Guidance-Program.pdf
- 1. 29 Techniques of Guidance UNIT 6 GUIDANCE PROGRAMME Structure 6.1 Introduction 6.2 Objectives 6.3 Various Guidance Services 6.3.1 Orientation Service 6.3.2 Pupil Inventory Service 6.3.3 Occupational Information Service 6.3.4 Counselling Service 6.3.5 Placement Service 6.3.6 Follow-up Service 6.4 Organization of School Guidance Programme 6.4.1 Pre-requisites of a Guidance Programme 6.4.2 Planning of a Guidance Programme 6.4.3 GuidanceActivities 6.5 Evaluation of Guidance Programme 6.5.1 Need for Evaluation 6.5.2 Steps in Evaluation 6.5.3 Methods of Evaluation 6.6 Let Us Sum Up 6.7 Unit-end Exercises 6.1 INTRODUCTION Students facemany problems during the various phases of school life. These problems may be related to personal, behavioural, educational, or vocational factors. Enabling students to overcome these problems and become self-reliant in future is one of the major aims of the guidance programme. However, one is also aware that the implementation of guidance programme in schools is hardly noticeable. This situation persists in spite of various recommendations made by the government since the last few decades. One of the likely causes for the non- implementation of guidance programme is largely due to the lack of adequate knowledge among the concerned staff regarding the planning and organization of the guidance programme in schools. The present unit deals with the various services involved in a guidance programme and the functions performed by each of these services. Subsequently a brief is made on the planning and organization of guidance programme in the schools. This is finally followed by a description of various steps involved in evaluating the guidance programme. 6.2 OBJECTIVES After going through this unit, you should be able to: • define a guidance programme; • explain the various functions of a guidance programme;
- 2. 30 Techniques and Procedures • prepare a plan for organizing guidance programme in school; • enumerate different guidance activities required in schools; and • describe the procedure for evaluation of a guidance programme. 6.3 VARIOUS GUIDANCE SERVICES A school guidance programme constitutes a cluster of activities which enable the students to overcome their educational, vocational, personal or social problems that they face during the different phases of development. It forms an integral part of school education and is non-instructional in nature.Aguidance programme constitutes various services. A school guidance programme largely consists of six services. They are orientation, counselling, pupil inventory, occupational information, placement and follow-up services. Each of these services is distinct due to their specific functions. Guidance Services 6.3.1 Orientation Service It is generally noticed that when students shift from one school to another, they find it difficult to immediately accept and adjust to the new surroundings. This also occurs in case of those students who either move from school to college or school to a work situation. An entry into anon-familiar or new situation may lead to certain adjustment problems among the students. To overcome this obstacle, the orientation services are organized, especially to familiarize the students with the new surroundings and thereby adapt themselves and make necessary adjustments. Hence, it is always advisable to begin any educational course or programme with an orientation activity. Some of the objectives of the orientation service are: 1) Develop awareness regarding the rules and regulations, functioning patterns and available infrastructural and physical facilities in the school or institution or work place. 2) Acquaint the students with the concerned staff and the student body. Orientation Service Pupil Inventory Service Follow-up Service Placement Service Guidance Service Occupation Information Service Counselling Service
- 3. 31 Guidance Programme 3) Provide opportunities for the staff members and student body to interact with the new comers. 4) Develop favourable attitudes among the students both towards the school and the staff. One should also note that the orientation services are not only restricted to the students, but they can also be extended for the parents and towards the community. Further, this service needs to be organized for all students so that they fulfil their various needs. In addition, this can also be a continuous activity, implying that implementation of these activities can be distributed throughout the year. Orientation Activities The activities are to be organized based on the age group of the students and the availability of resources. The activities can be broadly classified as (i) Pre-admission Orientation and (ii) Post-admission Orientation. i) Pre-admission Orientation: This is one of the services which is lacking in our schools. It helps to acquaint students with the institution, its tradition, purpose, its rules and regulations, curricula, extracurricular activities, the staff and the student body. Activities: Some of the suggested activities could be: a) visit to schools along with the staff or parents; b) arranging conferences and talks with the parents, since they also play a major role; c) issuing handbooks or pamphlets giving information about the school, its courses and activities; and d) arranging exhibitions to expose them to the activities that students are undertaking. ii) Post-admission Orientation: This service can be provided throughout the year. It helps the teacher in determining the abilities of students and thereby adapting their teaching styles and activities according to the student needs. Activities a) Conduct various games like “get-acquainted” games where the student can talk about themselves, such as their interest, hobbies, etc. b) Arrange group activities, wherein the students are provided opportunities to interact with each other and exhibit their abilities. 