Activity 15 - Summarising your Postgraduate Learning Journey and your planning towards the future:

Create a blog post where you reflect on your personal 32 week learning journey through the whole postgraduate programme. Identify and evaluate your most significant learning outcomes and outline your future goals by mirroring them against the Registered Teacher Criteria in e-learning area. End your blog post by sharing your future dreams of your professional practice.

Criteria 1: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.
Throughout the last 32 weeks I have been able to utilise digital tools to learn more about the learners that I teach. Through surveys, and working towards the development of the PB4L app with Lou Reddy, I was able to identify what students feel is important to them, and gain a better understanding of their first worlds. I have also had the opportunity to implement and trial elements of gamification in teaching pro-social online behaviour. 

Criteria 7: Promote a collaborative, inclusive, and supportive learning environment.
Having the opportunity to work collaboratively on tasks and assignments enable me to see how I can provide a more collaborative learning experience in my classroom. Through the digital and collaborative learning in context paper, I was able to gain insight and knowledge in how to frame learning in a way that provided students with opportunities to work in a collaborative manner to solve problems. Throughout the APC Paper I was exposed and challenged in how I provide a culturally inclusive learning environment that aligns with the Treaty of Waitangi. 

Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice.
Throughout the last 32 weeks I have been bombarded by new concepts, methods, and information. This course has helped me continue to develop as a lifelong learner and a 21st century educator. I feel confident in pursuing my own evidence and researched based inquiries in order to inform my teaching practice. I have a greater understanding of the "Bigger picture" of the education and feel as though I am more informed of the context that I am teaching in. As opposed to being solely focused on what is happening in my classroom. 

Criteria 5: Show leadership that contributes to effective teaching and learning.
During this year I have been able to take on a leadership role in the management and development of digital learning and teaching within our school. I have been involved in implementing blogging and the Learn Create Share model school wide, and helping teachers engage with digital learning in a positive and meaningful manner. The Mind Lab course has helped me define and recognise my leadership style and abilities, and challenged me to take what I have learned and put it into practice. 

Future dreams of my professional practice.

• I hope to play a part in rolling out 1:1 device classrooms school wide
• My big dream is to fully develop the PB4L app that I have help plan and test, and to see it in action helping students engage in teaching pro-social behaviour to one another.
• Help foster a robust blogging culture school wide where both students and teachers embrace the Learn Create Share model in their learning journeys.  

I sincerely thank the Mindlab team for providing the opportunity to stretch myself, and giving me the opportunity to immerse myself in a learning journey that has been an exciting ride. 

Activity 13: Indigenous knowledge and culturally responsive pedagogy

Create a blog post where you share your own views on your indigenous knowledge and culturally responsive pedagogy you have implemented appropriate to your student community. 

I found that I agreed with a lot of Russell Bishop's video on the educational disparities of Maori achievement. The comparison of the achievement gap to the economic debt of a country was a powerful metaphor. The fact that as a society have a debt owed to Maori under the Treaty of Waitangi.  It becomes clear that-

"as a society we need to address the disparities that show Maori students who are underachieving" Bishop (2012).

He goes on to explain the need for "agentic teachers do not draw upon deficit models of teaching Maori students. Who demonstrate a responsive and relationship centered context for maori students as maori, have high expectations, and learning context that caters for Maori. (Bishop. 2012)"

As a teacher I strive to be an agentic teacher who refuses to rely on deficit reasons to explain the achievement gaps of Maori students. But rather I aim to cater for my Maori students as Maori, to meet them in their first worlds of influence and engage with them in a way that accepts who they are and acknowledge that they are able to make worthy contributions to both their's and my own learning. I intentionally build meaningful learning focused relationships, as Bishop states, they are paramount to building a learning partnership. 

I have found the Ka hikatia and Tataiako documents essential in my growth as an agentic teacher. 

References:

Rusell Bishop in Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved fromhttps://vimeo.com/49992994

Edtalks.(2012, May 30). Mike Hogan: Culturally responsive practice in a mainstream school. [video file].Retrieved fromhttps://vimeo.com/43097812

 

Activity 12: Code of ethics

Create a blog post where you investigate the code of ethics’ principles that relate to your teaching profession. Think about how these principles govern your practice.

