Fields of Battle: The Wars for North America :: Essays Papers

Fields of Battle: The Wars for North America John Keegan, the author of Fields of Battle: The Wars for North America (334 pgs), is a very distinguished military historian. Keegan attended Oxford University, in England, his place of birth. He was Delmas Distinguished Professor of History at Vassar in fall 1997. He was a Fellow of Princeton University in 1984 and Lecturer in Military History at Cambridge, 1986-87. From 1960-1986 he was Senior Lecturer in Military History at the Royal Military Academy, Sandhurst. Since 1986 he has been Defense Editor of The Daily Telegraph. He was awarded the OBE in the Gulf War honors list, 1991. He is a Fellow of the Royal Historical Society, a Fellow of the Royal Society of Literature, and a Doctor of Laws of the University of New Brunswick. He is a Visitor of Hugh Sexey's Hospital, Bruton, and is a Trustee of the National Heritage Memorial and Heritage Lottery Funds. He was the BBC Reith Lecturer for 1998, and has lectured at countless other places around the world. John Keegan is also the aut hor of many other military-history books like The Face of Battle, The Second World War, Who’s Who in Military History, and A History of Warfare, to name a few. Despite being English, Keegan professes his love for America, but interestingly, not for Americans. Keegan says that he has visited America more than fifty times, whether for business or pleasure, but never even hints at having the desire to make the good ole’ U.S.A. his place of residence. Nonetheless, he certainly has a great knowledge of North America and its history of warfare. Fields of Battle: The Wars for North America is sort of a semi-autobiography of John Keegan’s life. At the beginning, end, and countless parts throughout the book, Keegan makes references to trips to America, his childhood conceptions of America, places he has lectured, famous people he met (Bill Clinton included), and old battlefields he has visited. The rest of the book contains very detailed accounts of the major battles fought on North American soil. This begins with the settling of North America by the British and French and their battle for dominance. Next, Keegan covers The Revolutionary War (or The War of Independence, as it is called in England). Then we are informed about the Civil War, wars against the native Indians, and finally about the invention of the airplane and its importance and effect on warfare in more recent years.