6.3.2 Pupil Inventory Service Apart from knowing the general characteristics of students, it is also very essential to identify the specific abilities predominant among the students, before a counsellor or career teacher assists them.Without identifying the pupils’aptitudes and interests, one cannot determine what to expect from them and what they are capable of doing. The various aspects that have to be assessed before one guides a student are his aptitude, achievement, interests, attitudes, socio-economic status, family background etc. In Unit 5: Techniques of Guidance you have studied
- 4. 32 Techniques and Procedures about various techniques of guidance. The pupil inventory service helps in recording and maintaining of these data. These records can be prepared by the collaborative effort of the teacher, counsellor and career teacher through various techniques. You are familiar with the techniques as testing and non-testing techniques. Observation, anecdotes, rating scales, sociometry and interview are some of the well-known non-testing techniques. The testing techniques are the verbal tests, non-verbal tests, performance tests, projective techniques and the personality tests. These tests must be administered by the counsellor or any professionally trained personnel. However, assistance from a teacher is must for maintaining the records of students using some of these techniques. A teacher could give details of certain behaviour of students by observing them in the classroom situations and making their records. These incidents could be accumulated in the form of anecdotal records. The objectives of pupil inventory service are: i) to identify the various abilities of students by administration of various tests; and ii) to maintain various records concerned with each student and update them periodically. The types of data generally collected are personal, family data, psychological data, achievement, health data etc. These data help a counsellor and a career teacher in their counselling process and career guidance programme respectively. 6.3.3 Occupational Information Service This is a service which can be provided by the integrated effort of a teacher, counsellor and a career teacher. The main objective of the service is to provide the students information about the educational opportunities in various levels, related training programmes and occupations available. This helps the students to be aware of the options open to them with respect to a particular course or subject in any of the above areas. Further the student is also exposed to the world of work, nature and pattern of work and the skills required for performing the work. The objectives of information services are: i) To create an awareness of the necessary occupational and educational information; ii) To develop a broad and realistic view of the various educational, training and occupational opportunities; and iii) To help the student obtain and interpret the information he/she needs in making specific plans for his/her future career. This service needs to be more emphasized at the secondary and higher secondary levels. The various information given to students through this service are about the job or occupation positions, duties performed, educational and professional requirements, conditions of work, rewards offered, promotional avenues, etc. Such information are collected and disseminated by the guidance worker in the form of career talks, conferences, etc.
- 5. 33 Guidance Programme 6.3.4 Counselling Service This service is the most fundamental aspect of the guidance process. The purpose of it is to assist the students in the process of all round development. It provides an opportunity to the individual to discuss their plans and problems with a professional or counsellor in a helping environment. The process ultimately makes a person capable of self-directing and self-sufficient.This service can be practiced only by a counsellor. A detailed description of the role of counsellor and counselling techniques are described in Unit 4&8. However, some assistance can also be provided by the teacher in a school. This is because a teacher is the one who spends maximum time working with the students in the classroom.When the teacher comes across any student who displays deviant behaviours, he/she can always refer the case to a school counsellor. Further, observations made and recorded by the teacher about certain students can help the counsellor in the counselling process. The counselling service includes individual counselling and group counselling which we have explained in Unit 4. It must be noted that counselling is open to all students. 