For example: NZ teacher council has code of ethics for registered teachers

In your opinion are ethical codes of conduct reflective of societal norms or essential principles of humanity?

In the context of the NZTC Code of ethics, I believe much of what is stated aligns with, and is reflective of both societal norms and essential principles of humanity. 

The Education Council state: 

The professional interactions of teachers are governed by four fundamental principles:

• Justice: to share power and prevent the abuse of power 
• Autonomy: to treat people with rights that are to be honoured and defended 
• Responsible: care to do good and minimise harm to others 
• Truth: to be honest with others and self

I do believe that it is essential for professional ethics to be reviewed regularly and collaboratively in order to align with the needs, morals and beliefs of all parties involved. 

What are the advantages and disadvantages of having a Code of Ethics?

As a teacher I see the code of ethics as a way of ensuring that I do what is defined as "Right" within the professional context. It eliminates the argument of differing morals, and sets a benchmark expectation for all involved. it takes away any guesswork, and may act as a guide for those who have differing applied ethics to the professional ethics of the organisation. 

Activity 11: Applied and Professional Ethics

Create a blog post where you highlight key points from the article on Applied and Professional Ethics by Collste (2012) and discuss what you find relevant or applicable to your profession.


The key points most relevant to my profession highlighted by Collste is the identification and distinction between applied and professional ethics. 

Collste (2012) identifies applied ethics as:

"the art or science of reflecting on moral dilemmas and moral problems in different social contexts."

Whereas, Professional ethics is, on the other hand, a response to moral problems facing professionals in their work or also later described as virtue ethics. (Collste, 2012)

These professional ethics are what guide a professional entity, and those who work for them. 

As a teacher, we refer to the following document:

1) "Code of Ethics for Registered Teachers" 

The professional interactions of teachers are governed by four fundamental principles:
Autonomy to treat people with rights that are to be honoured and defended,

• Justice to share power and prevent the abuse of power,
• Responsible care to do good and minimise harm to others,
• Truth to be honest with others and self

I believe that it essential for teachers to have an aligned and consistent guide to act as a foundation for the interactions we have with colleagues, whanau and students.  

The professional code of ethics help negate any vagueness or ambiguity of what is expected. And can also act as a guide for individuals who have a conflicting applied ethics.


References:

Collste, G. (2012). Applied and Professional Ethics. The Asian Journal of Humanities, 19(1), 17-33.

http://www.educationcouncil.org.nz/required/ethics/coe-poster-english.pdf

Activity 10: Ethical dilemma

Create a blog post where you identify an ethical dilemma in your own practice links to digital or online access or activity. Explain the dilemma and how you would address the potential issue would it occur in your own practice or (if relevant) detail an actual situation and how it was resolved.

Personal ethics dilemma in the practice of social media and online access:

A dilemma that I have faced over the last few years that I have had to consult senior leadership and NZTC resources have been when Parents and Whanua of students in my class attempt to add me on my private social media accounts. 

I value teacher/ whanau engagement and communication. I consider it an important aspect of providing a well balanced education for students. So I found that when parents attempted to connect with me online via my private accounts I could see that the intentions were positive. But I could also see the potential implications, and how things could go wrong if I did accept their requests. Even though I have nothing to hide on my personal accounts, it is important to separate my personal and professional activity online. I did not want to set myself, or parents up to fail. 

What I found difficult though, was I did not want to offend parents by rejecting their requests. I solved this issue by sharing my professional social media accounts with parents (Blog, email, google+ profile) so that parents who wanted to contact or connect with me were able to do so, but in the appropriate context. 

Activity 9:Legal contexts and digital identities

Application of guidelines on social media policies within your organisation.

At my current organisation (Intermediate School) we have several documents that underpin the policies regarding social media use. 

Ako Hiko Kawa of Care:

This document relates both to the care of digital devices, and the guidelines for online engagement. This document is an agreement between whanau, students and the school. When parents sign it they agree to the following:

Parent/Caregiver Agreement

- I will use only the guest account when using my child’s device for my own use.- If I am unsure about using the device, I will attend a parent Chromebook training session to ensure that I have basic skills to help my child at home. - I will ensure we apply CyberSmart values at home. If I am unsure of CyberSmart values, I will attend a parent Chromebook session.

