Objectives To develop a more specific understanding of psychological mechanisms in the development of burnout in long-term care as a basis for potential new intervention strategies aiming at improving nurses’mental h...Objectives To develop a more specific understanding of psychological mechanisms in the development of burnout in long-term care as a basis for potential new intervention strategies aiming at improving nurses’mental health.Methods Two qualitative studies with thematic analysis were conducted.In Study 1,we conducted eight group interviews with 110 nurses from May–July 2019 in the context of workshops at eight nursing homes in Germany.In Study 2,we supplemented these with semi-structured interviews with 14 executives at German nursing homes in December 2019.Results The thematic analysis in Study 1 identified three main themes:causes of challenges,employees’opportunities for change,and organisational opportunities for change.Thematic analysis in Study 2 identified three main themes:job motives,reasons for filling in for others,and employee self-care.Further,our results show that the need to stand in for colleagues,in particular,is one of the greatest challenges for geriatric caregivers.In dealing with these challenges we found that self-endangering behaviour—a diminished ability to say no when asked to fill in or to do work overtime—was an important antecedent of nurses’burnout.Further,high levels of altruistic motivation and identification with the team or organisation were associated with self-endangering behaviour in the presence of adverse working conditions.Low levels of self-worth are a further risk factor for self-endangering.Conclusions Our findings are at odds with some core tenets of classic models of job demands and burnout that construe motivation and identification as resources.Our results show the need of a holistic intervention program in nursing including individual coaching,team-based interventions and organisational development processes.Employees themselves should be sensitized to this issue and supported in the long term,and politicians should create structures that do not encourage this behaviour any further.展开更多
In this paper, I examine Steve Fuller＇s ＂sociological＂ social epistemology that must be distinguished from its ＂philosophical＂ counterpart. Fuller＇s sociological social epistemology can prompt deep philosophical...In this paper, I examine Steve Fuller＇s ＂sociological＂ social epistemology that must be distinguished from its ＂philosophical＂ counterpart. Fuller＇s sociological social epistemology can prompt deep philosophical analyses of the conditions for knowledge that themselves bear on what should count as knowledge. That is, it can be a vital prelude to developing an interdisciplinary investigation into educational issues. This paper looks at the three features that form an integral part of Fuller＇s social epistemology, which is partly elucidatory and partly critical： naturalistic, normative, and organizational aspects. It goes on to explore whether and to what extent Fuller＇s criticism of an ＂always already＂ thesis in philosophy and his idea of ＂knowledge management＂ afford an understanding of human knowledge in particular and human development in general. This paper concludes with an observation that Fuller＇s social epistemology is flawed in some respects but nonetheless is of relevance to the philosophical study of education.展开更多
Currently, there are a variety of researches on corrective feedback, especially on recasts. Most of researches are experiment-based and depend on the certain context. This paper addresses the question of ＂Is recast t...Currently, there are a variety of researches on corrective feedback, especially on recasts. Most of researches are experiment-based and depend on the certain context. This paper addresses the question of ＂Is recast the most effective form of corrective feedback？＂ by two of Second Language Acquisition （SLA） approaches： cognitive approach and sociolinguistic approach. Empirical research will be used as complement. Theoretically speaking, SLA hypotheses in cognitive approach exist disagreements. Interaction hypothesis favors recast while both input hypothesis and output hypothesis doubt the effectiveness of it. Sociolinguistic approach underscores the significance of appropriate and timely corrective feedback and does not give more credit to certain strategy. Both approaches provide the pedagogical implications and elements to take into account for adopting recasts.展开更多
Experience includes explicit and tacit knowledge. Explicit knowledge is from a person＇s ＂espoused theory＂ which is what a person believes and claims to follow. Tacit knowledge is from a person＇s ＂theory-in-use＂ ...Experience includes explicit and tacit knowledge. Explicit knowledge is from a person＇s ＂espoused theory＂ which is what a person believes and claims to follow. Tacit knowledge is from a person＇s ＂theory-in-use＂ which lies behind a person＇s action or behavior. The knowledge of teaching demonstrated in the classroom can be referred to as tacit knowledge or theory-in-use which is often the theory behind the practice of experienced teachers. Freema Elbaz （1983） points out that the ＂experience＂ is referred to as ＂practical knowledge＂, which ＂provides the basis for a conceptualization which sees the teacher as possessing valuable resources＂ （6） and allows teachers to explicitly indicate and tacitly