information technology to improve the quality of educational research. Keywords: VOSviewer, Publish or Peris, Education

What Types of Data are Pharmacy Education Scholars Using in Their Abstracts for Poster Presentations?

ObjectiveThe objective of this study was to describe the data being used to support poster presentations in pharmacy education scholarship. MethodsResearch and education posters presented at the 2020 American Association of Colleges of Pharmacy Annual Meeting were unitized to isolate text to be coded, and 2 coders categorized the quantitative and qualitative data by type and source. Questionnaires, instruments, and exams were categorized as new (ie, developed and used for this particular inquiry) versus existing. Qualitative data types were categorized as interviews, focus groups, self-reflections, analysis of student work products (eg, lab reports assessed for student understanding), comments (ie, written or verbal comments), and other (eg, course reports). ResultsA total of 216 abstracts were included in the analysis, with 80 (37%) abstracts relying on data derived from respondent’s perceptions. Further, 143 abstracts (66%) used at least 1 new questionnaire, instrument, or exam. In 57% of the cases where multiple data sources were used, the study involved interprofessional education (eg, multiple health professions learners) or pharmacy student-investigator combinations, and 28 abstracts (13%) did not use pharmacy students as a source. Less than 5% of all abstracts analyzed used traditional qualitative methods of interviews and focus groups. ConclusionThis study can open conversations around how to improve the quality of pharmacy education research and the identification of areas within the scholarship of teaching and learning that may benefit from improvement.

Medical education research study quality instrument: an objective instrument susceptible to subjectivity

ABSTRACT Background: The medical education research study quality instrument (MERSQI) was designed to appraise medical education research quality based on study design criteria. As with many such tools, application of the results may have unintended consequences. This study applied the MERSQI to published medical education research identified in a bibliometric analysis. Methods: A bibliometric analysis identified highly cited articles in medical education that two authors independently evaluated using the MERSQI. After screening duplicate or non-research articles, the authors reviewed 21 articles with the quality instrument. Initially, five articles were reviewed independently and results were compared to ensure agreed upon understanding of the instrument items. The remainder of the articles were independently reviewed. Overall scores for the articles were analyzed with a paired samples t-test and individual item ratings were analyzed for inter-rater reliability. Results: There was a significant difference in mean MERSQI score between reviewers. Inter-rater reliability for MERSQI items labeled response rate, validity and outcomes were considered unacceptable. Conclusions: Based on these results there is evidence that MERSQI items can be significantly influenced by interpretation, which lead to a difference in scoring. The MERSQI is a useful guide for identifying research methodologies. However, it should not be used to make judgments on the overall quality of medical education research methodology in its current format. The authors make specific recommendations for how the instrument could be revised for greater clarity and accuracy.

Meta-Analysis of Appreciative Inquiry into Timely Completion of Research Work at PhD Level

Completing research work at the PhD level is a significant milestone in academic and professional growth, contributing to the advancement of knowledge and societal development. This Appreciative Inquiry systematically examined the factors that influenced delays in research work at the PhD level in higher education institutions. Ten research articles published between 2020 and 2023 were analyzed to synthesize the findings. The study identified key factors that contributed to delays, including inadequate research guidance experiences, challenges in postgraduate research supervision, and barriers at the institutional level. Additionally, the impact of research topic selection and distance learning on research progress was explored. The analysis highlighted the significance of effective research guidance, supportive supervision practices, and adequate resources in minimizing delays. Furthermore, implications for institutional policies and recommendations for fostering a conducive research environment were discussed. Overall, this Appreciative Inquiry offered valuable insights for policymakers, educational institutions, and researchers to address delays in research work at the PhD level. Our findings suggested the need to foster a conducive research environment, provide adequate resources, and promote effective communication between students and supervisors. By implementing evidence-based interventions, we could enhance the research experiences of doctoral candidates, promote timely completion of research work, and advance the quality of research in higher education.