NZ Teacher's Council Guidelines for Ethical use of Social media:

The NZTC provides a comprehensive breakdown of recommended social media use. 

The central point that the guidelines make is that teacher's need to model the desired behaviour that we want to see in students-

 

Teachers have a professional obligation to develop and maintain professional relationships with learners based on the best interests of those learners. A teacher who is both aware of social media and a competent and confident user will be a role model for their learners and encourage them to become good digital citizens. Teachers Council (2015)

This document has been covered and discussed as a staff, and it is used as a go-to resource when questions are raised. 

PB4L Teaching Lessons:

My colleague Lou Reddy has managed staff to extensively develop targeted lessons that are to be taught in class that relate to pro-social behaviour both online and in all areas of school life. 

These lessons relate to Netsafe's Cyber Smart content that is also promoted school wide. 

Activity 8: Create or extend your professional social media networks

Provide evidence (links/pictures) of your professional involvement in social media networks. Briefly discuss one or more platforms that you feel best supports engagement with your professional development.

Use of Ako Hiko Google + Community

The place that I find myself engaging with other educators, and I use as a portal for my own professional development is the Ako Hiko teachers Google+ community. It is a space where teachers who teach in a very similar environment to me post useful articles, thoughts and ideas.

Twitter Lists and Feeds

Currently I am mainly a twitter spectator. There is an absolute wealth of information that is accessible, and countless highly knowledgable teachers that I regularly access to help find ideas and solutions for daily classroom life.

Blogger

My Reflective practice blog has acted as a space for me to journal and reflect on what I have been learning as part of the APC course at the Mind lab. I also run a class blog, and all students have their own blog where they share their learning journeys and engage with other learners. 

Activity 7: Social media in learning and teaching and professional development.

What are some key features of social media that you have identified as beneficial for teaching and learning?

In the text Social Media Tools and Platforms in Learning Environments (2011), it is mentioned that social media can be harnessed to describe and implement new paradigms for communication, learning, and education. And how can social media has the capacity to authentically enhance teaching and learning experiences. It enables the shift that Sir Ken Robinson talks about (As mentioned in previous post). 

I think that this is a key feature that is highly beneficial for both teaching and learning. 

Social media enables anyone to break down the traditional "classroom learning" mindset, and provide an opportunity for learners to engage with subject matter informally, outside of the classroom by collaborating with their peer group (Gousetti 2014).

Social media provides an avenue for students to collaboratively engage in learning and contribute to a global learning community. 

What are potential challenges that teachers need to be aware of when integrating social networking platforms into teaching activities?
In my opinion a potential challenge when integrating social media into learning activities is developing student's ability to judge the quality of the information that they are accessing. As a teacher it is impossible to filter or manage every bit of content that students encounter. It is essential that students are taught the necessary critical thinking skills, so that they are able to identify quality information. 

Another age old challenge is the idea of cyber-safety. It is increasingly important for students to be able to safely engage with social media. I believe that it is imperative that we as teachers equip our students to make make informed and appropriate decisions about their online behaviour. 


How do/would you use social media to enhance your professional development?

I follow a number of education blogs and twitter feeds that enable me to enhance my professional development. Another Portal that I have recently accessed is N4L's Pond. I have not yet contributed to the community, but I have found a wealth of resources, ideas that come from teachers in NZ. 

References:


Gouseti, A. (2012). A comparative investigation of the use of digital technologies to facilitate school collaboration within the framework of the eTwinning programme. Institute of Education (University of London).

Gouseti, A. (2014). Digital Technologies for School Collaboration. New York: Palgrave Macmillan.


Joosten, T.( 2013. October 22). Pearson: Social Media for Teaching and Learning. Retrieved fromhttp://www.slideshare.net/tjoosten/social-media-for-teaching-and-learning-27456257?ref=http://professorjoosten.blogspot.co.nz/2013/10/pearson-social-media-for-teaching-and.html
pond.co.nz

White, B. (2011) Social Media Tools and Platforms in Learning Environments

Activity 6: Contemporary issues or trends in New Zealand or internationally

Identify and evaluate at least 3 contemporary issues or trends that are influencing or shape NZ or international education which you find most relevant to your practice. 