demonstrate their experience in teaching. The purpose of the study is to investigate how experienced college instructors apply their good teaching qualities to teaching social studies. The participants are three experienced college instructors teaching social studies. A concept map and a final reflection are used to elicit experienced instructors＇ personal epistemology in teaching social studies and their perception of technology use in the classroom. Each participant was asked to generate nine good teaching qualities and draw their concept map based on the nine qualities. Their concept maps reflected their theory-in-use and showed the relationship among their teaching qualities by displaying them together in a graphic form and how each teaching quality is connected to another. Participants＇ technology use was also explored to get their perception of the role of technology and their actual use of it in teaching. Then they were asked to validate their concept map data and reflect on their classroom teaching and use of technology. The findings show the three instructors taught under different schema and decided what their means and ends should be and how technology can help facilitate teaching and learning. However, most of them seemed to treat the content （e.g., democracy education） as their ends and thus used pedagogy （e.g., technology） as the means to reach the ends. Their technology use also reflected their perception of technology in teaching and revealed their limited understanding of technology integration, which leads to potential problems.展开更多
Our main focus in this paper is to try to show Rorty＇s point of departure from mainstream pragmatist treatment of epistemology. In his pragmatic approach to epistemology, Rorty urges that a good pragmatist should aba...Our main focus in this paper is to try to show Rorty＇s point of departure from mainstream pragmatist treatment of epistemology. In his pragmatic approach to epistemology, Rorty urges that a good pragmatist should abandon epistemology as a foundational and rational discipline and instead opt for conversation, the view that knowledge is an expression of judgment of a historically conditioned social group） According to Rorty, the view that we should disentangle ourselves from rigid canons of epistemology is the quest of classical pragmatism traceable to the writings of William James and John Dewey. On this showing, Rorty argues that conversationalism is consistent with mainstream or original pragmatism. Contrary to Rorty＇s claim we try to show, in the following pages, that his pragmatic approach to epistemology is a deviation from mainstream pragmatism. We establish that mainstream or classical pragmatists do not repudiate epistemology.展开更多
Sense-oriented reasoning （SOR） was analyzed by comparing the reasoning of tribal and modem societies on a specific subject, the conception and birth of a child. Tribal societies have beliefs, which are difficult to ...Sense-oriented reasoning （SOR） was analyzed by comparing the reasoning of tribal and modem societies on a specific subject, the conception and birth of a child. Tribal societies have beliefs, which are difficult to understand by modem societies. Their reasoning becomes understandable only when considering that their observations are limited to the macrocosm. Modem societies have access to the microcosm with a microscope, where different biological mechanisms for the conception of a child were discovered. Since the tribes＇ macroscopical observations were different, their conclusions became necessarily different. The inheritance problem can only be solved by genes at the microscopic level, to which tribal societies had no access. With observations limited to the macrocosm, tribes logically invoked invisible child-spirits of ancestors wanting to be reincarnated in children of the same tribe. Besides the different access to observation, the reasoning of both societies is similar and built around the investigation of a final sense. Reasoning progresses after a phase without any quest for sense through three progressive levels： （1） primary sense, （2） corrected sense, and （3） verified sense. In tribal societies, reasoning is interrupted at the primary sense level when it seems consistent with their general beliefs and traditions. This resembles coherentist theories of epistemic justification, in which justification is only a function of coherence between beliefs. Tribal societies realize the input problem of these theories, since they have no access to the microcosm and also illustrate the Gettier problem. Modem societies progress to the higher levels of corrected and verified sense reasoning, even if inconsistent with their prior beliefs. They initially imagined genes as a hypothetic missing link for inheritance, which relies on a start observation concerning the character of ancestors to the target observation, the similarity with the character of children. If the missing link is definitely verified, it shows a chain of justified beliefs between both observations, allowing the initially hypothetic missing link to be retrospectively considered as the real cause. The SOR of modem societies resembles the extemalist version of foundationalism of epistemic justification, in which the necessary non-inferential justification is represented by the target observation.展开更多