Ethics and Law

This assignment focuses on Ethics and Law for Nursing and Social work which would be based on a Case Study. The case study which I have chosen is about Blood Transfusion. Nowadays Ethics and Law brings a huge impact on Nursing. The key of ethical principles underpins the health care policies and care practices. The meaning of ethics is something which the individuals performs everyday life. The other word for ethics would be ethical dilemma. Most of the time due to the intense nature of the work nurses may come across with variety of ethical dilemmas throughtout their courses and their professional careers. As a nurse the most important to carefully handle and maintain the ethical dilemmas. Ethical principles and theories is also included in this assignment. Ethical principles and theories are the foundations of the ethical analysis because they ate the viewpoints of the guidelines which can be obtained along the pathway to a decision. The ethical theories emphasise the different points of predicting the outcome and the following duties to the individuals in order to reach an ethically correct decision. however, ethical theories are useful because the theory is directed towards a common set of the goals. The ethical principles are the common goals which the theory tries to achieve in order to be success. These goals includeds Autonomy, Beneficence, non – malfiecence and justice. These 4 ethical principles has 4 different meaning which I will describe in details into my assignment. I will also mention the NMC Code of conduct which will inlclude respect, dignity, honesty, confidentiality, equity, and valuing diversity, all these would be explained in briefly into the assignment. The NMC Nursing and Midwifery Council Code of Conduct (2010) states that the individuals should be treated with respect and dignity. The health care rofessionals should recognise and maintain diversity, respect, cultural differences, values, dignity, confidentiality, and beliefs of the individuals they care for. This case study is about blood transfusion, The 70 years old man is refusing to have blood transfusion. The nurses and his relatives are also trying to convince him to have blood transfusion but he’s refusing to have blood transfusion. The reason this patient is refusing to have blood transfusion is because of his cultural differences and beliefs, the health care professionals should respect his cultural differences, beliefs and his own values towards this treatment. The NMC Code of Conduct (2010) states that the health care professionals should listen to the individuals and respond to their concerns and preferences. . In the case study it suggested that the nurse has tried to convince patient to have blood transfusion but he was refusing to have blood transfusion, so it’s very important that the health care professionals should promote choices to patients so that they are aware of their treatments whether they wants to have it or not they can decide. The NMC Code of Conduct (2010) states that people should respect individuals rights to confidentiality and also not to disclose any information to any third person if they are not entitled to it. The health care professionals shouldn’t pass any relevant information to anyone, without patient consents. The NMC Code of Conduct (2010) states that the health care professionals should ensure that they get patients consents before they begins to provide care for them, which means in the case study the nurse should get patient consent before she give blood transfusion so that the patient is aware of their treatment. The NMC Code of Conduct (2010) states that the health care professionals should be very honest and trustworthy when they are completing patients records and medical notes. The professional values are set of the moral principles and standards of the conduct, which supports the moral prestige of the professional groups in the society. The professional ethics are there to identify the moral standards and assessments, judgments and the concepts which characterise the individuals as representatives of a particular profession. The professional’s values develop norms, standards, requirements, typical to certain activities. The values are designed to educate people, and also help the individuals to behave properly with others, and communicate well at the workplace. The health care professionals should communicate with the patient with respect and dignity. Nurses shouldn’t force patient to have blood transfusion. The personal values which are ideals, beliefs, customs and characteristics which an individuals or particular group or society moderators valuable and worthwile. As a health care professionals they have to make innumerable decisions everyday how to care for patients and which sorts of care should they provide. Some of these decisions will have no moral substances. For example: the health care professionals have to decide that the patients should be bathed before breakfast has been cathegorised as a matter of experience effeciency and custom of order. (2004) thornes et al page : 46. Patient may have their own personal values to themselves, they might not prefer of having any pressure or force of having a treatment, they can decide or choose what is best for them. Ethical issues approach focuses on ethical issues that arise in practice. These are usually big moral dilemmas that be inclined to take over in the media,such as terminating life – sustaining treatment. The ethical concepts approach begins by looking at the development of the professional codes of conducts of ethics and then challenges the values that notifys practice and how significance conflicts are resolved. It also explores diverse ethical principles and concepts. (2004) thrones et al page 74 The equity of care means individuals patients or clients should be treated fairly accooding to their needs but that denies their differences and individuality. We living in multi cultural society and the codes requires nurses to promote and protect the interests and dignity of the patients and the clients, gender, age, race, ability, sexuality, economic status, lifestyle, culture, religious. (2005) chapman et al page no: 26 Autonomy it’s dominant to realise that the patients has personal autonomy and therefore they have rights to agree or disagree with the action or treatments, even refusal may result in harm or death of the individuals. In this case if a patient don’t want to have blood transfusion, the health care professionals shouldn’t force or pressure the individuals patients to have blood transfusion. This is their own choices and decisions not to have this particular treatment, so the health care professionals should not force them to have this treatment. It’s very important that the health care professionals ask consent to the patients before they begins with any treatments, so that the patients is aware of it. If a patients is egally incompetent to make an informed decision the health care professionals should try and find out about their wishes which they previously expressed in the statement for example: the living will. So if the patient was legally competent than the health care professionals should respect their choices and decisions. (2005) chapman et al page 48 Benefience and non – maleficence this imposes a duty to do good and avoid or minimise the harm of the patients. I t require the the health care professionals helps the patients and clients by promoting and safe guarding their welfare. Nurses duty is to treat individuals with respect when it involves their cultural and linguistic backgrounds, their treatments, the health care professionals should pay more attentions to their verbal and non – verbal communications when they communicate with the individuals patients. Recurrently in the line of the duties of care of the nurses come with the ethical dilemmas and the moral dilemmas which requires the health care professionals to exhibit the benefiences and non – malfiecence in agreement with the appropriate treatment for the patients. Patients has all rights to decide and choose their treatment in this case patient too incapacitate to make their needs or wishes known the nurses must lean heavily to the side of benefience. Justice which requires the equal treatment of the equal cases. It is concerned with the allcation of health resources and means that there should be no discrimination on the basis of gender, age, race, relligion. Patient shouldn’t be discriminated against their cultural differences or beliefs. The age discrimation act suggets that individuals shouldn’t be discriminated againt their age. In this essay I have discussed the case study of a patient who has been admitted to the casulty department after had a road traffic. He has sustained some severe injuries he needs blood transfusion. He refused to consent to this treatment due to his religious and beliefs purpose, although he understands that his life is at risk. He was unconscious few times. His relatives is agreed with the treatment which he will receive from the hospital but he still refused to have blood transfusion. The nurses tried to convince him for taking the treatment but his still refusing. The nurses have to respect the patient dignity and choices. This case study

