Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009. / AFRIKAANSE OPSOMMING: Duisende jong Suid-Afrikaners vertrek jaarliks op ‘n gapingsjaar (”gap year”) oorsee. ‘n Populêre siening in die media asook die wyer publiek is dat hierdie gapingsjaar die ideale tydperk is vir jongmense waar hulle hulleself kan “vind”. ’n Gapingsjaar word tipies onderneem in laat adolessensie (tussen 18 en 25 jaar). Die idee dat laat adolessente hulleself moet “vind” sluit aan by die ontwikkelingsteoretici se psigososiale konsep van identiteitsformasie. Die mees belangrike ontwikkelingstaak tydens laat adolessensie is die vestiging van ’n koherente identiteit en is ’n redelike mate van identiteitsverwerwing na afloop van adolessensie kritiek. ’n Belemmerde identiteitsverwerwing kan hul persoonlike selfstandigheid en outonomie wesenlik inperk. Die vraag het ontstaan of laat adolessente hulleself wérklik “vind” in ’n gapingsjaar soos die media-ideologie dit uitbeeld? Tot op hede (nasionaal en internasionaal) kon geen navorsing gevind word wat verband hou met ʼn gapingsjaar en identiteitsontwikkeling nie. Die doelstelling van hierdie studie was om die identiteitsontwikkelingstatus van Suid-Afrikaanse laat adolessente na ’n gapingsjaar te bepaal. Die basiese veronderstelling en populêre siening dat laat adolessente na afloop van ’n gapingsjaar ’n verworwe status van identiteitsontwikkeling het, is ondersoek. Om die identiteitstatus te assesseer is 288 Suid-Afrikaanse gapingsjaar laat adolessente genader en ’n kwantitatiewe opname metode is gebruik. Die gekose instrument vir die identiteitstatus ondersoek is die Extended Version of Ego Identity Status (EOM-EIS-II). ’n Demografiese vraelys is geadministreer om beskrywende data verkry en te kyk watter demografiese eienskappe statisties korreleer met die onderskeie identiteitsontwikkelingstatusse van respondente. Die gestruktureerde vraelys is via ʼn webtuiste, met pen en papier of telefonies voltooi. In stryd met die populêre siening en media-ideologie is die bevinding dat die minderheid respondente (slegs 14.5%) geklassifiseer kon word in die verworwe identiteitstatus na ‘n gapingsjaar. Die meerderheid val binne die moratorium- en diffusestatus wat beteken dat hulle nie ‘n binding gemaak het tot ‘n identiteit na hul gapingsjaar nie. Gapingsjaar adolessente se ouderdom, tyd terug na hul gapingsjaar, die behoort aan ‘n religieuse groep (tydens hul gapingsjaar) of hul verhoudingstatus (tydens hul gapingsjaar) is eerder geassosieer met ‘n verworwe identiteitstatus. Vroegtydige en pro-aktiewe terapeutiese en opvoedkundige ondersteuning tydens hierdie ontvanklike periode, kan bydra tot ’n groter positiewe identiteitsontwikkeling van jongmense. Hierdie studie kan bydra tot die kennisbasis vir Suid-Afrikaanse navorsing. / ENGLISH SUMMARY: Thousands of young South-Africans embark every year on a gap year overseas. A popular notion in the media as well as the wider public is that the gap year is the ideal period for young people to ‘find themselves”. A gap year is typically undertaken in late adolescence (age between 18 and 25). The idea that adolescents should ‘find’ themselves relates to developmental theorists’ psychosocial concept of identity formation. The most important development task during late adolescence is the forming of a coherent identity and a reasonable amount of identity formation after adolescence is critical. Impeded identity formation can severely curb their self-dependency and autonomy. The question is raised whether adolescents really ‘find’ themselves during a gap year, as the media would have us believe. No research (nationally and internationally) could be found which relates to the gap year and identity formation. The aim of this study was to determine the identity development status of late adolescents having been on gap year. The basic assumption and popular view that adolescents would have an achieved status of identity formation, is investigated. To assess the identity status, 288 South-African late adolescents who has taken a gap year was asked to participate in a quantitative survey. The chosen instrument for the identity status investigation is the Extended Version of Ego Identity Status (EOM-EIS-II). A demographic questionnaire was also included to gain descriptive data. The data was used to test which demographic properties correlate with the respective identity formation statuses of participants. The structured questionnaire could be completed via a website, with pen and paper or telephonically. Contrary to the popular notion in the media and public, the finding is that the minority respondents (only 14.5%) could be classified in the achieved identity status after the gap year. The majority falls in the moratorium- and diffused statuses, which means that a binding was not formed with their identity after their gap years. Rather, demographics like age, time back after gap year, religious affiliation (during gap year) and relationship status was found to be associated with an achieved identity status. Early and pro-active therapeutic and educational support during this receptive period (adolescence), can contribute to better identity development of young people and this study can therefore contribute to the South- African research knowledgebase.

