CultivatingEquitableStudentcenteredDiscussions:

SamaraFrancisco
HighTechHighGraduateSchoolofEducation
TeacherLeadershipResident,MastersofEducationCandidate
May2016

FINDINGS:
Thegoalofthisresearchwastoachievethefollowingaim:ByMay2016,10thGradeHumanities
studentsatHTHMAwillengageinequitablestudentcentereddiscussionsinwhichstudentssharetalktime,
generatequestions,providerelevantresponses,andfacilitatetheirowndiscussions.Thefollowingisthe
breakdownforeachperiodofdataIcollectedforabaselinestudentdiscussion:

Figure4:Baselinedatabrokendownbyclass
AMClass

PMClass

TeacherComments1(*Teacheranswereda
questionfromastudent)
#ofStudentsWhoSpoke0times1
#ofStudentsWhoSpoke1time2
#ofStudentsWhoSpoke25times11
#ofStudentsWhoSpokemorethan5times10

TeacherComments2(*Teacherinterruptedthe
grouptwicetoredirect)
#ofStudentsWhoSpoke0times0
#ofStudentsWhoSpoke1time4
#ofStudentsWhoSpoke25times7
#ofStudentsWhoSpokemorethan5times9

Ingeneral,theAMclassstrengthsincludetheabilitytoaskquestionsthatelicitresponsesfromeveryone,
invitingothersin.Studentsasawholeneedtoworkontalkingatonceandmonitoringinterruptions.Regarding
thePMclass,thisclasstoevengreaterextentstruggledwithtalkingoverothersandhavingsideconversations.I
hadtointerruptonegroupmultipletimestoredirectbacktothetask.Also,onestudentwhotalkedmorethan5
timesactuallydeniedpeoplethechancetospeakwithherinterruptions.Iusedthisdatatoplanhowtoshiftthe
amountoftimestudentsweretalkingandhowtotrackthedepthofconversation.
Followingcompletionofthebaselinedata,IgathereddataonhowthePDSAcyclesimpactedstudent
perceptionofequityintheconversation.Regardingperceptionsofequityindiscussion,thefollowingchart
illustrateshowstudentperceptiongenerallyincreasedoverthecourseofthePDSAcycles.

Figure5:PDSAsurveydataovertime

Regardingtheparticipationofstudents,ofthe8differentdiscussionsheldoverthethirdandfourthPDSA
cycles,halfhad100%participationofstudentsmakingmeaningfulcomments(asassessedusingthehabitsof
discussionrubric).Inthethirdcyclesdiscussion,84%ofstudentsparticipated.Thefourthcycleroseto87%.
Whilethisshowssomegrowth,thisdoesnotrevealthecomplexityofthediscussiondynamics.Forexample,
evenindiscussionsinwhicheveryonespokeinPDSA#3,thatalonedidnotautomaticallymeanstudentsall
believedthegroupsharedtalktimeorthattheyhadenoughchancestoparticipate.Infactthosegroupsrevealed
thefollowingdata:

Figure6:Perceptionofequityingroupswith100%participation
Groupsin
whichall
students
participated

My
Ihad
group
enough
shared chancesto
talktime participate
(%
(%Agree/
Agree/
Strongly
Strongly
Agree)
Agree)

Group1

50

40

Group2

80

70

Group6

36

73

Group7

70

80

Sotheremustbesomethingmoretoagood,equitablediscussionthanjustensuringeveryonetalks.Basedon
thePDSAcycles,Icaninfertrendsthatcontributetoequitablediscussionsandnonequitablediscussions.From
there,otherimportantthemesemergedasgermanetotheworkofcreatingequitable,studentcentered
discussions.

EquitableDiscussions
Basedonstudentselfreportinginsurveysandfeedbackformsaswellasteacherobservationsand
analysisoftranscripts,thefollowingaretraitsofanequitablediscussion:
Thoughtfulandrelevantopenendedquestions
Allstudentsareheardandhavewaystomeaningfullyengage(asopposedtostudentstalkingandeither
notsayingrelevantthingsorthegroupnotaffirmingtheircomments)
Theconversationisontopic
Studentsfeelprepared
Toillustratethesetraits,considerthefollowingcasestudieswhichdemonstratestructuresthatresultedingood,
equitable,studentcentereddiscussions.

