Metakognitiewe strategieë en wiskundetaal speel ’n kritiese rol in onderwysers se onderrigstrategieë en die verbetering van hulle wiskunde-onderrigstyl. Die waarskynlikheid bestaan dat wanneer ʼn onderwyser se metakognisie ontwikkel word, sy of haar onderrig ook sal verbeter (Jing & Yang, 2008, p. 1). Metakognisie fasiliteer die onderrig en leer van wiskundekennis (Gourgey, 2001, p. 18), en taal is die instrument wat in ʼn onderwyskonteks die kommunikasie vir die aanleer, verstaan en ontwikkeling van wiskundekonsepte en -prosesse fasiliteer (Jamison, 2000). ʼn Empiriese kwalitatiewe ondersoek – om te bepaal wat Graad 1-onderwysers se persepsies van metakognisie en wiskundetaal tydens die onderrig en leer van wiskunde is – is in hierdie studie uitgevoer. Die ondersoek het op vyf Graad 1-onderwysers gefokus. ʼn Gerieflikheidsteekproef is gebruik om die groepie onderwysers (wat vir die navorser toeganklik was) uit te nooi om aan die studie deel te neem. Video-opnames is gemaak van ʼn fokusgroeponderhoud, sowel as van ʼn wiskundeles en twee individuele onderhoude. Al die onderwysers het aan die fokusgroeponderhoud deelgeneem. Een van die onderwysers (Deelnemer B) het ingestem dat ʼn video-opname van haar wiskundeles gemaak kon word. ʼn Individuele onderhoud is voor en na die video-opname met deelnemer B gevoer om ʼn beter en meer diepgaande begrip van haar persepsies oor wiskundeonderrig te verkry. Die video-opnames van die fokusgroeponderhoud, wiskundeles en individuele onderhoude is verbatim getranskribeer, waarna a priori kodes uit die literatuurstudie gekies is. Die kodes is in temas en kategorieë gegroepeer. Data is ontleed, en gevolgtrekkings geformuleer. Resultate is daarna geïnterpreteer en aanbevelings gemaak. Ten spyte van die beperkte veralgemenings wat op grond van die resultate moontlik is, kom die navorser nogtans tot die slotsom dat graad 1-onderwysers se persepsies oor metakognisie en wiskundetaal in die onderrig en leer in wiskunde in graad 1-klasse belangrik is en groot gewig dra. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2015

Metakognitiewe strategieë en wiskundetaal speel ’n kritiese rol in onderwysers se onderrigstrategieë en die verbetering van hulle wiskunde-onderrigstyl. Die waarskynlikheid bestaan dat wanneer ʼn onderwyser se metakognisie ontwikkel word, sy of haar onderrig ook sal verbeter (Jing & Yang, 2008, p. 1). Metakognisie fasiliteer die onderrig en leer van wiskundekennis (Gourgey, 2001, p. 18), en taal is die instrument wat in ʼn onderwyskonteks die kommunikasie vir die aanleer, verstaan en ontwikkeling van wiskundekonsepte en -prosesse fasiliteer (Jamison, 2000). ʼn Empiriese kwalitatiewe ondersoek – om te bepaal wat Graad 1-onderwysers se persepsies van metakognisie en wiskundetaal tydens die onderrig en leer van wiskunde is – is in hierdie studie uitgevoer. Die ondersoek het op vyf Graad 1-onderwysers gefokus. ʼn Gerieflikheidsteekproef is gebruik om die groepie onderwysers (wat vir die navorser toeganklik was) uit te nooi om aan die studie deel te neem. Video-opnames is gemaak van ʼn fokusgroeponderhoud, sowel as van ʼn wiskundeles en twee individuele onderhoude. Al die onderwysers het aan die fokusgroeponderhoud deelgeneem. Een van die onderwysers (Deelnemer B) het ingestem dat ʼn video-opname van haar wiskundeles gemaak kon word. ʼn Individuele onderhoud is voor en na die video-opname met deelnemer B gevoer om ʼn beter en meer diepgaande begrip van haar persepsies oor wiskundeonderrig te verkry. Die video-opnames van die fokusgroeponderhoud, wiskundeles en individuele onderhoude is verbatim getranskribeer, waarna a priori kodes uit die literatuurstudie gekies is. Die kodes is in temas en kategorieë gegroepeer. Data is ontleed, en gevolgtrekkings geformuleer. Resultate is daarna geïnterpreteer en aanbevelings gemaak. Ten spyte van die beperkte veralgemenings wat op grond van die resultate moontlik is, kom die navorser nogtans tot die slotsom dat graad 1-onderwysers se persepsies oor metakognisie en wiskundetaal in die onderrig en leer in wiskunde in graad 1-klasse belangrik is en groot gewig dra. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2015