<p>Sammanfattning</p><p>Jag har i min studie undersökt om lärarna i grundskolans tidigare år använder sig av integrering av de estetiska ämnena bild och musik i sin naturorienterade undervisning och i sin biologiundervisning. Avgränsningen till bild och musik bottnade i att dessa ämnen inte kändes så komplicerade i integreringen. Litteraturstudier inom det valda ämnesområdet bidrog till en fördjupad kunskap om estetik i kombination med skolvärlden. Jag har intervjuat sex stycken klasslärare som arbetar på låg och mellanstadiet. Där framkom att pedagogernas kompetens och personliga åsikter om bild och musik påverkade om läraren valde att integrera dessa eller inte. Pedagogernas inställning till bild och musik varierade, men undersökningen gav ett tydligt svar då nästan ingen av lärarna integrerade de estetiska ämnena i sin undervisning. Pedagogernas bristande intresse och/eller kompetens visar sig vara en av anledningarna till detta. Detta kan medföra att barnen inte får möjlighet att utveckla olika sätt att uttrycka sig på och därmed inte få möjlighet att förmedla sina tankar på det sätt som lämpar sig bäst för individen.</p> / <p>Abstract</p><p>I have in my study investigated if teachers in the earlier years of school use integration of the aesthetics subjects picture and music in their sciences- and biology tutoring. The delimitation to picture and music predicate in the non-complication with the integration. Litterateur studies in the chosen subject have contributed to a deeper knowledge about the aesthetic subjects in combination with the school. I have interviewed six teachers that are working in lower school and in intermediary school. There has been shone that the teachers competence and personal views about picture and music influenced the choice of integration ore not. The pedagogues attitude to picture and music vary, but the investigation gave a lucidly answer as almost none of the teachers integrated the aesthetic subjects in there tutoring. The pedagogues’ lack of interest and/ore competence appears to be the reason to this. This can cause that the children not gets the opportunity to envelop different ways to express theme serfs and consequently not gets the opportunity to put across there thoughts in the way that are most adapt for the individual.</p>

Background: The ability to measure health and the value of improving or declining health is crucial to the evaluation of health care interventions. Many generic and disease specific health status measures exist for use in patients with rheumatoid arthritis (RA). The Overall Status in Rheumatoid Arthritis (OSRA) measure is a new and simple measure with early evidence of construct validity. Generic health profiles with attached utility weights such as the EuroQol EQ-5D and the SF-6D (calculated from the Medical Outcome Study 36-item short-form health survey) allow the quantification of a patient's health relative to perfect health and death, and can be used to estimate quality adjusted life years (QALYs). The EQ-5D is extensively used in RA, but has potential limitations. The SF-6D appears to have potential, but needs further evaluation. The aim of this thesis was to assess the validity and responsiveness of the EQ5D, SF-6D and OSRA in UK RA patients, and compare the performance and implications of the use of the EQ-5D and SF-6D.Methods and subjects: Patient data were obtained from three sources; the Steroids in Very Early Arthritis (STIVEA) (n=256) and British Rheumatoid arthritis Outcome Study Group (BROSG) (n=466) randomised controlled trials, and the British Society for Rheumatology Biologics Register (BSRBR) (n=129). The data used included lifestyle and demographic factors, disease activity (DAS28), functional disability (HAQ), X-rays to assess erosive damage, the EQ-5D and the SF-6D. The OSRA was collected only in the BROSG trial. Visual analogue scales (VAS) of pain and fatigue were collected in BROSG and STIVEA. Construct validity was tested by correlating the EQ-5D, SF-6D and OSRA with a range of outcome measures for RA. Responsiveness to change was assessed using minimum important differences (MID), effect size (ES) and standardised response means (SRM), and compared using ratios. EQ-5D profiles placing arthritis patients in utility states 'worse than death' (negative scores) were described and assessed using linear and logistic regression. The implications of using the EQ-5D and SF-6D in economic evaluation were compared by cost-effectiveness analyses of the BROSG trial. Results: The correlation of the EQ-5D and SF-6D was moderate to high (0.67). Both measures had moderate to high correlations with disease