We proved that the integration of language skill training and humanity quality cultivating with English teaching as the platform contributed to the improvement of their knowledge and the elevation of their cognitive c...We proved that the integration of language skill training and humanity quality cultivating with English teaching as the platform contributed to the improvement of their knowledge and the elevation of their cognitive competency and aesthetic response. It also demonstrated the introduction of quality education in language teaching had brought forth evident effecl, contributing to the wide reorganization of the importance of traditional cultural education, which attained our goal of arousing the subjects＇ cultural awareness by discussing and exploring. Besides, the amplification of comprehensible input boosted the improvement of their output competency and strengthened their pragmatic awareness, hence, effectively achieve the purpose of reforming college English education. However, in contrast with the enhancement of morality values of college students, the indifferent morality and social values in the society is presently being still a serious problem well worth concern.展开更多
This paper will attempt to clarify the clear tendency, in our contemporary world, to look at ethics as something that ＂cures＂ all wrongs, all unbalance, and all evils from the political, environmental, to the busine...This paper will attempt to clarify the clear tendency, in our contemporary world, to look at ethics as something that ＂cures＂ all wrongs, all unbalance, and all evils from the political, environmental, to the business ones. For this reason, there is nothing better than to turn to ethics in order to ＂moralise＂ the system and the world, when the numerous news of fraud, injustice, and scandals are a part of everyday life in the business world and in our society. But, is this the role of ethics？ Can we reduce the aim of ethics to a mere technique？ In this paper, it is argued that ethics needs to be replaced in the epistemological scale of knowledge, where until now it has occupied a place at the top. Ethics needs to be repositioned in a different level of knowledge where we may find the roots of its foundation. It is also discussed that it is at the core of being that the experience of the action takes place and develops and in it, ethics takes root. Furthermore, it is suggested that understanding ethics from this point of view presupposes a new ethos around a relational poietics which privileges inter-subjectivity, self-creation, and an active and dynamic construction of the human and of the world.展开更多
Based on the custom of stone bridge and village, by categorizing and interpreting the relationship between Lufeng Bridge （鲁封桥） and Luqiao Village （鲁桥村） in Southern Shandong Province, China, this paper focuse...Based on the custom of stone bridge and village, by categorizing and interpreting the relationship between Lufeng Bridge （鲁封桥） and Luqiao Village （鲁桥村） in Southern Shandong Province, China, this paper focuses on discussing the dynamic of rural society change in China and the practice of village life world. It provides detailed materials of field research about folk life of stone bridge and village in North China. Here village life world not only includes the folk integration of their everyday life, but also covers local villagers cognitive attitude towards village, such as village history, legend, belief, ritual, clan and other everyday life styles. Expounding and reconstructing of village life world, shows the essential meanings and categories of bridge folklore, it also demonstrates the consequence of shifting connection between stone bridge and village life. Firstly, the crucial context of understanding village life world is still promising. Secondly, folklore fieldwork is an significant part to comprehend the connotation of village life world.展开更多
The aim of the article is to connect the model of cognitive metonymy with the model of types of denotative equivalence highlighting the explanatory potential of the model of cognitive metonymy for describing and clari...The aim of the article is to connect the model of cognitive metonymy with the model of types of denotative equivalence highlighting the explanatory potential of the model of cognitive metonymy for describing and clarifying the use and occurrence of word equivalents in the English translations of the Brothers＇ Grimm fairy tales by Margaret Taylor （1914） and Jack Zipes （1987）. The Fairy Tales of the Brothers Grimm （GFT） can be seen in a wide sense as a source of the history of culture and social life in the German speaking countries of the nineteenth century. Culture-bound words refer to a special cultural knowledge, which is in a historical sense not or not completely compatible with the structure of knowledge in our present days, and refer to a common cultural knowledge of the community of German speaking countries as well. This article describes the ways of using English equivalents in the translations of the GFT including lexical and cognitive procedures, which stand behind the use of certain equivalents. This leads to the theoretical question： Is it possible to extend the model of denotative equivalence using features of conceptual metonymy in rendering culture-bound words in the target texts？ Investigating this, there can be established modifications in the theory of conceptual metonymy in the framework of cognitive linguistics.展开更多