Die fokus van hierdie studie is die verkenning van grondslagfase opvoeders se belewings van die opvoeder-leerder verhouding. Positiewe sielkunde is gebruik as die teoretiese raamwerk vir hierdie navorsing, en ‘n fenomenologiese benadering is gebruik as die metodologiese struktuur van die kwalitatiewe studie. Hierdie studie van opvoeder-leerder verhoudings in die grondslagfase is gerig op die bydrae wat dit kan lewer tot leerders se goeie prestasies, hulle positiewe ontwikkeling, sowel as die opvoeder se eie werksbevrediging. Dit dra ook by tot die welstand van opvoeders, leerders en die skoolgemeenskap. Alhoewel gesonde verhoudings in die skoolgemeenskap van die allergrootste belang is, blyk dit dat die doelbewuste uitbouing van die skoolgemeenskap se verhoudingswelstand as belangrike sosiale hulpbron verwaarloos of afgewater word. Die volgende navorsingsvraag het na vore gekom: Wat is grondslagfase opvoeders se belewings van die opvoeder-leerder verhouding? Die perspektief van die positiewe benadering van sielkunde is gebruik om die meganismes van gesonde verhoudings binne die skoolgemeenskap bloot te lê. Daar is gebruik gemaak van ‘n kwalitatiewe navorsingsmetode om die fenomeen te verken. Inligting is verkry deur middel van individuele onderhoude en ʼn fokusgroepbespreking as navorsingstegnieke. Doelgerigte steekproefneming is gebruik en nege grondslagfase opvoeders verbonde aan ‘n privaatskool in die Gauteng-provinsie van Suid-Afrika was deelnemers aan die navorsing. Die doel van die studie was om grondslagfase opvoeders se belewing van die opvoeder-leerder verhouding te verstaan. Tydens die proses van data-insameling is daar visuele en tekstuele data verkry. Deelnemers het collages gemaak ter beskrywing van hul belewing van die opvoeder-leerder verhouding; daarna is individuele onderhoude en die fokusgroepbespreking gevoer. Klankopnames van die versamelde data is getranskribeer, en ‘n narratiewe analise is gedoen. Bevindinge van hierdie studie is vervat in vier hooftemas: Die rol van emosies en verhoudingswelstand, opvoeders se verhoudingsvaardighede, werksbevrediging, uitdagings en verhoudingswelstand. Hierdie bevindings omvat die gesonde hantering van emosies, doelgerigte bevordering van verhoudingsvaardighede, die belewing van werksbevrediging, en die ervaring van uitdagings wat oorwegend gekoppel is aan welvarende leerders se huiskonteks. Die bevindings is verder verfyn in die subtemas wat die grondslagfase opvoeder se alledaagse belewing van die Opvoeder-leerder verhouding opvoeder-leerder verhouding in diepte beskryf. Die bevindings toon dat die opvoeders se positiewe ervaring van die opvoeder-leerder verhouding gesien kan word as ‘n belegging in die welstand en positiewe funksionering van beide die opvoeder en die leerder. Aanbevelings word gemaak sodat opvoeders verbeterde opvoeder-leerder verhoudings kan beskerm en bevorder deur doelgerig die ondersteuning van multidissiplinêre spanne te ontgin. Opvoeders moet begelei word om die dinamiese krag van interpersoonlike verhoudings op ‘n kreatiewe manier te gebruik ten einde die volhoubare welstand van skoolgemeenskappe as gesonde en bemagtigende ruimtes te verseker. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

Die fokus van hierdie studie is die verkenning van grondslagfase opvoeders se belewings van die opvoeder-leerder verhouding. Positiewe sielkunde is gebruik as die teoretiese raamwerk vir hierdie navorsing, en ‘n fenomenologiese benadering is gebruik as die metodologiese struktuur van die kwalitatiewe studie. Hierdie studie van opvoeder-leerder verhoudings in die grondslagfase is gerig op die bydrae wat dit kan lewer tot leerders se goeie prestasies, hulle positiewe ontwikkeling, sowel as die opvoeder se eie werksbevrediging. Dit dra ook by tot die welstand van opvoeders, leerders en die skoolgemeenskap. Alhoewel gesonde verhoudings in die skoolgemeenskap van die allergrootste belang is, blyk dit dat die doelbewuste uitbouing van die skoolgemeenskap se verhoudingswelstand as belangrike sosiale hulpbron verwaarloos of afgewater word. Die volgende navorsingsvraag het na vore gekom: Wat is grondslagfase opvoeders se belewings van die opvoeder-leerder verhouding? Die perspektief van die positiewe benadering van sielkunde is gebruik om die meganismes van gesonde verhoudings binne die skoolgemeenskap bloot te lê. Daar is gebruik gemaak van ‘n kwalitatiewe navorsingsmetode om die fenomeen te verken. Inligting is verkry deur middel van individuele onderhoude en ʼn fokusgroepbespreking as navorsingstegnieke. Doelgerigte steekproefneming is gebruik en nege grondslagfase opvoeders verbonde aan ‘n privaatskool in die Gauteng-provinsie van Suid-Afrika was deelnemers aan die navorsing. Die doel van die studie was om grondslagfase opvoeders se belewing van die opvoeder-leerder verhouding te verstaan. Tydens die proses van data-insameling is daar visuele en tekstuele data verkry. Deelnemers het collages gemaak ter beskrywing van hul belewing van die opvoeder-leerder verhouding; daarna is individuele onderhoude en die fokusgroepbespreking gevoer. Klankopnames van die versamelde data is getranskribeer, en ‘n narratiewe analise is gedoen. Bevindinge van hierdie studie is vervat in vier hooftemas: Die rol van emosies en verhoudingswelstand, opvoeders se verhoudingsvaardighede, werksbevrediging, uitdagings en verhoudingswelstand. Hierdie bevindings omvat die gesonde