Thecaseforgivingpreworktoscaffoldequitableparticipation(Group2,PDSA3):
Thisparticularcasestudyillustratesallofthetraitsofagooddiscussion.Afterreadingthefirstfive
chaptersof
AnimalFarm
anddiscussingtheRussianRevolution,Igavestudentsagraphicorganizertohelp
evaluatewhetherornotlifeimproved,worsened,orstayedthesameduetorevolutionsinRussiaand
Animal
Farm
.Immediatelybeforethediscussion,studentsreviewedthenormsandhabitsofagooddiscussionand
pickedahabittofocusonfromtherubric.Thestudentspeerobserverwasresponsibleforgivingfeedbackon
whetherornottheinnercircleparticipantmethis/hergoalofpracticingthatrole.
Sohowditgo?Studentsfeltmoreprepared,believedthegroupsharedtalktime,andbelievedthere
wereenoughchancestotalk.Thisgroupreportedhigherlevelsofagreementthanthegradelevelaverageas
indicatedinthefollowingtable:

Figure7:ComparingGroup2withGradeLevelAverage

Group
2

Ifelt
My
Ihad
prepared group
enough
(%
shared chancesto
Agree/ talktime participate
Strongly
(%
(%
Agree)
Agree/
Agree/
Strongly Strongly
Agree)
Agree)
60

80

70

Grade
Level
Average

43

53

60

Whenaskedtodescribewhatwentwellaboutthediscussion,onestudentnotedthateverybodyhada
part...Ispokeatleastonce.Itwentwell.Inthesamegroup,anotherstudentnotedthattherewasaprettyeven
distributionoftalking...itseemedquitenaturalandmostpeoplewerewellprepared.Thus,thereisasubtle
differencebetweeneveryonetalkingandmeaningfullycontributingandhavingaroletoplayinthediscussion.
Giventhatstudentshadtoselectarole/traittofocuson,itpresumablywaseasierforstudentstofigureoutthe
roletoplayhavingchosenfromthelist.Moreover,thegraphicorganizerprovedtobeausefultoolinpreparing
studentstohavemeaningfulcontributionsandensuringthatthediscussionneverreallysteeredawayfromthe
maintopicasnotedbyastudent.Seebelowforthisstudentsgraphicorganizer:

Figure8:StudentsPrepSheetforPDSA#3

Inordertoincreasegood,equitablediscussions,scaffoldingtoensurepreparationisessential.

Thecaseforhonoringandencouragingquestionsandnotjustanswers(Group7,PDSA4)
ThetopicofthisdiscussioninPDSA#4wasontheimpactofusingviolenceornonviolenceina
revolution.Ididnotgivestudentsavisualorgraphicscaffold,butstudentshadatleast30minutesinclassthe
daypriortoread,annotate,andprepareforthediscussionthefollowingday.Iencouragedstudentstowrite
downclarifyingquestionsandusethediscussionasameansofbuildingcollectiveunderstanding.Infact,oneof
thehabitsstudentscangoalsetaroundistoaskclarifyingquestions.Inthisgroupof10students,allstudents

spokeand7feltpreparedforthediscussion.Onestudentwhodidnotfeelprepared(gavea1onthefollowup
survey)participatedbyaskingaclarifyingquestion.Thus,evenwithoutfeelingpreparedstudentswerestill
empoweredtoparticipate.Eightstudentsfelttherewereenoughchancestoparticipate.Inthisgroup,the
participantGarydirectlyinvitedthetwostudentswhodidnotfeeltherewereenoughchancestoparticipateas
indicatedbythefollowingtranscript:

Figure9:TranscriptExcerptfromGroup7
Gary:
Ithinkitdependsonthecorruption.LikeifitsalongtermCorruption.Likeitsaidinthearticle...Something
likecivilrights,youhavetodononviolencebecauseitsalongrunningthing...,andyoucannotkeepuptheviolenceso
youdononviolence.ButifitssomethingshortrunningliketheCivilWar,thatswhenyouuseviolencebecauseyou
wonthavetokeepitupforareallylongtime,soitdependsonthetiming.
[Pause]
WhatdoyouthinkRandy?

Randy:
Ithinknonviolenceisthewaytogo.Itholdsagreatermessage.
...
[TIME4:22]

Gary
:IhaventheardfromJim.Whatdoyouhavetosayaboutthis?

Jim
:Whydoyouthinktheysaythatnonviolenceworks?,..Maybemorewhatdoyouthinkabouthowtheysaid
nonviolenceismorelongtermthanviolence.Whydoyouthinkviolencedoesntlastaslong?