6.3.5 Placement Service The placement service makes an effort to help those students secure employment, who are either in school or have left the school. The school provides certain facilities through which the employment needs of the students are met either through special placement personnel or by integration services of the other guidance personnel. It is an activity which requires the co-operation of the principal, counsellor, teacher, career master, state employment agencies, private agencies and also the community. This service is more significant for the students at the secondary and higher secondary level. The placement service here is concerned for those: i) Who withdraw from the formal education before they complete school (drop- outs). ii) Who prefer part time work while going to school or may be during the vacation or after school hours or during weekends. iii) Who terminate formal education after completingsenior secondary education. The basic aim of placement is to facilitate the process of meeting the needs of both employer and the prospective employee. The student should be included for the placement service only after the correct and appropriate information regarding him/her has been obtained from the counsellor or the incharge guidance personnel. The information that is generally made available is his/her personal bio-data, achievement grades, attendance, test-scores, health-data and such other required data. The teacher may also assist by providing details concerning the student’s interest, and other skills such ascommunication and participation in various school activities. Apart from placement, this service also orients the students to some of the job applying techniques. The guidance worker could familiarize them with the methods of applying for a job, identifying various sources of information and how to prepare for the interview. These skills can be developed either through group or individual counselling.Aschool that provides placement services hence
- 6. 34 Techniques and Procedures should be capable to draw upon all the possible resources to assist its students in finding suitable and appropriate jobs. The extent to which the placement service fulfils this purpose is a measure of its effectiveness. This could largely be met by a systematic and proper functioning of the guidance committee. The school committee could also publicize about the placement programme both to the students and community. Within the schools, the information could be published in school magazine, notified in the libraries or announced in student assemblies. 6.3.6 Follow-up Service A guidance worker who does not assess the progress made by his/her student is like the physician who does not verify whether his/her patient has recovered or not. Here, it becomes very essential in a guidance programme to learn the nature and extent of progress of the student even after he leaves the school. This service does not only pertain to the study of occupational aspect but also to other related aspects such as emotional and social adjustments. For example, if a student has been counselled for social-emotional problem, after he/she leaves the school, the guidance worker must do a follow-up to check how far he/she is able to cope up with the new environment and whether he/she is still facing any such problem. Purpose of this Service i) It draws upon information from the former students regarding the extent of influence or effectiveness of the school guidance programme. ii) Based on the feedback obtained, make relevant changes in the school guidance programme. The guidance worker generally keeps contact with the students and drop-outs after leaving school. One of the most common methods adopted for follow-up is the questionnaire which is periodically sent to the students after they leave school.Based on the experiences of former students, the guidance worker can formulate future programme for the present students. The follow-up service has relevance for research. After receiving valid information from former students, the administrators can improve upon their services. Further, employing this information, the educational institutions can conduct studies of the relationship between the training given to these former students and how far the utilization of the training was made. Studies on the effectiveness, efficiency and desirability of the courses offered can also be conducted. The three steps that are dealt in a follow-up programme are: i) A systematic gathering of data from the alumni. ii) Interpretation and presentation of that data to all the concerned personnel, i.e. student, parent and community. iii) Suggest a modified framework of educational programme based on the findings made.
- 7. 35 Guidance Programme Check Your Progress Notes: a) Write your answers in the space given below. b) Compare your answers with those given at the end of the block. 1) Describe a guidance programme in 3-4 lines. ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... 2) List out the 3 major services of a guidance programme. ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... 3) Match the following. Service Purpose a) Counselling a) bridgethegapbetweenhomeandschool b) Placement b) awareness of various career options c) Orientation c) obtaining suitable jobs d) Occupational information d) assisting in all round development 4) The service which keeps in touch with the students who pass out of school is ...................... (Counselling/placement/follow-up) 5) The service which aims at collecting information about individuals by various methods and techniques is a) Counselling service b) Pupil inventory service c) Placement service d) Occupational information service 6) Counselling service is not a part of guidance service. (T/F) 7) Guidance programme must be available for children at all levels.(T/F) 8) In elementary level, more emphasis must be laid on occupational information service. (T/F) 9) Differentiate between placement and follow-up service. ............................................................................................................... ............................................................................................................... ...............................................................................................................