hantering van emosies, doelgerigte bevordering van verhoudingsvaardighede, die belewing van werksbevrediging, en die ervaring van uitdagings wat oorwegend gekoppel is aan welvarende leerders se huiskonteks. Die bevindings is verder verfyn in die subtemas wat die grondslagfase opvoeder se alledaagse belewing van die Opvoeder-leerder verhouding opvoeder-leerder verhouding in diepte beskryf. Die bevindings toon dat die opvoeders se positiewe ervaring van die opvoeder-leerder verhouding gesien kan word as ‘n belegging in die welstand en positiewe funksionering van beide die opvoeder en die leerder. Aanbevelings word gemaak sodat opvoeders verbeterde opvoeder-leerder verhoudings kan beskerm en bevorder deur doelgerig die ondersteuning van multidissiplinêre spanne te ontgin. Opvoeders moet begelei word om die dinamiese krag van interpersoonlike verhoudings op ‘n kreatiewe manier te gebruik ten einde die volhoubare welstand van skoolgemeenskappe as gesonde en bemagtigende ruimtes te verseker. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

Beginneronderwysers moet die geleentheid kry om om hul onderwysvaardighede te verbeter en hul professionele identiteit te ontwikkel. Daar word internasionaal ervaar dat beginneronderwysers die onderwysprofessie binne twee tot vyf jaar verlaat indien hulle nie voldoende ondersteuning en opleiding deur mentorskap ontvang nie. Die navorsing word gerig na aanleiding van die primêre navorsingsvraag naamlik: Hoe word mentorskap toegepas tussen die Grondslagfase-departementshoof en die beginneronderwyser? Uit die navorsingsprobleem soos hierbo gestel, is die volgende sekondêre navorsingsvrae geformuleer. Sekondêre navorsingsvrae 1. Hoe word die uitdagings van dissipline en klaskamerbestuur deur middel van mentorskap aangespreek? 2. Hoe kan mentorskap bydra om vakkennis en kurrikulumontwikkeling te versterk? 3 Watter aspekte van mentorskap dra by tot beter gehalte van onderwys en metodiek wat die beginneronderwyser in die klaskamer gebruik? 4. Hoe word mentorskap aangewend in die vestiging van _ verhouding tussen die beginneronderwyser en medekollegas, ouers en leerders? 5. Hoe word onderwysprofessionalisme ontwikkel en versterk deur mentorskap? Die navorser het _ kwalitatiewe navorsingsbenadering gevolg en die navorsings-ontwerp was _ gevallestudie binne _ interpretivistiese / konstruktivistiese paradigma. Die data is ingesamel deur semi-gestruktureerde onderhoude met die deelnemers waartydens hulle oop vrae (hoe? hoekom?) beantwoord het. Die vrae is vooraf opgestel volgens die temas van die konseptuele raamwerk soos geïdentifiseer uit die literatuurstudie. _ Doelgerigte steekproef wat aan voorafbepaalde kriteria voldoen het, is in die kwalitatiewe navorsingstudie gebruik. Die steekproef het bestaan uit skoolhoofde, departementshoofde en beginneronderwysers by vyf verskillende Afrikaanse laerskole in die Tshwane-Noord-distrik van Pretoria. Laerskole is telefonies gekontak en die skole wat beginneronderwysers aangestel het, is geïdentifiseer. Daarna is die skoolhoofde gekontak en toestemming verkry om navorsing by hul skole te doen. Die bevindings en aanbevelings van die studie is aan die deelnemers voorgelê sodat hulle die akkuraatheid en betroubaarheid daarvan kon verifieer. Die navorser het gepoog om die studie te trianguleer deur verskillende metodes te gebruik, naamlik _ literatuurstudie, asook die evaluering en vergelyking van inligting uit semi-gestruktureerde onderhoude om die geldigheid en betroubaarheid van bevindings te toets. Die deelnemers aan die studie se identiteite is beskerm deur van skuilname gebruik te maak – vir sowel die individue as die laerskole wat aan die studie deelgeneem het. My opsommende bevinding is dus dat die voordele van mentorskap legio is en sodra nuwe onderwyser doeltreffend bemagtig word deur mentorskap, hy/sy die geleentheid kry om te groei en ontwikkel om sy profesionele potensiaal ten volle te ontwikkel. / Dissertation (MEd)--University of Pretoria, 2019. / Education Management and Policy Studies / MEd / Unrestricted

The aim of the study was to investigate and describe how the mother in the home school fulfils her role as a teacher for her child in the foundation phase. The literature review confirmed that mothers choose to home school their children for various reasons, and use different approaches in home schooling. The home school teacher as well as the home school learner have certain responsibilities to fulfil, which bring about certain challenges that they have to face. An evaluation of home schooling showed various concerns regarding these learners’ performance and development, especially scholastically and socially. Unstructured interviews were conducted with selected mothers to explore their perceptions of their role as a teacher, the degree