activity, physical function, joint damage and fatigue. The OSRA Activity (OSRA-A) and Damage (OSRA-D) correlated strongly with measures of related aspects of disease. The EQ-5D, SF-6D and OSRA discriminated between known differences in health status across groups defined by social deprivation and disease activity. The EQ-5D MID was 0.04 for improvement and 0.10 for deterioration. The SF-6D MID was 0.04 in both directions. The SF-6D was more responsive to improvement (EQ-5D: SF-6D ES ratio 0.78-0.88) and the EQ-5D more responsive to deterioration (ES ratio 1.14) in health. The OSRA-A was the most sensitive disease specific measure in the BROSG trial, and the OSRA-D was more responsive than the HAQ. The factors associated with being in a 'worse than death' health state were male gender, the HAQ, SF-36 mental composite scale, pain VAS, and erythrocyte sedimentation rate (a marker of inflammation). Pain was the predominant factor and was scored at the most extreme level in every worse than death profile. The cost-effectiveness analyses (BROSG trial), found net quality adjusted life years (QALYs) were greater for the EQ-5D (0.07) than the SF-6D (0.05), but had higher variance than the SF-6D. Conclusions: The EQ-5D and SF-6D appear valid and responsive to changes in health in RA, but measure subtly different aspects of health. There are issues with both measures, and cost-effectiveness conclusions of a study could differ according to which measure was used. The EQ-5D may be more likely to demonstrate that an intervention is cost effective than the SF-6D, due to its larger mean change in response to change in health status. The OSRA is valid for use in RA and its responsiveness suggests potential for inclusion in clinical trials.

The purpose of this thesis is to examine the coexistence of time in Gabriel Garcfa Marquez's One Hundred Years of Solitude as a cause of the supernatural events, the hereditary memory, and the solitude and to examine the effects of this mythical time frame on character development, plot, narrative structure, and theme. The thesis is divided into five chapters. The first chapter introduces the parchments as creators of mythical time. The second, third, and fourth chapters investigate the effects of this unconventional time. Supernatural events, clairvoyance, and solitude are all examined as effects. The final chapter correlates the writing of the parchments with the writing of the novel and explains the effects of unconventional time on the reader. Thus, this thesis illustrates how the coexistence of time functions of two levels: the level of the parchments and the level of the novel.

De 1154 à 1453, Bordeaux se trouve sous l’obédience du roi d’Angleterre.L’ouverture du marché anglais favorise le développement d’un vignoble à vocation commerciale autour de la ville. De nombreux travaux sont consacrés à cette période faste du vignoble et du commerce du vin bordelais. En revanche, la situation du vignoble au lendemain de la fin de la guerre de Cent Ans (après la prise de Bordeaux par Charles VII en 1453) est très souvent restée dans l’ombre.Ce travail propose donc d’étudier les caractéristiques et les dynamiques du vignoble bordelais dans la seconde moitié du XVe siècle, après les crises de la fin du Moyen Âge. En raison de la nature des sources employées, l’approche adoptée est celle du point de vue des Bordelais sur le vignoble, ce qui permet d’analyser l’emprise urbaine sur les vignes des alentours. Nous verrons comment les stratégies foncières et économiques des élites urbaines, essentiellement composées de marchands, influencent l’évolution du vignoble bordelais après la guerre de Cent Ans. / From 1154 to 1453, Bordeaux is under the king of England's obedience. The opening of the English trade promotes the development of a turned-for-business vineyard around the town. Several researches are devoted to this lucky time for vineyardand Bordeaux wine trading. In return the state of the vineyard shortly after the end of the Hundred Years War (after the taking of Bordeaux by Charles VII in 1453) is very often remained in the background.Therefore this work purposes to study the Bordeaux vineyard characteristics and dynamics in the second half of the XVth century after the crisis of the end of the MidlleAges. On account of the nature of the used documents, the adopted approach is theBordeaux point of view about the vineyard, and this allows an analysis of the urbangrasp on the surrounding vineyards. We will see how the land and economic strategiesof the urban elites, mainly composed by merchants, influence the development of theBordeaux vineyard after the Hundred Years War.