Development of Quick Response Code-Based Teaching Material for Educational Statistics Courses

This study aimed to develop interactive teaching materials based on Quick Response (QR) codes for the Education Statistics Course at a State Islamic Institute in Sinjai. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was used to ensure the teaching materials' validity, practicality, and effectiveness. The teaching materials and learning videos underwent a validity test, which found that all aspects were valid, scoring 3.58. The media validation was very valid, with an average validator score of 3.68. The developed teaching materials were practical, with an average respondent rating of 92.07%. Respondents also found the teaching materials effective, with a proportion of 89.63%. These teaching materials will provide students with the knowledge and skills required for their final projects, including proposal preparation, research, data analysis, and thesis compilation. The hope is that these materials will improve the quality of education statistics learning and research, making students more competitive. In conclusion, this research successfully developed interactive teaching materials based on QR codes for the Education Statistics Course, which were found to be valid, practical, and effective.

Challenges for the Design of International Assessments: Sampling, Measurement, and Causality

This paper examines critical design factors that influence data quality in educational research, using international large-scale educational assessments as an example. We will focus on statistical challenges related to sampling, measurement, and causality. While international assessments employ rigorous random sampling techniques, deviations such as exclusions and non-participation can introduce bias and affect representativeness. In terms of measurement, although these assessments excel in core domains, there is a growing call for broader assessment areas, such as environmental literacy and civic education. Additionally, concerns are emerging about the quality of context surveys. Causality remains a central concern, and despite the challenges posed by the cross-sectional design, combining data and applying sophisticated analytical methods can help address causal questions. Recognising the interconnectedness of sampling, measurement, and causality is essential for conducting robust research and informing evidence-based policies and practices.

A Systematic Review of Immersive Virtual Reality for Nontechnical Skills Training in Surgery

Immersive virtual reality (IVR) can be utilized to provide low cost and easily accessible simulation on all aspects of surgical education. In addition to technical skills training in surgery, IVR simulation has been utilized for nontechnical skills training in domains such as clinical decision-making and pre-operative planning. This systematic review examines the current literature on the effectiveness of IVR for nontechnical skill acquisition in surgical education. A literature search was performed using MEDLINE, EMBASE, and Web of Science for primary studies published between January 1, 1995 and February 9, 2022. Four reviewers screened titles, abstracts, full texts, extracted data, and analyzed included studies to answer 5 key questions: How is IVR being utilized in nontechnical skills surgical education? What is the methodological quality of studies? What technologies are being utilized? What metrics are reported? What are the findings of these studies? The literature search yielded 2340 citations, with 12 articles included for qualitative synthesis. Of included articles, 33% focused on clinical decision-making and 67% on anatomy/pre-operative planning. Motion sickness was a recorded metric in 25% of studies, with an aggregate incidence of 13% (11/87). An application score was reported in 33% and time to completion in 16.7%. A commercially developed application was utilized in 25%, while 75% employed a noncommercial application. The Oculus Rift was used in 41.7% of studies, HTC Vive in 25%, Samsung Gear in 16.7% of studies, Google Daydream in 8%, and 1 study did not report. The mean Medical Education Research Quality Instrument (MERSQI) score was 10.3 ± 2.3 (out of 18). In all studies researching clinical decision-making, participants preferred IVR to conventional teaching methods and in a nonrandomized control study it was found to be more effective. Averaged across all studies, mean scores were 4.33 for enjoyment, 4.16 for utility, 4.11 for usability, and 3.73 for immersion on a 5-point Likert scale. The IVR nontechnical skills applications for surgical education are designed for clinical decision-making or anatomy/pre-operative planning. These applications are primarily noncommercially produced and rely upon a diverse array of HMDs for content delivery, suggesting that development is primarily coming from within academia and still without clarity on optimal utilization of the technology. Excitingly, users find these applications to be immersive, enjoyable, usable, and of utility in learning. Although a few studies suggest that IVR is additive or superior to conventional teaching or imaging methods, the data is mixed and derived from studies with weak design. Motion sickness with IVR remains a complication of IVR use needing further study to determine the cause and means of mitigation.

Marketisation in higher education and quality concerns

ABSTRACT This article discusses the impact of marketisation on the quality of research and education in Turkey and the USA based on the narratives of higher education scholars. It also compares the perception of Turkish and American scholars regarding the implications for Turkey and the USA. It is concluded that there is a link between marketisation and the quality of teaching and research in higher education. While the concerns of Turkish scholars associated with higher education are systemic and perennial regardless of the marketisation process, American scholars tend to associate quality problems in higher education more with the marketisation trend in the country.

Undergraduate teaching of surgical skills in the UK: systematic review.