Eric:
Becauseviolenceiskillingandhurtingpeople...withnonviolenceyouarewaitingitout...

Forthestudentswhowereinthisgroup,theythoughtitwentwellforthefollowingreasons:
Ithinkare[sic]groupdidreallywellbecauseweallhadachancetotalk,nobodyfeltleftout,andI
thinkwealldidgood
WemadeaconnectionotherthenanimalfarmandRussianrevolution[sic]
Wesharedtheairmore
Westayedontrackandbroughtupimportanttopics
Apeerobserverwhodidnotparticipateinthisgroupmadethesecommentsaboutwhythisdiscussionwent
well:ThefirstgrouphadsomereallygoodquestionsandIthinkitreallyhelpedinthedynamicofthe
discussion.Herobservationfurtherreinforcestheassociationbetweenaskingquestionsandthequalityofthe
discussion.ThisaffirmsBridges(Brookfield&Preskill,2005)notionregardingthedevelopmentofknowledge
asauniqueattributeofdiscussions.Studentscanenterwithoutknowinganythingandleavewithamore
complexunderstandingbasedonaskingquestions.
Furthermore,thisgroupcreatedasafespacetohonoraskingquestions,andstudentstookontheroleof
noticingwhenpeoplehadnotparticipated.Whileitisriskytonameastudentspecificallytocontribute,when
studentsestablishnormsandtheyfeelsafewitheachother,itisanecessaryhabittopractice.Ensuringstudents
feelsafeaskingquestionspermitsevenshy,reservedstudentswholackconfidenceintheirunderstandingto
meaningfullycontribute.Thebestdiscussionshavestudentsposingquestionsandcontinuingtobuildonthem.
Inadifferentgroup,aparticipantnotedthathisdiscussionwentwellbecausewewentdeeperthanthestarting
question...Ibothgavesupportingandcounterargumentsaswellasalotoffollowupandgeneralquestions.In
myopinionithelpedtodrivetheconversationdeeperthanitmightotherwisehavegone.Encouraging
curiosityandposingquestionsisavitalcomponentofgeneratinggood,equitablediscussions.


NonequitableDiscussions
Incontrast,basedonstudentselfreporting,baddiscussionsexhibitthefollowingtraits:
Goingofftopicorignoringthestimulustext
Aminorityofstudentsdominatetheconversation
Lackofcoherent,unifyingthemetocomebackto
Iwillfocusonthreecasestudiesofsuchdiscussions.Tobeginwith,thefollowingtabledetailsthepercentof
studentparticipationinthosegroups(asdeterminedbyifthestudentsspokeanditwasameaningfulcomment):

Figure10:PercentofStudentParticipationinDiscussionGroups

Inthis
dataset,groups3,5,and8hadbad,nonequitablediscussions.Again,whilehavingeveryonespeakisnotthe
onlycharacteristicofanequitablediscussion,itiscommonlyanecessaryprerequisitethatthereareequal
chancestocontribute.Thefollowingcasestudiesillustratetheaspectsofwhatmakesabad,nonequitable
discussionandhowtoincreasethelikelihoodofhavinggood,equitablediscussions.

Thecaseforgroundingdiscussionsinthetextandtheimportanceofreferees
(Group3,PDSA3)
Aswiththegood,equitablediscussionsfromthiscycle,Igavestudentsagraphicorganizertheday
beforeandtheprompttoevaluateifrevolutionsmakelifebetter,worse,ormaintainthestatusquo.Thegraphic
organizerhadspacesforstudentstoincludeevidencefrom
AnimalFarm
andfromlectures/resourcesaboutthe
RussianRevolution.Inaddition,studentsreceivedclasstimethedaypriortogatherevidenceforthediscussion.
Inthisgroup,only36%ofstudentsfeltpreparedandonly64%ofstudentsparticipatedwithmeaningful
contributions.Thisgrouphadadivideinthosewhothoughtthediscussionwentwellandthosewhothoughtit
didnot.Thestudentswhodidparticipatehadthistosayaboutthediscussion:

Figure11:Group3SurveyDatafromThoseWhoActivelyParticipated

Question:Whatissomethingyoucancelebrateaboutyourparticipationinthediscussiontoday?
Forthemostpartthequestionsandconversationstookplacenotbecausetheyhadtobutbecause
theyweregenuinelyinterested
Wehadinteresting,andcompellingquestionsthatdrovethediscussionwell
Everyoneseemedtobetalking.Therewasntalotofawkwardpauses