of differentiation between their mother and teacher roles, and the execution of their roles. An analysis of the home school learners’ schoolbooks was done, focusing on the input and feedback of the mother teacher. The researcher’s observations and reflections were included in the analysis. Findings: · The mothers do not differentiate between their mother and teacher role. · Their teaching was influenced by their own experiences, their views on teaching and learning and their views on the roles they fulfil in the home school. · Each home school situation is unique and the mothers’ perceptions of the roles they fulfil and the execution thereof differ greatly and are influenced by the context in which the home schooling takes place. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

This research focuses on the perception of the learning support teacher regarding the use of play therapy with learners with special educational needs. The purpose of the research was to determine the perception of learning support educators regarding the utilization of play therapy as an aid with foundation phase learners with special educational needs. In order to achieve this purpose, information was gathered and a theoretical framework drawn up through an extensive literature study in consultation with experts. An empirical study was conducted by means of in-depth interviews with ten different learning support educators, in order to obtain empirical information. The researcher worked from an applied research perspective to attempt to use this newly gained practical information to determine whether play therapy could be utilized to help the learner with special educational needs. The researcher made use of an exploratory research design and the following research question formed the basis of the study: What is the perception of the learning support educator regarding the value of using play therapy as a form of aid with the foundation phase learner having special educational needs? Flowing from the empirical information gleaned during the interview schedule the following points emerged: · Learning support educators identify emotional, social, behavioural, family and academic problems, as well as other forms of trauma, associated with the learner who has special educational needs; · The learning support educator regards it as his or her task to refer problems connected to the learner and the learner’s family, where such problems are outside of his or her field of expertise. · The learning support educator has both positive and negative perceptions, as well as misconceptions regarding play therapy; and · The learning support educator has a need for a working relationship with the play therapist in the assistance of the learner with special educational needs. The research has therefore shown that the learning support educator has a positive perception regarding the utilization of play therapy with the foundation phase learner with special educational needs. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2006. / Social Work and Criminology / unrestricted

The ongoing debate about the capacity of distance learning (DL) to assist in the development of teaching skills and to improve teaching practice is the focus of many inquiries in the field of teacher education. The practice-based nature of Foundation Phase teaching poses unique challenges for professional development of teachers through DL programmes. In order to address inadequacies identified in the literature and previous research, a practical component was designed and included in the revised version of the Advanced Certificate: Education - Foundation Phase, as part of a bursary project. In 2011 the Northern Cape Department of Education (NCDoE) enrolled 50 practising Foundation Phase teachers for this distance learning programme as the first of three cohorts in the bursary project. A learning portfolio and audio-visual resources, designed according to principles derived from previous research and related literature, formed part of this practical component. The aim was to support teacher applied competence through developing pedagogical content knowledge, self-directedness, and a professional attitude, and through guiding the application of new knowledge and skills in practice. The completed portfolios further served as an instrument for the assessment of teacher performance with regard to applied competence. The purpose of this study was to evaluate the value of the practical component of the revised Foundation Phase ACE programme delivered by the NWU via distance learning with specific focus on the way this component facilitates the development of applied competence and the way the portfolio provides for the assessment of professional classroom competencies of practising