Consensus

Consensus decision-making is a group decision making process that seeks the consent of all participants. Consensus may be defined professionally as an acceptable resolution, one that can be supported, even if not the â€Å"favourite† of each individual. Consensus is defined by Merriam-Webster as, first, general agreement, and second, group solidarity of belief or sentiment. It has its origin in the Latin word consensus (agreement), which is from consentio meaning literally feel together. [1] It is used to describe both the decision and the process of reaching a decision.Consensus decision-making is thus concerned with the process of deliberating and finalizing a decision, and the social and political effects of using this process. Consensus decision making is an alternative to commonly practiced adversarial decision making processes. [5] Robert's Rules of Order, for instance, is a process used by many organizations. The goal of Robert’s Rules is to structure the debate and passage of proposals that win approval through majority vote. This process does not emphasize the goal of full agreement.Critics of Robert’s Rules believe that the process can involve adversarial debate and the formation of competing factions. These dynamics may harm group member relationships and undermine the ability of a group to cooperatively implement a contentious decision. Consensus decision making is also an alternative to â€Å"top-down† decision making, commonly practiced in hierarchical groups. Top-down decision making occurs when leaders of a group make decisions in a way that does not include the participation of all interested stakeholders.The leaders may (or may not) gather input, but they do not open the deliberation process to the whole group. Proposals are not collaboratively developed, and full agreement is not a primary objective. Critics of top-down decision making believe the process fosters incidence of either complacency or rebellion among d isempowered group members. Additionally, the resulting decisions may overlook important concerns of those directly affected. Poor group relationship dynamics and decision implementation problems may result. Consensus decision making attempts to address the problems of both Robert’s Rules of Order and top-down models.Proponents claim that outcomes of the consensus process include:[3] * Better Decisions: Through including the input of all stakeholders the resulting proposals may better address all potential concerns. * Better Implementation: A process that includes and respects all parties, and generates as much agreement as possible sets the stage for greater cooperation in implementing the resulting decisions. Better Group Relationships: A cooperative, collaborative group atmosphere can foster greaConsensus Process There are multiple stepwise models of how to make decisions by consensus.They vary in the amount of detail the steps describe. They also vary depending on how deci sions are finalized. The basic model involves * collaboratively generating a proposal, * identifying unsatisfied concerns, and then * modifying the proposal to generate as much agreement as possible. After a concerted attempt at generating full agreement, the group can then apply its final decision rule to determine if the existing level of agreement is sufficient to finalize a decision. [edit] Specific models [edit] Consensus decision-making with consensus blockingFlowchart of basic consensus decision-making process. Groups that require unanimity commonly use a core set of procedures depicted in this flow chart. [23][24][25] Once an agenda for discussion has been set and, optionally, the ground rules for the meeting have been agreed upon, each item of the agenda is addressed in turn. Typically, each decision arising from an agenda item follows through a simple structure: * Discussion of the item: The item is discussed with the goal of identifying opinions and information on the top ic at hand.The general direction of the group and potential proposals for action are often identified during the discussion. * Formation of a proposal: Based on the discussion a formal decision proposal on the issue is presented to the group. * Call for consensus: The facilitator of the decision-making body calls for consensus on the proposal. Each member of the group usually must actively state their agreement with the proposal, often by using a hand gesture or raising a colored card, to avoid the group interpreting silence or inaction as agreement.The number of blocks is counted to determine if this step's consent threshold is satisfied. If it is, dissenters will be asked to collaborate on a minority position or statement so that any unique or shared concerns with proceeding with the agreement, or any harms, can be addressed/minimized. This can happen even if the consent threshold is unanimity, especially if many voters stand aside. * Identification and addressing of concerns: If consensus is not achieved, each dissenter presents his or her concerns on the proposal, potentially starting another round of discussion to address or clarify the concern. Modification of the proposal: The proposal is amended, re-phrased or ridered in an attempt to address the concerns of the decision-makers. The process then returns to the call for consensus and the cycle is repeated until a satisfactory decision passes the consent threshold for