In In the Castle of My Skin （hereafter Castle） （1983）, the littoral as trope provides a means for discovering Lamming＇s authorial license, one that speaks to postcolonial and phenomenological aims. In this semi-a...In In the Castle of My Skin （hereafter Castle） （1983）, the littoral as trope provides a means for discovering Lamming＇s authorial license, one that speaks to postcolonial and phenomenological aims. In this semi-autobiographical novel, Lamming examines self-awareness and the process through which language and self-analysis may take shape on or be inspired by the shore＇s edge. Through the telling of personal stories, discussions of a colonial history, and with allusions to the social privations affecting the immediate community, Lamming represents the changing realities, the main characters （＂G＂ and his friends） experience as they become socially aware; he highlights this transformative rise to consciousness through the use of littoral imagery in Chapters Six, Eleven, and Fourteen. In this essay, the author explores these representations using postcolonial, psychoanalytical, and phenomenological approaches, giving particular attention to Chapter Six, the longer chapter where Lamming creates a blueprint of the issues to which he will return in Chapters Eleven and Fourteen. Castle epitomizes the ways in which the littoral as trope has the potential to symbolically impact an author＇s text, especially a means for crafting an authorial language that demonstrates a young man＇s rise to consciousness and self-actualization on the shorelines of Barbados before he emigrates abroad.展开更多
文摘Objectives To develop a more specific understanding of psychological mechanisms in the development of burnout in long-term care as a basis for potential new intervention strategies aiming at improving nurses’mental health.Methods Two qualitative studies with thematic analysis were conducted.In Study 1,we conducted eight group interviews with 110 nurses from May–July 2019 in the context of workshops at eight nursing homes in Germany.In Study 2,we supplemented these with semi-structured interviews with 14 executives at German nursing homes in December 2019.Results The thematic analysis in Study 1 identified three main themes:causes of challenges,employees’opportunities for change,and organisational opportunities for change.Thematic analysis in Study 2 identified three main themes:job motives,reasons for filling in for others,and employee self-care.Further,our results show that the need to stand in for colleagues,in particular,is one of the greatest challenges for geriatric caregivers.In dealing with these challenges we found that self-endangering behaviour—a diminished ability to say no when asked to fill in or to do work overtime—was an important antecedent of nurses’burnout.Further,high levels of altruistic motivation and identification with the team or organisation were associated with self-endangering behaviour in the presence of adverse working conditions.Low levels of self-worth are a further risk factor for self-endangering.Conclusions Our findings are at odds with some core tenets of classic models of job demands and burnout that construe motivation and identification as resources.Our results show the need of a holistic intervention program in nursing including individual coaching,team-based interventions and organisational development processes.Employees themselves should be sensitized to this issue and supported in the long term,and politicians should create structures that do not encourage this behaviour any further.
文摘In this paper, I examine Steve Fuller＇s ＂sociological＂ social epistemology that must be distinguished from its ＂philosophical＂ counterpart. Fuller＇s sociological social epistemology can prompt deep philosophical analyses of the conditions for knowledge that themselves bear on what should count as knowledge. That is, it can be a vital prelude to developing an interdisciplinary investigation into educational issues. This paper looks at the three features that form an integral part of Fuller＇s social epistemology, which is partly elucidatory and partly critical： naturalistic, normative, and organizational aspects. It goes on to explore whether and to what extent Fuller＇s criticism of an ＂always already＂ thesis in philosophy and his idea of ＂knowledge management＂ afford an understanding of human knowledge in particular and human development in general. This paper concludes with an observation that Fuller＇s social epistemology is flawed in some respects but nonetheless is of relevance to the philosophical study of education.
文摘Currently, there are a variety of researches on corrective feedback, especially on recasts. Most of researches are experiment-based and depend on the certain context. This paper addresses the question of ＂Is recast the most effective form of corrective feedback？＂ by two of Second Language Acquisition （SLA） approaches： cognitive approach and sociolinguistic approach. Empirical research will be used as complement. Theoretically speaking, SLA hypotheses in cognitive approach exist disagreements. Interaction hypothesis favors recast while both input hypothesis and output hypothesis doubt the effectiveness of it. Sociolinguistic approach underscores the significance of appropriate and timely corrective feedback and does not give more credit to certain strategy. Both approaches provide the pedagogical implications and elements to take into account for adopting recasts.