- 8. 36 Techniques and Procedures 6.4 ORGANISATION OF SCHOOL GUIDANCE PROGRAMME The organization of guidance programme at the schools requires cooperative effort of various personnel present both within and outside the school. The programme must be planned with the assistance of various personnel like the school principal, the staff, counsellor, career master and the parents. Before planning a guidance programme, it is essential to understand the purpose and aims of guidance which we have discussed in Unit 1. 6.4.1 Pre-requisites of a Guidance Programme Some of the preliminary tasks needed to be undertaken to organize a guidance programme are: a) Formation of a guidance committee, which comprises of at least seven to eight members. The committee would be constituted of various personnel such as at least two parents, two teachers, a counsellor and a career master. The principal could bethe chairperson of the committee. b) Decisions and arrangements must be made regarding the allotment of budget for conducting the various services. The expenses could be determined also keeping in view the payment of honorarium for guest lectures, conveyance to specialists or professionals such as educationists, doctors, etc. c) Suitable arrangements need to be made to acquire minimum infrastructural and physical facilities such as a guidance cell or room, tables, chairs various psychological tests and other required literature. d) Support from the parents and community could be obtained by orienting them to the significance of a guidance programme. e) The school staff and students also need to be briefed about the purpose and importance of the guidance programme and encouraged to participate. 6.4.2 Planning of a Guidance Programme The following steps are necessary to be undertaken to plan the guidance programme: 1. First make a survey of the available guidance services existing in the school or institution. 2. Identify the student needs (or) areas where assistance is required. 3. Obtain the opinion of the staff members and ascertain the extent of assistance possible from them. 4. Statement of explicit objective for the guidance programme on the basis of the student needs. 5. Specification of the various functions of each guidance service. 6. Assignment and defining of duties to each personnel, who are the members of the guidance committee. For the smooth functioning of guidance service, a well-planned guidance programme is necessary. It facilitates co-ordination of activities among the personnel in an integrated pattern.
- 9. 37 Guidance Programme In brief, the guidance committee first identifies the programme objectives based on the survey of the student needs and characteristics. This is followed by preparation of a yearly plan of the school guidance programme. Further, keeping in view the objective, the committee prepares a tentative plan or chart, indicating the functions of various personnel. Next, another subsidiary chart is prepared, specifying the duties or tasks to be performed by each personnel. Role of the Principal: The principal, chairperson of the committee provides the required facilities for the smooth and successful functioning of the guidance programme at the schools. Some of them have provision of a separate room or office for the counsellor, space for conference room, clerical staff and other physical facilities such as table, chairs etc. Apart from that appropriate action needs to be taken by the principal to make suitable arrangements for the procurement of psychological test materials, literature, documents and arranging sufficient budget. Further, monitoring of the guidance activities are also been done by the principal. Role of the Teacher: The teacher provides assistance by maintaining the cumulative records of students and also in organizing the various guidance activities.Adetail description of the role of teacher, career master and counsellor has been already provided in Unit 3. Above all, one should also be aware that during the initial stages of the programme implementation, the following problems are likely to come up: 1) Inadequacy of staffor trained personnel to provide assistance for conducting the service. 2) conflict of roles and responsibilities among the various personnel and 3) the involvement of personnel in non-guidance activities. However, gradually you can overcome the above problems. 6.4.3 Guidance Activities At Secondary Level This stage which includes students of class IX and X, requires guidance activities to be focussed on the needs of three group of students. They include those who intend to: a) Continue in higher education (graduation). b) Take up vocational or professional courses (polytechnics; professional education like medicine, etc.) c) Enter a job. Keeping in view the above target groups and their characteristics, the following are the objectives of the guidance activities organized at this stage. The Objectives are listed here: i) Help the students to understand and accept the physiological changes in one self. ii) Help them to make effective adjustments in the family, school and society.