Foundation Phase teachers. The study further aimed to put forward a model for the development of applied practice based on the findings of the study. In order to attain the aims of the study, the literature was explored to firstly determine the elements which contribute to applied competence in effective teacher professional development programmes. The literature was further explored to determine what the body of scholarship indicates with respect to programme design features that support applied competence in DL programmes for teacher professional development. An implementation evaluation study was then conducted on the programme by collecting data from 50 Foundation Phase teachers as the first of three cohorts enrolled for the bursary project. Data were primarily collected through multiple qualitative methods including a focus-group interview, individual interviews, written expectations as well as open ended questions of questionnaires. Descriptive data were also collected through semi-structured questionnaires. Qualitative data were analysed through content analysis to determine the theoretical and conceptual implications of the profile and teaching context of the Northern Cape Foundation Phase teacher enrolled for the DL Foundation Phase ACE programme, the expectations of these teachers regarding the way the practical component would support their applied competence in their contexts, and the teachers’ experiences of the way the programme component supported the development of their applied competence. The study further determined the extent to which the learning portfolios interrogate the elements of applied competence. Quantitative data collected through semi-structured questionnaires were statistically analysed and served to support the interpretation of qualitative data. The investigation was approached from a constructivist paradigm; an approach that falls under an interpretivist philosophical orientation. Although quantitative methods were used to gather descriptive statistical data in support of the qualitative data, the study is grounded in qualitative research methodology where the concern is with the formative evaluation of the DL programme component The findings strongly confirm the value of such a practical component as part of a DL programme to support the elements of applied competence. However, the way the programme accommodates teacher profiles and teaching contexts will greatly influence the sustainability of the programme outcomes in practice. The findings further show that the portfolio as instrument for the assessment of applied competence requires careful planning and should provide strong guidance in the reflective process to support sustained outcomes of the programme in practice. A suggested model for a DL programme for the professional development of Foundation Phase teachers is based on the findings of the study. / PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Campus, 2015

The ongoing debate about the capacity of distance learning (DL) to assist in the development of teaching skills and to improve teaching practice is the focus of many inquiries in the field of teacher education. The practice-based nature of Foundation Phase teaching poses unique challenges for professional development of teachers through DL programmes. In order to address inadequacies identified in the literature and previous research, a practical component was designed and included in the revised version of the Advanced Certificate: Education - Foundation Phase, as part of a bursary project. In 2011 the Northern Cape Department of Education (NCDoE) enrolled 50 practising Foundation Phase teachers for this distance learning programme as the first of three cohorts in the bursary project. A learning portfolio and audio-visual resources, designed according to principles derived from previous research and related literature, formed part of this practical component. The aim was to support teacher applied competence through developing pedagogical content knowledge, self-directedness, and a professional attitude, and through guiding the application of new knowledge and skills in practice. The completed portfolios further served as an instrument for the assessment of teacher performance with regard to applied competence. The purpose of this study was to evaluate the value of the practical component of the revised Foundation Phase ACE programme delivered by the NWU via distance learning with specific focus on the way this component facilitates the development of applied competence and the way the portfolio provides for the assessment of professional classroom competencies of practising Foundation Phase teachers. The study further aimed to put forward a model for the development of applied practice based on the