Students must be proficient in surgical skills according to General Medical Council and Royal College of Surgeons of England guidelines. If these skills are not appropriately taught, there is a risk of an incoming junior workforce with inadequate surgical skills. This paper aimed to review the literature relating to undergraduate teaching of surgical skills in the UK and summarize future suggested training methods. The databases MEDLINE, Embase and SCOPUS were searched, and the existing literature relating to methodology of undergraduate teaching of surgical skills in the UK over the past 10 years was summarized. The Medical Education Research Quality Instrument was used to assess research quality. A total of 19 papers were included. Cross-sectional evaluations and survey-based studies highlight a clear deficit in surgical skills teaching in the UK. Medical students are currently unable to fulfil their own learning needs and meet requirements set out by the General Medical Council. This lack of surgical teaching appears to negatively affect student desire to pursue a surgical career. The three main themes for improvement are extracurricular surgical skills days, near-peer teaching and simulation. Each method appeared to improve learning, although no studies utilized medium- to long-term follow-up to demonstrate efficacy and there lacks a clear consensus as to the 'standard' of undergraduate surgical skill education. There was also potential for selection bias and response shift bias in many of the studies assessing pre- and postintervention confidence and opinions. There is a concerning lack of surgical skills teaching that has resulted in medical students and junior doctors not having the necessary surgical skills as per General Medical Council guidance and students feel that their own learning needs are not met. This failure to address the learning deficit may be responsible for the fall in surgical competition ratios. While surgical skills teaching must be improved urgently, more robust evidence is required to evaluate the optimal ways of approaching this issue.

The Quality of Higher Education and Scientific Research and Its Role in Achieving Sustainable Development Objectives: Applying to Malaysia

The study aims to establish and clarify the role of education in achieving the objectives of sustainable development ، Malaysia is one of the most important countries that has accelerated the development of its intellectual capital through the establishment of a high-quality educational system and attention to technological and exact sciences to a large extent in line with the information and digital revolution experienced by the world Therefore, the study seeks to analyse the most important components of the Malaysian economy as well as the patterns and methods of growth and development plans followed, as well as the extent of benefit from deposits in banks, and the need to extract lessons learned from the Malaysian economic experience The Sustainable Development Goals are a global call for all countries of the world, whether developed, medium or poor, to take action to eliminate the phenomenon of poverty and improve the quality of life for all countries of the world Education in general and higher education (university) in particular is one of the most important means on which countries are based to achieve their progress . The importance of research lies in seeking to clarify and show the relationship between the quality of education in general and higher education and scientific research in particular and the achievement of sustainable development The study has reached a set of results, including : Higher and university education contributes significantly to raising profitability and productivity and adapt productivity to the rapid developments of technology while supporting research and development efforts helps to operate a high-level workforce in addition to the positive effects of economics Knowledge Keywords: Higher Education Quality – Scientific Research – Sustainable Development

Designing for Sensemaking of Research: The Mathematics District Leader Research Group

In this article, I share a design-based research intervention meant to help mathematics district leaders build their capacity to engage with research quality. I present my design (i.e., principles, key features, and intervention structure) and elaborate on how the features of the design allowed for mathematics district leaders’ sensemaking of educational research quality, especially regarding the process for collecting data and research implications. I conclude with recommendations for mathematics teacher educators on how they might adapt my design to their contexts.

Quality of Evidence and Pedagogical Strategy in Using Gamification in Medical Education Literature: A Systematic Review

Introduction Gamification is the use of game principles in non-game settings such as medical education. Effective evidence for using gamification in medical education needs well-designed studies that describe outcomes related to interventions. The study objective was to systematically review the study designs describing gamification interventions in medical education focusing on their characteristics and medical students’ learning. Methods We systematically searched the databases, including Google Scholar, PubMed, Scopus, and Web of Science until 2021. Articles were appraised using the Medical Education Research Quality Instrument (MERSQI). Results The search result included 423 articles, of which 53 articles had inclusion criteria. Of these, 23 articles were classified in the non-electronic games group and 30 studies in the electronic games group. The quality of evidence in both groups was assessed using the MERSQI average checklist. In total, 90% of studies reported the effectiveness of game intervention in one of the 4 levels of the Kirkpatrick pyramid. The predominant pedagogical approach in both groups was the cognitive approach. The psychomotor approach and the affective approach were more prominent in the electronic and non-electronic games groups, respectively. Conclusion This study shows that gamification training techniques improve the performance of medical students in most cases.