- 10. 38 Techniques and Procedures iii) Identify, develop and strengthen their abilities and interests. iv) Provide information about various educational and vocational opportunities and the essential requirements. v) Enlighten parents and teachers about the importance of this stage especially adolescent and create appropriate situations for effective learning and development. vi) Enable them to make realistic educational and vocational choices. After class X, the students have to choose their subject stream, hence the most important function of guidance services at this stage is to enable students make appropriate choices. Services and their activities for secondary school students Service Activities Orientation i) organize school visits, talks by the other school staff. ii) Arrange parent-teacher meetings to orient the parents. Pupil Inventory i) Collect data on abilities, aptitudes, interests, achievement and other psychological variables through administration of tests. ii) Maintain student cumulative records. iii) Identify under-achievers and drop-outs from the school records. Counselling i) Refer the cases to counsellor. ii) Counselling activities to develop one self. iii) Organize and conduct group activities, discussions, role-playing to develop personal and social skills. iv) Arrange talks by professionals such as doctors, educationists on matters like health, addiction, personal habits, sex education and other educational issues. v) Conduct activities on social service and arrange for camps. Occupational i) Organize career exhibitions and career conferences. information ii) Arrange field trips. iii) Arrange career talks. iv) Orient the parents regarding various courses after class X. v) Prepare activities showing self-employed persons. vi) Conduct programme to interact with self-employed persons. Placement Provide placement: i) For drop-outs
- 11. 39 Guidance Programme ii) For students who terminate their formal education and get into some vocational course. iii) For students who are completing school education. Follow-up i) Obtain and document the addresses of the school- leaving students and drop-outs. ii) Administer questionnaires or interviews to obtain students opinion about the school guidance programme. iii) Arrange meetings like “old student association or Alumni”. At Higher Secondary Level This stage covers two classes i.e. XI and XII and the age of the students usually ranging from 16 to 18 years. The objectives of guidance programme at this stage are: i) Help students to make appropriate choice of course(s) in accordance with their abilities and interest. ii) Help them to plan their career based on the choice of course. iii) Make them aware of various job opportunities related to various courses. iv) Guide them in the area of personal-social adjustment. v) Help them develop self-confidence. vi) Help them make decisions. Services and their activities for (+2 students) senior secondary students Service Activities Orientation i) obtain pamphlets/handbook of various educational institutions. ii) orient parents and teachers about various educational institutions. iii) arrange talks by the school/institution staff, employees. Pupil Inventory i) administer various tests to measure abilities, and other psychological variables. ii) Maintain the records of the students and constantly up date them. Counselling i) conduct sessions to develop self-confidence in students. ii) conduct sessions on role playing.e.g. attending an interview; communication skills; leadership qualities. iii) Arrange debates, group discussions, and drama on various social and educational issues such as: a) “Discipline in work place” b) career choices and life styles
- 12. 40 Techniques and Procedures c) making decision and alternatives in planning career goals d) strategies to cope with stress and anxiety. Occupational i) Organize information - career conferences - field visits - career talks ii) establish communication with the staff at employment exchanges and related agencies. iii) conduct classroom sessions on - “Resumes, Applications and Interview” - “Employment Trends” Placement i) arrange for in-campus interviews ii) advertise vacancies and college information on the school notice board and address or announce during the assemblies. Follow-up i) form a students’ association of the school leaving students ii) administer follow-up questionnaires to students periodically. iii) arrange meetings to invite old students. Check Your Progress Notes: a) Write your answers in the space given below. b) Compare your answers with those given at the end of the block. 10) Orientation programme must be conducted only during the pre- admission period. (T/F) 11) List out any three major activities that can be carried out by the orientation service and pupil inventory service at secondary level. ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... 12) Career exhibition and conferences are conducted by the ........... service. 13) Explain in brief the planning of a guidance programme. ............................................................................................................... ............................................................................................................... ............................................................................................................... ...............................................................................................................
- 13. 41 Guidance Programme 14) List out any two counselling service activities that need to be conducted at the higher/senior secondary (+2) level. ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... 6.5 EVALUATION OF GUIDANCE PROGRAMME Evaluation of guidance programme refers to the process where efforts are made to assess how far the objectives of the programme have been fulfilled or what extent is the programme is effective. 6.5.1 Need for Evaluation Evaluation is needed to determine various aspects like: - effect of various guidance services on the behaviour of students - quality of guidance services provided - adequacy and feasibility of the guidance services provided - the other activities and techniques need to be adopted in order to make the service effective. In general, it contributes to the sum total of useful knowledge in the guidance field. Research and evaluation are simultaneous activities. Hence, in every aspect of the guidance service, a research component is essential. The results derived from research and evaluation have implications for both the improvement of guidance programme and also for the school curriculum. An educational institution can utilize these findings to redesign its instructional techniques so that they are able to meet the needs of its students at a greater extent.A qualified guidance worker must always be encouraged to evaluate and simultaneously undertake research. The guidance committee could discuss the findings with the other staff members, parents and students, thereby facilitating a better co-ordination and hence leading to improvement in the guidance services. Unless the existing programmes are evaluated, the worth of it cannot be established. 6.5.2 Steps in Evaluation i) Identification of objectives: The first step is to list out the objectives of the guidance programme. The objectives need to be clearly defined, such that they are specific and measurable. ii) Criteria for measurement: After the identification of objectives the criteria for measuring them must be established. This is followed by the determination of the appropriate methods and techniques to collect the required data based on the criteria selected.