The first issue that I believe is influencing NZ education is the identifying how we as educators can nurture the cultural identity of learners whilst develop them as global citizens. Sir Ken Robinson briefly touches on this in his RSA video, and to be honest, I had not thought of this until I was watching the video. Cultural identity and engagement plays a massive role in helping students discover who they are. I teach in a school where majority of students are Pasifika and Maori, and  cultural identity plays such a significant role. Aiming to teach Maori as Maori, and Pasifika as Pasifika is essential, because I believe that this plays an important part in learners being able to engage as global citizens. When we are comfortable in our cultural identity, we are equipped to share and contribute to these communities. Resources and initiatives such as Ka hikatia and the Pasifika education plan play a central role in the effort to enable students to be successful as citizens with a strong cultural identity.

Another global and NZ specific issue that I identified was the standardised education system that was designed for a previous age. Sir Ken Robinson discusses how we our current education system was designed for the industrial age, and how we "Batch Process" students through school. Standardised testing promotes and almost enforces conformity. Robinson calls for a paradigm shift where divergent thinking is promoted, and where students are able to develop at a rate that fits their learning needs. Our education system needs to adjust to align with the global changes that are occurring economically and culturally (Pearson, 2013) (KPMG, 2014). I believe that in NZ, particularly tin the primary sector, there are shifts occurring. We as a school recently made the call to teach in composite year 7/8 classes, and start to move away from allocated seating arrangements. I do understand that these are small changes in the bigger picture, but I do believe it is a start. It  enables learners to not have to conform to a set expectation of how to learn, but rather enables them to discover how (and Where) they learn best in specific contexts. 

References:


Education Review Office (2012). The three most pressing issues for New Zealand’s education system, revealed in latest ERO report - Education Review Office. Retrieved 5 May 2015, from http://www.ero.govt.nz/About-Us/News-Media-Releases2/The-three-most-pressing-issues-for-New-Zealand-s-education-system-revealed-in-latest-ERO-report

KPMG Australia. (2014, May 22).

Future State 2030 - Global Megatrends. Retrieved from https://www.youtube.com/watch?v=im5SwtapHl8

Ministry of Education

Pearson. (2013, April 26). Global trends: The world is changing faster than at any time in human history. Retrieved fromhttps://www.youtube.com/watch?v=SdZiTQy3g1g

The RSA.(2010, Oct 14). RSA Animate - Changing Education Paradigms. Retrieved from https://www.youtube.com/watch?v=zDZFcDGpL4U.

Activity 5: Professional connection map

What other professional communities intersect with or lie at the borders of your own profession? 

Our local primary and secondary schools lie at the borders of my own professional community. They also intersect with a number of personal connections that already exists within my professional connections through whanau and students with siblings and family ties to the schools. 

Agencies and local community boards such as Project PETER also influence and intersect within connections that I have. We have staff at our school that are heavily involved. 

What impact do these communities have on your practice and professional community?

As a school we are continually developing stronger connections with our local primary schools in order to better serve and engage with the greater community. We are hoping that this will result in the growth of our school. Our involvement in the Ako Hiko Trust has enabled us to expand these relationships, and work collaboratively to provide learners and whanau with digital and innovative learning to empower our community. 

What are or what would be the benefits of working in a more interdisciplinary environment?

The benefits of working in a more interdisciplinary environment are the scope and ability to pool resources, ideas and influence. So many viewpoints, backgrounds and experiences are able to be consulted and used to overcome barriers and challenges. Also being able to focus on collaboration and participate in finding solutions to the increasingly complex problems of education in our world today. 

Activity 4: My Professional Community

My Professional Community:

Create a blog post where you define and evaluate the community of your professional context. Provide answers to at least 5 out of the following provocations which are most relevant to you. Support your answers with links to research or other external sources.

1: Who are the stakeholders of your professional community? In what ways do they influence your practice?

Within the context of my professional community there are many different stakeholders. Three key stakeholders are the learners (ako), parents and whanau, and school staff. 

As an educator my key stakeholders are the learners that I teach. Their needs (learning, and well being) are the central focus of my practice. Ensuring that I meet each individual's needs acts as the key foundation of what I do.