the group. [edit] Quaker model Quaker-based consensus[26] is effective because it puts in place a simple, time-tested structure that moves a group towards unity. The Quaker model has been employed in a variety of secular settings.The process allows for individual voices to be heard while providing a mechanism for dealing with disagreements. [27][28] The following aspects of the Quaker model can be effectively applied in any consensus decision-making process, and is an adaptation prepared by Earlham College: * Multiple concerns and informati on are shared until the sense of the group is clear. * Discussion involves active listening and sharing information. * Norms limit number of times one asks to speak to ensure that each speaker is fully heard. * Ideas and solutions belong to the group; no names are recorded. Differences are resolved by discussion. The facilitator (â€Å"clerk† or â€Å"convenor† in the Quaker model) identifies areas of agreement and names disagreements to push discussion deeper. * The facilitator articulates the sense of the discussion, asks if there are other concerns, and proposes a â€Å"minute† of the decision. * The group as a whole is responsible for the decision and the decision belongs to the group. * The facilitator can discern if one who is not uniting with the decision is acting without concern for the group or in selfish interest. * Dissenters' perspectives are embraced. [26]Key components of Quaker-based consensus include a belief in a common humanity and the ability to decide together. The goal is â€Å"unity, not unanimity. † Ensuring that group members speak only once until others are heard encourages a diversity of thought. The facilitator is understood as serving the group rather than acting as person-in-charge. [29] In the Quaker model, as with other consensus decision-making processes, by articulating the emerging consensus, members can be clear on the decision, and, as their views have been taken into account, will be likely to support it. [30] [edit] CODM ModelThe Consensus-Oriented Decision-Making[31] model offers a detailed step-wise description of consensus process. It can be used with any type of decision rule. It outlines the process of how proposals can be collaboratively built with full participation of all stakeholders. This model allows groups to be flexible enough to make decisions when they need to, while still following a format that is based on the primary values of consensus decision making. The CODM steps include: 1. Framing the topic 2. Open Discussion 3. Identifying Underlying Concerns 4. Collaborative Proposal Building . Choosing a Direction 6. Synthesizing a Final Proposal 7. Closure [edit] Overlaps with deliberative methods Consensus decision-making models overlap significantly with deliberative methods, which are processes for structuring discussion that may or may not be a lead-in to a decision. [edit] Roles The consensus decision-making process often has several roles which are designed to make the process run more effectively. Although the name and nature of these roles varies from group to group, the most common are the facilitator, a timekeeper, an empath and a secretary or notes taker.Not all decision-making bodies use all of these roles, although the facilitator position is almost always filled, and some groups use supplementary roles, such as a Devil's advocate or greeter. Some decision-making bodies opt to rotate these roles through the group members in order to build the expe rience and skills of the participants, and prevent any perceived concentration of power. [23] The common roles in a consensus meeting are: * Facilitator: As the name implies, the role of the facilitator is to help make the process of reaching a consensus decision easier.Facilitators accept responsibility for moving through the agenda on time; ensuring the group adheres to the mutually agreed-upon mechanics of the consensus process; and, if necessary, suggesting alternate or additional discussion or decision-making techniques, such as go-arounds, break-out groups or role-playing. [32][33] Some consensus groups use two co-facilitators. Shared facilitation is often adopted to diffuse the perceived power of the facilitator and create a system whereby a co-facilitator can pass off facilitation duties if he or she becomes more personally engaged in a debate. 34] * Timekeeper: The purpose of the timekeeper is to ensure the decision-making body keeps to the schedule set in the agenda. Effec tive timekeepers use a variety of techniques to ensure the meeting runs on time including: giving frequent time updates, ample warning of short time, and keeping individual speakers from taking an excessive amount of time. [23] * Empath or ‘Vibe Watch': The empath, or ‘vibe watch' as the position is sometimes called, is charged with monitoring the 'emotional climate' of the meeting, taking note of the body language and other non-verbal cues of the participants.Defusing potential emotional conflicts, maintaining a climate free of intimidation and being aware of potentially destructive power dynamics, such as sexism or racism within the decision-making body, are the primary responsibilities of the empath. [32] * Note taker: The role of the notes taker or secretary is to document the decisions, discussion and action points of the decision-making body. * ter group cohesion and interpersonal connection.