Title: Judo training concept of children in age group 8 to 10 years (U11) Objectives: The main objective of this work is to describe and evaluate a judo training concept for children in age group 8 to 10 years (U11). The secondary objective is to create a suitable test battery valid for children of this age. Methods: The thesis has an empirical-theoretical character. The work incorporates analyses of professional literature from the areas of general sports and judo training, data collection, and t-test and Spearman's rank correlation coefficient statistical methods. Results: The results of the thesis show that it is very important to focus on the growth of all the individual components of the training based on the age and development specifics of the children. It is also apt to periodically evaluate the training performance through the whole training plan. Keywords: judo, conception, training, children in age group 8 to 10 years (U11), battery of tests

Diploma thesis title: Opinions and Attitudes of Unsuccessfully Moving Younger School Age Children toward Physical Activities Aims (goals): The main aim of the diploma thesis was to state opinions and attitudes of unsuccessfully moving younger-school-age children toward physical activities. Another aim was to create an overview of terms regarding the movement failure in the theoretical part. Further aim was to compare the opinions and attitudes of so defined children toward the physical activities to results of Kaplan (2001) and Holický (2011) and to monitor anthropometric characteristics of observed files. Methodology: The work was developed by using the method of Kaplan's research (2011). The research identified unsuccessfully moving children using a motoric testing. With this procedure the files for the subsequent determination of the characteristics of the unsuccessfully moving children were defined. Then, two types of questionnaires were used to research the opinions and attitude of the children toward the physical activities. Results: The results revealed the unsuccessfully moving children do a physical activity three times a week and occasionally. The pupils of the S2 file spend most of the time inactively, for instance by engaging themselves in computer activities or garden games. The group...

Orientador: João Afonso Zavattini / Banca: Anderson Luiz H. Christofoletti / Banca: Marcos Norberto Boin / Resumo: Esta pesquisa voltou-se para a compreensão da distribuição temporal e espacial das chuvas, em caráter regional, na bacia do Paraná, localizada integralmente entre as coordenadas geográficas de 15º00'00'' e 27º00'00'' Sul, bem como 43º00'00'' e 57º00'00'' Oeste, com área total de 879.860 Km², abrangendo parcelas territoriais de seis estados brasileiros, bem como do Distrito Federal. Os dados pluviométricos brutos obtidos foram organizados e analisados através de planilhas, as quais possibilitaram visualizar e selecionar, de maneira simplificada, os postos pluviométricos com melhor qualidade de dados, bem como eliminar àqueles com respectivas falhas. Após este procedimento, foram aplicadas inúmeras técnicas utilizadas pela Climatologia Tradicional, as quais foram úteis no entendimento do comportamento cronológico e espacial das chuvas na bacia. Outras técnicas foram testadas e serviram para a obtenção dos anos-padrão, mostrando-se eficientes na classificação dos mesmos. Para tanto, foram ainda confeccionados os cartogramas representativos dos totais anuais de chuva em cada uma das 96 quadrículas da bacia, que muito auxiliaram na classificação, hierarquização, e seleção dos três anos-padrão mais representativos (chuvoso, habitual e seco), dentro do período 1976-2005. Embora essas duas técnicas tenham garantido uma boa análise e explicação do comportamento pluvial na bacia, alguns detalhes só vieram à tona quando foram construídos e analisados os histogramas das chuvas diárias, nas 96 quadrículas e em cada um dos três anos-padrão escolhidos. / Abstract: This research sought to understand the temporal and spatial distribution of the rainfall, in a regional character, in the Paraná Basin, entirely located between the geographic coordinates 15º00'00'' and 27º00'00''South, as well as 43º00'00''and 57º00'00'' West, with a total area of 879,860 Km², covering territorial portions of six different Brazilian States, as well as the Distrito Federal. The rainfall data obtained were organized and analyzed using spreadsheets, which made possible to visualize and select, in a simplified way, the pluviometric ranks with a better data quality, as well as eliminate those with respective failures. After this procedure it was applied several techniques used by Traditional Climatology, which were useful to understand the chronological and spatial behavior of the rainfall in the basin. Other techniques were tested and served to obtain the pattern-years, showing to be efficient in their classification. To do so it was also made some cartograms representing the total annual rainfall in each one of the 96 squares of the basin, which helped a lot in the classification, hierarquization and selection of the three most representative pattern-years (rainy, normal and dry), within the period of 1976-2005. Although these two techniques have secured a good analysis and explanation of the rainfall behavior in the basin, some details only came to light when it was constructed and analyzed the histograms of the daily rainfall, in the 96 squares and in each one of the three pattern-years chosen. / Mestre