文摘Experience includes explicit and tacit knowledge. Explicit knowledge is from a person＇s ＂espoused theory＂ which is what a person believes and claims to follow. Tacit knowledge is from a person＇s ＂theory-in-use＂ which lies behind a person＇s action or behavior. The knowledge of teaching demonstrated in the classroom can be referred to as tacit knowledge or theory-in-use which is often the theory behind the practice of experienced teachers. Freema Elbaz （1983） points out that the ＂experience＂ is referred to as ＂practical knowledge＂, which ＂provides the basis for a conceptualization which sees the teacher as possessing valuable resources＂ （6） and allows teachers to explicitly indicate and tacitly demonstrate their experience in teaching. The purpose of the study is to investigate how experienced college instructors apply their good teaching qualities to teaching social studies. The participants are three experienced college instructors teaching social studies. A concept map and a final reflection are used to elicit experienced instructors＇ personal epistemology in teaching social studies and their perception of technology use in the classroom. Each participant was asked to generate nine good teaching qualities and draw their concept map based on the nine qualities. Their concept maps reflected their theory-in-use and showed the relationship among their teaching qualities by displaying them together in a graphic form and how each teaching quality is connected to another. Participants＇ technology use was also explored to get their perception of the role of technology and their actual use of it in teaching. Then they were asked to validate their concept map data and reflect on their classroom teaching and use of technology. The findings show the three instructors taught under different schema and decided what their means and ends should be and how technology can help facilitate teaching and learning. However, most of them seemed to treat the content （e.g., democracy education） as their ends and thus used pedagogy （e.g., technology） as the means to reach the ends. Their technology use also reflected their perception of technology in teaching and revealed their limited understanding of technology integration, which leads to potential problems.
文摘Our main focus in this paper is to try to show Rorty＇s point of departure from mainstream pragmatist treatment of epistemology. In his pragmatic approach to epistemology, Rorty urges that a good pragmatist should abandon epistemology as a foundational and rational discipline and instead opt for conversation, the view that knowledge is an expression of judgment of a historically conditioned social group） According to Rorty, the view that we should disentangle ourselves from rigid canons of epistemology is the quest of classical pragmatism traceable to the writings of William James and John Dewey. On this showing, Rorty argues that conversationalism is consistent with mainstream or original pragmatism. Contrary to Rorty＇s claim we try to show, in the following pages, that his pragmatic approach to epistemology is a deviation from mainstream pragmatism. We establish that mainstream or classical pragmatists do not repudiate epistemology.
文摘Sense-oriented reasoning （SOR） was analyzed by comparing the reasoning of tribal and modem societies on a specific subject, the conception and birth of a child. Tribal societies have beliefs, which are difficult to understand by modem societies. Their reasoning becomes understandable only when considering that their observations are limited to the macrocosm. Modem societies have access to the microcosm with a microscope, where different biological mechanisms for the conception of a child were discovered. Since the tribes＇ macroscopical observations were different, their conclusions became necessarily different. The inheritance problem can only be solved by genes at the microscopic level, to which tribal societies had no access. With observations limited to the macrocosm, tribes logically invoked invisible child-spirits of ancestors wanting to be reincarnated in children of the same tribe. Besides the different access to observation, the reasoning of both societies is similar and built around the investigation of a final sense. Reasoning progresses after a phase without any quest for sense through three progressive levels： （1） primary sense, （2） corrected sense, and （3） verified sense. In tribal societies, reasoning is interrupted at the primary sense level when it seems consistent with their general beliefs and traditions. This resembles coherentist theories of epistemic justification, in which justification is only a function of coherence between beliefs. Tribal societies realize the input problem of these theories, since they have no access to the microcosm and also illustrate the Gettier problem. Modem societies progress to the higher levels of corrected and verified sense reasoning, even if inconsistent with their prior beliefs. They initially imagined genes as a hypothetic missing link for inheritance, which relies on a start observation concerning the character of ancestors to the target observation, the similarity with the character of children. If the missing link is definitely verified, it shows a chain of justified beliefs between both observations, allowing the initially hypothetic missing link to be retrospectively considered as the real cause. The SOR of modem societies resembles the extemalist version of foundationalism of epistemic justification, in which the necessary non-inferential justification is represented by the target observation.