National Curriculum for USA

Since the early 1980†³s, the issue of America†s faltering public school system has become a serious concern. The crisis in K-12 education is one of the biggest challenges facing the nation. Should there be set standardized tests given to students, and furthermore, should the United States adopt a national curriculum to keep up with the standards of other countries? Lynn Davey and Monty Neill suggest in their essay entitled, â€Å"The Case against a National Test† that, â€Å"U. S. olicymakers and the public have been deluged with proposals for national testing†, because the failure of the nation to adequately educate the students of America has an endless list of negative effects. The pathetically low results of American students through international test scores in the United States suggests that with the lack of proper education, generations of children are growing up without the basic, essential knowledge needed to be able to compete in the workplace. Lynn Davey also states, â€Å"But because the United States has no national system of achievement testing, we cannot validly compare students† performance across the nation†, in her essay entitled â€Å"The Case for a National Test†. Albert Shanker, who was president of the American Federation of Teachers claims in his essay entitled, â€Å"Are American Schools Too Easy? † that, â€Å"In countries where there is a national curriculum, fewer students are lost, and fewer teachers are lost because they know what the students who walk into their classroom have already studied†(122). This is a good point, but in the United States students and teachers are allowed to express their ideas creatively. Not all teachers in the U. S. teach in the same manner, and for this reason it would be hard to establish a national curriculum in which all teachers taught the same things at the same time. In his essay entitled, â€Å"The Tyranny of a National Curriculum† Marc Bernstein suggests that, â€Å"People that support a national testing program believe that too many students are failing to perform to their potential and that drastic steps need to be taken to improve their education†. But what American students need is school reform, not more testing. â€Å"More test scores will not magically produce educational improvement† (Davey & Neill). The people that support national testing should slow down for a moment and realize that testing is not the first step in learning, and start focusing on helping students in rural towns as opposed to larger cities. While there are real differences in the educational opportunities of poor and rich students, standardized tests exaggerate these differences by their biases and confuse lack of ability with lack of exposure† (Davey & Neill). â€Å"France and Japan, for instance, have strict national curriculums† (Davey). â€Å"Since a government agency decides educational content, if the agency makes a mistake, all schools are forced to go along with it. Such a risk can be avoided if the power to decide educational content is transferred to state and local governments† (Chapter 3). The American educational system operates in this way, leaving the choices for educational content up to the 50 state and local governments. This is beneficial to the United States because with such a diverse population it leaves the door open to adjust content if needed to suit certain schools in different towns and cities. Freedom is the trademark of America, and people of other countries because of this admire Americans. The American educational system tries to develop freedom and creativity among its students. It allows students to explore their ideas freely and teaches them to believe they can do anything they put their minds to. One can say that the American educational system is different from other countries educational systems. However, one cannot express the idea that the American system is worse than any other educational system. Sure the system does need some reform, but to drastically say we need a national curriculum, I think not.

Hronic disease Essay Example | Topics and Well Written Essays - 1000 words

Hronic disease - Essay Example This figure represents one third of the global burden of disease, and is twice the number of deaths from all infectious diseases1, maternal and perinatal conditions, and nutritional deficiencies combined. This situation is very serious - chronic disease affects not only public health, but society and the economy as well. Chronic disease is currently the most significant cause of death world-wide, and there is no indication that the rapid increase in incidence of chronic disease is likely to slow down in the near future. Every year, approximately 17 million people die prematurely due to chronic disease. Furthermore, WHO have projected that death due to noncommunicable disease will increase from 61% in 2005 to 68% by 2030, while death due to communicable, perinatal and nutritional causes is likely to decrease from 30% in 2005 to 22% by 2030. In 2005, cardiovascular disease accounted for approximately 30% (17.5 million) of deaths due to noncommunicable disease. Cancer accounted for 7.6 million and diabetes for 1.2 million deaths in the same year. Analysis of Disability-adjusted life years (DALYs)2, the most widely used summary measure of the burden of disease, shows that nearly half of the global burden of disease is caused by noncommunicable diseases, compared with 13% by injuries and 39% by communicable diseases, maternal and perinatal, and nutritional deficiencies combined. Contrary to commo... WHO estimates that in 2005, 80% of deaths due to chronic disease occurred in low and middle countries. Nine nations were examined in detail: Brazil, Canada, China, India, Nigeria, Pakistan, Russia, the United Kingdom and the Tanzanian Union Republic. Their results indicate that the previously common belief that low and middle income countries should focus on controlling infectious diseases, while high income countries should focus on chronic, noncommunicable diseases, is a misleading one. In countries with low and moderate economic development, the causes of death by chronic disease are mainly cardiovascular diseases, diabetes and cancer. However, the results of the WHO studies also suggest that low and middle income countries are now facing a more serious dilemma, in that these countries are experiencing increasing incidences of both chronic noncommunicable and infectious disease simultaneously, particularly in urban areas. Chronic disease was once limited to the elderly. However WHO studies have shown that people in low and middle income countries begin suffering from chronic diseases with preventable complications sooner, and are dying earlier, than those in high income countries. According to WHO, at least half of the deaths due to chronic disease occur in people under 70 years of age, and around 25% in people under 60. In China, chronic disease has begun to appear in significant proportions in young people as well as the elderly - 85% of cases of diabetes, cardiovascular diseases and cancer now affect those aged 14-64. The Chinese minister of disease control and prevention, Mr. Qi Xiao Qiu, has said that at present, the burden of disease in China is noncommunicable disease. Recent national reports suggest there are at least 160