O presente estudo se desenvolveu a partir de uma problematização sobre o processo de mudança e continuidade da cultura da escola que envolve tanto uma discussão do entendimento de cultura quanto de instituição escolar. Os sistemas educacionais brasileiros e suas respectivas unidades escolares vivem um momento muito importante de mudança do Ensino Fundamental. Essa modificação decorre das determinações na Lei 11.274 de 2006, que fez aprovar a proposta de ampliação do Ensino Fundamental de oito para nove anos, com a inclusão das crianças de 6 anos de idade. Essa mudança legal afeta o cotidiano da escola à medida que impõe uma revisão dos objetivos do Ensino Fundamental e, consequentemente, da cultura nela estabelecida. É nesse contexto de transição que aconteceu a pesquisa que teve como objetivo investigar mudanças e continuidades da cultura da escola a partir da perspectiva dos professores. Aproximamo-nos de uma concepção de cultura que a define como sendo constituída por meio de significados estabelecidos e compartilhados socialmente que se materializam em práticas significantes. O estudo foi realizado numa escola de Ensino Fundamental que estava no segundo ano de implantação do Ensino Fundamental de nove anos. Constitui-se como instrumento de coleta de dados: (1) observações do cotidiano da instituição; (2) análise dos documentos Referencial Curricular Municipal e Projeto Político- Pedagógico (registradas em caderno de campo); (3) e, principalmente, entrevistas semiestruturadas. Foram realizadas 11 entrevistas, sendo 9 professores, 1 coordenadora e 1 diretora. As entrevistas foram gravadas em fita cassete, transcritas na íntegra e analisadas a partir dos pressupostos teóricos da RedSig, que se situa no contexto das pesquisas que estudam os processos de construção dos significados e sentidos. Os procedimentos da análise dos dados foram: (1) leituras para identificar e mapear a trajetória de formação e profissional de cada participante; (2) mapeamento dos sentidos e significados das mudanças e permanências vivenciadas no contexto de implementação do Ensino Fundamental de nove anos; (3) estabelecimento de eixos de análise. Usamos para o presente estudo a análise das entrevistas de 4 professoras. Observamos que havia na escola uma complexa relação entre mudança e permanência da cultura da escola, contudo, naquela ocasião, eram bem evidentes características da organização do ensino que já estavam presentes no Ensino Fundamental de oito anos. Por exemplo, no caso do currículo, pouca inovação havia sido incorporada em termos de documento e prática; em relação ao espaço físico, nenhum tipo de modificação foi constatada; a mesma situação foi observada em relação aos tempos e às rotinas da escola; sobre as práticas, identificamos alguns esforços individuais que prenunciavam algumas alterações, mas que tinham pouco impacto quando se considerava a escola como um todo. Esta situação se traduzia, à primeira vista, num estado de confusão, porque existiam percepções diferentes de um mesmo evento entre as professoras. Quando olhada mais de perto, esta confusão foi interpretada como característica de um momento de crise onde se assistia a jogos de mudança e permanência. Consideramos, a partir da perspectiva de desenvolvimento da RedSig, que a crise faz parte do processo de mudança. A discussão que se fez, a partir destes resultados, foi o quanto as políticas de inovação do ensino estão impregnadas e fundamentadas em uma concepção de ensino que reforça a cultura da escola que se pretende superar e o quanto estas políticas que pretendem promover mudanças estão desprovidas de uma visão sistêmica e relacional da cultura da escola, tão necessária para alterá-la. / This study was developed out of a problematization regarding the process of change and continuity of the school culture, which involves both a discussion of the understanding of culture as well as of a teaching institution. The Brazilian educational system and their respective school units are experiencing a very important time of change in the Primary Education program. This modification is a result of the determinations of Law 11,274, dated 2006, that approved the proposed expansion of the Primary Education program from eight to nine years, with the inclusion of 6-year old children. This legal change affects the daily life of the school as it requires a review of the Primary Education objectives and, hence, the culture therein. It is in this context of transition that the research took place, aimed at investigating changes and continuities of the