Parents and whanau also serve as a major stakeholder in my professional community. By creating positive partnerships with the families of the learners in my classroom I hope to better meet the needs of the learners. keeping whanau involved and helping them contribute positively to the child's learning is a way that my practice has been influenced by these stakeholders. 

Another major stakeholder which plays a large part in my professional community are the school staff (Senior leadership team included). As a staff our practice is influenced by working collaboratively with each other, and collectively working to provide support for learners.

2: What is the purpose and function of your practice? In what ways do you cater for the community of your practice?

As stated in the Practicing Teacher Criteria Overarching statement; the purpose of a teacher is to enable the educational achievement of all ākonga/ learners. I regard this statement as a clear and concise summary of the purpose and function of my professional practice. 

Ensuring that I cater for learners in order to achieve educationally sometimes require more than just providing learning opportunities. It also requires personalisation of learning programmes, attempting to provide the physiological and safety needs (Maslow's Hierarchy of needs), and building learning focused relationships (Michael Absolum) are all ways in which I aim to cater my practice for the community. 

3: What are the core values that underpin your profession and how?My profession is underpinned by our school's values. Respect Yourself, Respect Others and Respect the environment (PB4L School-Wide WESLEY INTERMEDIATE). These values were established collaboratively by the key stakeholders of our community (Whanau, students and staff). If I expect learners to enact and underpin what they do at school, I need to make sure that I do the same.

4: What is your specialist area of practice? How does your specialist area of practice relate to the broader professional context?

My specialist area of practice is implementing and helping to facilitate learning change within our school. By working alongside the Ako Hiko/ Manaiakalani facilitator, we aim to establish the Learn Create Share (LCS) model in our school, and up skill teachers in facilitating learning in a digital context. 

This directly links and relates to the broader focus of the community, by enabling teachers to better meet the needs of the students in a rapidly changing and evolving context. 

5: What are key theories that underpin your practice and how?

The main theories that underpin my professional practice are:

Clarity in the classroom principles - Michael Absolum

Teaching as Inquiry Model - MOE

PB4L- MOE 

LCS- Manaiakalani/ Ako Hiko learning framework

These key theories act as a foundation for most of what I do as a classroom teacher. Clarity strategies enable me to gain a better understanding of the nature of student learning, the relationships and methods needed to help develop learners' capacity to learn. 

Teaching as Inquiry model helps me reflect on the needs of targeted learners in my classroom, and develop research and evidence based strategies to tackle learning challenges of these targeted learners in order to achieve accelerated progress.

PB4L is the school wide behaviour management system we use in our school, it helps develop consistency and high expectations through teaching targeted behaviour that arise. Students are taught how to behave in certain situations and locations. This has helped develop positive learning environments in our school. 

APC Activity 3 review of Finlay's (2008) Reflecting on Reflective Practice.

Review of Finlay's (2008) Reflecting on Reflective Practice.

My reflections will be focused around these two main questions:

What is/are the points in the article that captivate your attention? In which way?

In general, reflective practice is understood as the process of learning through and from experience towards gaining new insights of self and/or practice (Boud et al 1985; Boydand Fales, 1983; Mezirow, 1981, Jarvis, 1992). This often involves examining assumptions of everyday practice. It also tends to involve the individual practitioner in being self-aware and critically evaluating their own responses to practice situations.

It is so easy to categorise reflecting as "introspective navel gazing." When I was training to be a teacher, a number of Associate Teachers would tell me that "Reflection is what you do as you are driving home from school at the end of the day." At times I have felt like reflections are just another hoop to jump through. But as I have grown as an educator, I have come to recognise how essential critical evaluation and reflecting really is.  

Larraviee's quote that was mentioned in the reading provided clear explanation of the importance that critical reflection has in our professional practice.

“Unless teachers develop the practice of critical reflection, they stay trapped in unexamined judgments, interpretations, assumptions, and expectations. Approaching teaching as a reflective practitioner involves fusing personal beliefs and values into a professional identity” (Larrivee, 2000, p.293).

I have seen it so often in the world of teaching. I have regularly come across people who are trapped in a certain way of thinking, and fixed on what could be an unexamined assumption. 

I do not want to be one of those teachers. It is becoming increasingly clear to me how important it is to critically engage in reflecting not only introspectively, but also the bigger context of what is going on. So that I am able to develop a meaningful, connected, and clear professional identity. 