findings of the study. In order to attain the aims of the study, the literature was explored to firstly determine the elements which contribute to applied competence in effective teacher professional development programmes. The literature was further explored to determine what the body of scholarship indicates with respect to programme design features that support applied competence in DL programmes for teacher professional development. An implementation evaluation study was then conducted on the programme by collecting data from 50 Foundation Phase teachers as the first of three cohorts enrolled for the bursary project. Data were primarily collected through multiple qualitative methods including a focus-group interview, individual interviews, written expectations as well as open ended questions of questionnaires. Descriptive data were also collected through semi-structured questionnaires. Qualitative data were analysed through content analysis to determine the theoretical and conceptual implications of the profile and teaching context of the Northern Cape Foundation Phase teacher enrolled for the DL Foundation Phase ACE programme, the expectations of these teachers regarding the way the practical component would support their applied competence in their contexts, and the teachers’ experiences of the way the programme component supported the development of their applied competence. The study further determined the extent to which the learning portfolios interrogate the elements of applied competence. Quantitative data collected through semi-structured questionnaires were statistically analysed and served to support the interpretation of qualitative data. The investigation was approached from a constructivist paradigm; an approach that falls under an interpretivist philosophical orientation. Although quantitative methods were used to gather descriptive statistical data in support of the qualitative data, the study is grounded in qualitative research methodology where the concern is with the formative evaluation of the DL programme component The findings strongly confirm the value of such a practical component as part of a DL programme to support the elements of applied competence. However, the way the programme accommodates teacher profiles and teaching contexts will greatly influence the sustainability of the programme outcomes in practice. The findings further show that the portfolio as instrument for the assessment of applied competence requires careful planning and should provide strong guidance in the reflective process to support sustained outcomes of the programme in practice. A suggested model for a DL programme for the professional development of Foundation Phase teachers is based on the findings of the study. / PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Campus, 2015

The physical and psychological security of the Foundation Phase educator is currently a cause for concern. This situation is problematic, in that well–qualified and experienced educators will leave the profession if their security is compromised. In addition, prospective students will be reluctant to enter the profession as Foundation Phase educators if there is a possibility of insecurity in their future workplace. The aim of this research is therefore to investigate and establish the factors, both employment related as well as learner related, that contribute to this phenomenon. This inquiry was done from an Education Law perspective to establish what protection these educators are entitled to in terms of labour and education legislation. Utilising a qualitative research design, a variety of findings and the related implications were established. The most important labour related findings are that, in spite of the well–developed legal framework in South African law, the rights of the educator are perceived to be of secondary importance compared to those of the learners and also that the constant changes, for example in education policies, lead to insecurity. In terms of learner and parent related findings, it is evident that the lack of learner discipline, which can be partly attributed to a lack of parental involvement, contributes to declining educator security. The workplace related findings reflect the teacher– learner ratio as being problematic. In addition, the lack of resources in some schools, as well as a classroom environment that is not conducive to effective teaching and the educators' workload all impact on educator insecurity. It is imperative that the recommendations made should be attended to, in order to minimize Foundation Phase educator insecurity. This must be done to the benefit of both the educators and the learners, who are entitled to quality education. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.