文摘We proved that the integration of language skill training and humanity quality cultivating with English teaching as the platform contributed to the improvement of their knowledge and the elevation of their cognitive competency and aesthetic response. It also demonstrated the introduction of quality education in language teaching had brought forth evident effecl, contributing to the wide reorganization of the importance of traditional cultural education, which attained our goal of arousing the subjects＇ cultural awareness by discussing and exploring. Besides, the amplification of comprehensible input boosted the improvement of their output competency and strengthened their pragmatic awareness, hence, effectively achieve the purpose of reforming college English education. However, in contrast with the enhancement of morality values of college students, the indifferent morality and social values in the society is presently being still a serious problem well worth concern.
文摘This paper will attempt to clarify the clear tendency, in our contemporary world, to look at ethics as something that ＂cures＂ all wrongs, all unbalance, and all evils from the political, environmental, to the business ones. For this reason, there is nothing better than to turn to ethics in order to ＂moralise＂ the system and the world, when the numerous news of fraud, injustice, and scandals are a part of everyday life in the business world and in our society. But, is this the role of ethics？ Can we reduce the aim of ethics to a mere technique？ In this paper, it is argued that ethics needs to be replaced in the epistemological scale of knowledge, where until now it has occupied a place at the top. Ethics needs to be repositioned in a different level of knowledge where we may find the roots of its foundation. It is also discussed that it is at the core of being that the experience of the action takes place and develops and in it, ethics takes root. Furthermore, it is suggested that understanding ethics from this point of view presupposes a new ethos around a relational poietics which privileges inter-subjectivity, self-creation, and an active and dynamic construction of the human and of the world.
文摘Based on the custom of stone bridge and village, by categorizing and interpreting the relationship between Lufeng Bridge （鲁封桥） and Luqiao Village （鲁桥村） in Southern Shandong Province, China, this paper focuses on discussing the dynamic of rural society change in China and the practice of village life world. It provides detailed materials of field research about folk life of stone bridge and village in North China. Here village life world not only includes the folk integration of their everyday life, but also covers local villagers cognitive attitude towards village, such as village history, legend, belief, ritual, clan and other everyday life styles. Expounding and reconstructing of village life world, shows the essential meanings and categories of bridge folklore, it also demonstrates the consequence of shifting connection between stone bridge and village life. Firstly, the crucial context of understanding village life world is still promising. Secondly, folklore fieldwork is an significant part to comprehend the connotation of village life world.
文摘The aim of the article is to connect the model of cognitive metonymy with the model of types of denotative equivalence highlighting the explanatory potential of the model of cognitive metonymy for describing and clarifying the use and occurrence of word equivalents in the English translations of the Brothers＇ Grimm fairy tales by Margaret Taylor （1914） and Jack Zipes （1987）. The Fairy Tales of the Brothers Grimm （GFT） can be seen in a wide sense as a source of the history of culture and social life in the German speaking countries of the nineteenth century. Culture-bound words refer to a special cultural knowledge, which is in a historical sense not or not completely compatible with the structure of knowledge in our present days, and refer to a common cultural knowledge of the community of German speaking countries as well. This article describes the ways of using English equivalents in the translations of the GFT including lexical and cognitive procedures, which stand behind the use of certain equivalents. This leads to the theoretical question： Is it possible to extend the model of denotative equivalence using features of conceptual metonymy in rendering culture-bound words in the target texts？ Investigating this, there can be established modifications in the theory of conceptual metonymy in the framework of cognitive linguistics.
文摘In In the Castle of My Skin （hereafter Castle） （1983）, the littoral as trope provides a means for discovering Lamming＇s authorial license, one that speaks to postcolonial and phenomenological aims. In this semi-autobiographical novel, Lamming examines self-awareness and the process through which language and self-analysis may take shape on or be inspired by the shore＇s edge. Through the telling of personal stories, discussions of a colonial history, and with allusions to the social privations affecting the immediate community, Lamming represents the changing realities, the main characters （＂G＂ and his friends） experience as they become socially aware; he highlights this transformative rise to consciousness through the use of littoral imagery in Chapters Six, Eleven, and Fourteen. In this essay, the author explores these representations using postcolonial, psychoanalytical, and phenomenological approaches, giving particular attention to Chapter Six, the longer chapter where Lamming creates a blueprint of the issues to which he will return in Chapters Eleven and Fourteen. Castle epitomizes the ways in which the littoral as trope has the potential to symbolically impact an author＇s text, especially a means for crafting an authorial language that demonstrates a young man＇s rise to consciousness and self-actualization on the shorelines of Barbados before he emigrates abroad.