school culture based on the teachers perspective. We came close to a conception of culture that defines culture as being formed by established and socially shared meanings that materialize themselves as significant practices. The study was conducted in Primary Education schools during its second year of implementing the 9-year Primary Education program. The study worked as a tool for data collection: (1) observation of the institution daily activities, (2) analysis of the documents: Municipal Curricular Reference and Political Pedagogical Project (recorded in a field notebook), (3) and mainly semistructured interviews. A total of 11 interviews were conducted, which comprised 9 teachers, 1 coordinator and 1 director. The interviews were recorded on a cassette tape, transcribed in its fullness and analyzed from the theoretical assumptions of net of meanings, which are placed in the context of research that studies the processes of construction of meanings and senses. The procedures for data analysis included: (1) reading to identify and map out the trajectory of training and professional development of each participant, (2) mapping out the meanings and significances of the changes and continuities experienced in the context of implementing the 9-year Primary Education system; (3) establishing lines of analysis. For this study we used the analysis of interviews done with four teachers. We note that the school had a complex relationship between change and permanence of the school culture, however, on that occasion; it was very obvious to notice the characteristics of the teaching organization that was already present in 8-year Primary Education system. In the curriculum, for instance, little innovation had been added in terms of document and practice; in regards to physical space, no change was detected; the same situation was observed in relation to the school time schedule and routine; as for practices, we identified some individual efforts that suggested some changes, but had little impact when considering the school as a whole. This situation was perceived, at a first glance, as a state of confusion, because the teachers displayed different perceptions regarding the same event. When viewed from up close, this confusion was interpreted as characteristic of a moment of crisis where games of change and permanence could be seen. From the net of meanings development perspective, we consider that crisis is a part of the change process. The discussion that emerged from these results, was how much the education innovation policies are steeped and grounded into an education concept that reinforces the school culture, which is the very thing one is trying to overcome, and how these policies intended to promote changes are devoid of a systemic and relational view of the school culture, so necessary to change it.

A pesquisa consiste numa análise comparativa entre três eventos no contexto das comemorações dos 500 anos da chegada dos portugueses ao Brasil: uma mostra cultural em São Paulo, intitulada Bienal + 500; um ato oficial em Porto Seguro, onde foi assinado um Tratado de Cooperação e Amizade entre Brasil e Portugal e um projeto alternativo de arte e tecnologia denominado Projeto Perforum este último concebido por Artur Matuck em colaboração com um grupo de artistas inovadores, que contestavam a representação eurocêntrica e triunfalista dos eventos oficialmente propostos. O Projeto Perforum pretendia envolver grupos étnicos e culturas que participaram do processo de formação da nação brasileira, buscando o diálogo entre elas. Por outro lado, em termos de linguagem artística, experimentava-se com a Arte Telemática compreendendo-se esta como a arte desenvolvida no eixo das telecomunicações, ou seja, aquela que ocorre da transmissão eletrônica de informações, pelo uso de telefones, equipamentos de fax, redes de computadores, televisão, satélites ou videoconferências. / This research aims to provide a comparative analysis of three events in the context of the celebrations of the 500th anniversary of the discovery of Brazil: A cultural exhibition in Sao Paulo, titled Bienal + 500, an official diplomatic act in Porto Seguro, where it was signed a Treaty of Friendship and Cooperation between Brazil and Portugal, and an alternative project of art and technology called Project Perforum the latter designed by Artur Matuck in collaboration with a group of innovative artists who challenged the triumphalist eurocentric officially proposed celebrations by the time. The Project Perforum intended to involve ethnic groups and cultures who participated in the process of formation of the Brazilian nation, intending a dialogical paradigm between these cultures. Moreover it proposed a series of experiments with the emerging telematic art this being understood as the art developed in the sphere of telecommunication, that is, one that occurs while transmitting electronic information through the use of mobile equipment, fax, computer networks, television, satellites, or videoconferencing.