- 14. 42 Techniques and Procedures iii) Implementation of the plan: Once the design of the plan is prepared, it requires to be implemented. Before its implementations, the expert’s opinions and suggestions from other guidance personnel could be obtained subsequently. The activities could be organized and conducted in a systematic way. iv) Interpretation of findings: Maximum efforts must be made to check that the data collected is reliable. The data must first be compiled and later interpreted accurately. The findings must be summarized and shared with the school personnel and guidance worker. Further, steps must also be taken to implement these findings. 6.5.3 Methods of Evaluation Based on the criteria of evaluation, the methods of evaluation have to be decided. Some of the methods are suggested below: i) Survey method: It is one of the most commonly used methods. Here the reactions of the students are collected either through questionnaires or by personal interviews. The survey is not limited to the follow-up study of school leavers, but it can also be done on the students who are still at schools. ii) Experimental method: It is used generally on two groups. Where, one group must be control group. The groups are matched in all respects except the treatment factor, for example, in the present situation counselling is done on the experimental group and no treatment given to the control group. After the treatment the outcomes of the two groups are compared. This shows whether the counselling technique (treatment) has any influence on the experimental group and how far is it. More detailed studies using more than two groups can also be carried out. iii) Case study method involves a detail and continuous study of each student and maintaining contact with him/her for a considerable period. The careful and individual follow-up of students helps them in making a better school record in terms of monthly report. This monthly record will indicate the effect of counselling/treatment of student. In addition to this, availability of records of a number of other students may provide an adequate basis for evaluation. Check Your Progress Notes: a) Write your answers in the space given below. b) Compare your answers with those given at the end of the block. 15) Identify two major needs of evaluation process in the guidance programme. ............................................................................................................... ............................................................................................................... ............................................................................................................... ...............................................................................................................
- 15. 43 Guidance Programme 16) List out the steps in evaluation. ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... 17) One of the most common methods of evaluation is ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... 18) The effectiveness of a guidance programme can be measured even without evaluation (T/F) 6.6 LET US SUM UP In this unit, we have discussed the various services in a school guidance programme. These are orientation, pupil inventory, counselling, occupational information, placement and follow-up services. Each of these services has distinct functions and objectives. To organize a school guidance programme, some of the preliminary steps to be undertaken are formation of guidance committee, arrangement of required facilities, budget and orienting the students, parents and community. On the basis of the objectives of each service, various guidance activities can be conducted for the secondary and higher or senior secondary school students. The activities are also organized keeping in view the need and characteristics of these students. Evaluation of the guidance programme also forms an essential component in a school guidance programme. The need, procedure and methods for evaluation have also been described. 6.7 UNIT-END EXERCISES 1) Visit any school and study their organization of guidance programme at the secondary level. Prepare a chart showing the organization of the guidance programme and list out the various activities that are carried in each service. 2) Visit any school and study the functioning and objectives of the institution at higher secondary level. Identify the student’s needs and prepare a list of activities that need to be carried out by each service. Prepare a report in about 600 words.
- 16. 44 Techniques and Procedures 3) Suppose you are a counsellor of a school and you wish to make an evaluation of the guidance services in your school. Write in detail the plan and how you would like to go about doing it? Write a detailed report in about 600 words only (specify the objectives, and procedure). 4) Develop a follow-up questionnaire for school leaving students (XII standard) to get a feedback about the effectiveness of the guidance programme of the school. 5) A survey was conducted on all the 80 students of the secondary class IX and X in a school. The following data was obtained. a) 50% of the students were below average students. b) 10% of the students were above average students. c) 20% of the students drop-out very year. d) 70% of the students are unaware of the various courses and job’s opening. Mention what guidance activities need to be adopted for any of the two groups mentioned above. Justify your answer with the help of suitable illustrations.