Sometimes I find it difficult to just "Reflect".  Regardless of the criticism that Grushka, Hinde-McLeod and Reynolds (2005)  have received about their 5 different levels of reflection. I believe that it is a valuable method to measure and guide your own reflections. It also made me think of how I have reflected about my practice in the past.  

1. Rapid reflection - immediate, ongoing and automatic action by the teacher.

2. Repair – in which a thoughtful teacher makes decisions to alter their behaviour in response to students’ cues.

3. Review – when a teacher thinks about, discusses or writes about some element of their teaching.

4. Research – when a teacher engages in more systematic and sustained thinking overtime, perhaps by collecting data or reading research.

5. Retheorizing and reformulating – the process by which a teacher critically examines their own practice and theories in the light of academic theories.

I attempt to foster and incorporate active reflection and critical thinking within my classroom's culture, and I have seen the benefits it has on students when they gain a better understanding of their learning journey and themselves through reflecting. 

What reflective model(s) do you find most suitable to use? Explain why? 

In my professional practice I am currently using the Teaching as Inquiry model that aligns with the New Zealand Curriculum. I appreciate it's structured nature, and provides a holistic evidence based approach. I also like that fact that it enables me as a teacher to frame myself as a learner. This helps me model reflective practice to the students in my class. 

As a school we have been taking part in the Assessment for Learning PLD. A part of this is facilitating Active Reflection sessions within the classroom to help learners engage in critical thinking about their learning. I have found Michael Absolum's model provides a structured framework to facilitate this.  

References:

Absolum, M. (2006). Clarity in the classroom. Hodder Education, Auckland New Zealand.

Finlay, L. (2008) Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdf

Larrivee, B. (2000) Transforming teaching practice: becoming the critically reflective teacher, ReflectivePractice, 1(3), 293-307.
Ministry of Education. (2007) Kia ora - NZ Curriculum Online. Retrieved June 21, 2015, from http://nzcurriculum.tki.org.nz/.

Teachers Council. (2014) Graduating Teacher Standards | The New Zealand. Retrieved June 3, 2015, from https://www.teacherscouncil.govt.nz/content/graduating-teacher-standards.

Reflecting on the last 24 weeks of study

As I reflect on the last 24 weeks that I have been studying, I am confronted by a myriad of content, ideas, feelings and concepts that I have engaged with, and at times wrestled with.

I initially enrolled to the Mind Lab so that I could expand and develop my pedagogy as an educator. I hoped to gain practical knowledge and tools that I could incorporate into my daily classroom practice. Taking a step back and reflecting on my experiences, I can see that through the first 16 weeks of this course I was enabled to do exactly what I had hoped to achieve. This was though, just the beginning of my learning journey.

My expectations of what I have learned and experienced have been exceeded, as I have continued on the second half of the course. Through the Research and Leadership papers I have gained a bigger picture of the world of education. I have been able to struggle and engage with things, and work collaboratively with some highly knowledgable teachers which have helped develop me as an educator. Particularly being able to plan a change initiative, and take on a leadership role has impacted me as in a way that I was not initially expecting.  Through those assignments I have learned that even as a classroom teacher, I have the ability to effectively contribute to what is happening outside of my classroom, and on a bigger school-wide scale.

Moving forward, I have gained skills and experience that has become a part of my daily practice. Engaging in research driven practice has given me an avenue to bring about change in my classroom in a way that is relevant and truly meaningful, and backed up my evidence.

Welcome To My Blog

Welcome to my reflective practitioner blog. This blog is a space for me to engage with robust reflection of my practice as both an educator and as a learner.

About me:
I am Gerhard Vermeulen, a teacher who is passionate about seeing students succeed and exceed their own expectations of what they think they are capable of. I believe that embracing and engaging with the digital world is essential for preparing learners to be members of an ever-changing and evolving global community. 

I teach in a year 7/8 digital learning environment called the Wesley Power Hive which you can see more of here 

I value nurturing trusting learning focused relationships, and regard that as a starting point for providing a safe and effective learning space. 

This blog will serve a portal for my ideas and thoughts as I embark on the last paper of my post-grad certificate.

This is Applied Practice in Context.