How masculinity is Constructed within Men's Health magazine Essay

How masculinity is Constructed within Men's Health magazine - Essay Example The level in which masculinity is because of nurture or nature, an issue of what a person is born with or socialization is a subject of debate. Research, has helped to give much information concerning the development of masculine traits and the sexual differentiation process specific to human beings’ reproductive system. The SRY gene on the Y chromosome is central for male sexual development since it activates SOX9. SOX9 collaborates with Sf1 to enhance the Anti-MÃ ¼llerian hormone to limit female development, while at the same time activating and forming a feed-forward loop with FGF9. This creates the testis cords and causes the proliferation of Sertoli cells. The creation of SRY limits the process of making a female. It causes, events that result in androgen production, testis formation, and a number of pre and post-natal hormonal effects. Scholars have developed a big debate about how children get gender identities. Others say that a masculinity is linked with the male bod y. On this view, it is evident that a masculinity is associated with the male sex and when a child has male genitalia, is regarded as an important aspect of masculinity (Connell 2005). Some scholars argue that biological factors influence masculinity; they also claim it is culturally constructed. Scholars that support this view say that women can become men physically and hormonally and that aspect assumed to be natural are linguistically and culturally driven. Concerning the nurture side of the debate, it is said that masculinity lacks a single source of origin, such as the media, institutions, or groups of people. The military has an interest in promoting a form of masculinity; however, it cannot create it from nothing. Masculinity has helped to influence the creation of the military. As an example of socialization into masculinity, facial hair is connected to masculinity through

Financial Incentives Essay Example | Topics and Well Written Essays - 500 words - 23

Financial Incentives - Essay Example Financial incentives put a value on the accomplishment made by the member of staff. It serves to encourage brilliant and capable but unenthusiastic employees thus raising their efficiency. In addition, it creates healthy competition among workers thus increasing the turnover. It motivates an employee to focus on the target set. It leads to the attachment of the individual to the company, therefore, growing their level of commitment. Moreover, it links additional productivity with added pay. The other merits of financial incentives are to serve as the machinery of attracting other expert workforce and motivating workers to put forth extra effort. However, financial incentives can sometimes be small and demoralizing if not earned. It can also have a negative impact on unenthusiastic employees, who will fail to meet the set targets. Furthermore, it causes rifts and divisions among the workers, which will in turn negatively affect the productivity, hence the overall turnover of the company. In addition, it may lead to discrimination of the under performers and ineffective evaluation of individual skills since it is based on performance. Lack of training of supervisors on ways to determine the performance, may lead to the incentives not being standard, which leads to discontent among the employees. The downside of offering financial incentives to achieve customer satisfaction is the employees focus is short term, which does not reflect the company’s long-term goals. Moreover, it does not offer a system that measures the value of the employee’s skills. The focus on short-term goals causes the discounting of potential income of business at an elevated rate than is best for the business. The other incentives apart from financial incentives the company can offer include gift certificates, plaques, individual travel program, merchandize prizes, commissions, stocks and shares in the company and achievement recognition of the employees. The company has been in the market extensively to develop goodwill repute for quality, q. This repute is based on the quality of service and customer care distinctiveness.