Inregardstothelaststudent,whileitseemedlikeeveryoneparticipatedtohim,thisgrouphadthesmallest
participationamongstall8discussionsheld.
Whenaskingthosewhodidnotparticipate,theyhaddifferentperspectivesonhowthediscussionwent
andprovidedthefollowingfeedback:

Figure12:Group3SurveyDatafromThoseWhoDidNotActivelyParticipate
Question:Whatissomethingyoucancelebrateaboutyourparticipationinthediscussiontoday?
Thediscussiondidntreallyinterestme.Theytalkedaboutouropinionsongovernmentandquite
frankly,Imnotintogovernmentstuff.Iwouldmuchrathertalkaboutthebook.Yes,Icouldhave
askedaquestionaboutthebook,buteveryonewassointoit.Theydidnttalkaboutthebook,butI
wasdonewithit
Theothergroupwasbetterbecausethe[y]actuallyhadagooddiscussionaboutthebookandthe
russianrevolutionunlikemygroup

Furthermore,thosewhodidparticipateoftenacknowledgedaneedtoupholdthenormofinvitingothers
in,thusaffirmingindirectlythatothersexperiencedthediscussioninadifferentwayandthatalackofequity
withintheconversationwaspresent.

Figure13:Group3SurveyDatafromThoseWhoDidParticipate
Question:Whatissomethingyoucanpersonallyworkontoimproveforthenextdiscussion?
Maybetryandaskothers...itwasstillagooddiscussionbutnotreallyrelating[to]thequestion
Invitingotherpeople
Icantrytoinvitemorepeopleintothediscussion
Inthisparticulargroup,fivestudentsdominatedthetalktimeandspentalotoftimedeeplydiscussing
topicsthatinterestedthempersonallywithoutdirectlyreferringtothetext,theonethingeveryonehadactually
read.Thus,evenifastudenthadpreparedforthediscussion,studentsfeltalienatedandunabletocontribute,
particularlythosewhostruggletoparticipateinthefirstplace.Forexample,onesuchstudentscoredherselfa4
inresponsetothestatementIfeltpreparedtoparticipate.Historically,thisstudenthadmadeonlyone
contributioninthebaselineroundofdiscussions.InthediscussionforthisPDSAcycle,shedidnotsay
anythingandasindicateddidnotwanttoparticipatebecauseofthedirectionthegroupwentinfordiscussion.
Furthermore,sheprovideda2inresponsetoMygroupsharedtalktimesoallvoicescouldbeheardanda3
inresponsetoIhadenoughchancestoparticipateinthediscussion.Belowisattachedhergraphicorganizer,
completewithquestionssheintendedtoaskinthediscussion,haditnotgonesovastlyofftrack.

Figure14:StudentsPrepSheetPDSA#3

Afterthisconversation,Iaskedthestudentswhatwecoulddotohelpensurethatconversationsstayon
trackandthateveryoneexperiencesenoughchancestoparticipate.Giventhatthestudentsneededtofacilitate
thesediscussionsthemselves,thesubsequentchangeideaswerearoundusingrefereestohelpmonitorthe
conversation,toenforceupholdingnorms,tonoticewhenstudentshadnotparticipated,and,whatwouldhave
beenhelpfulhere,toensuretheconversationdoesnotveertoofarofftrack.Unfortunatelythisgroupdidnot
reapthebenefitsofhavingarefereemonitortheconversation,butIwilldiscusstheimpactofthatstructurein
subsequentsections.

Thecaseforsharingtheair(andhelpingstudentsrecognizewhentheydont!)
(Group5,PDSA4)
Perhapsthemostwidelycitedreasonforabaddiscussionaccordingtothestudentsiswhensomeone
doesnotsharetheair.AsnotedbyGoodwin(2014),oftenasmallminorityofparticipantswilldominateover
80%ofthetalktimeinadiscussion.Whenweoriginallygeneratedournormsfordiscussion,bothclasses
touchedonthatinsomeway.Wediscussedhowsharingtheairisnotaboutequalityintalktime,butequityin
termsofensuringeveryonehasenoughchancestospeak,andespeciallyhowpeoplewhotendtotalkoften
shouldensuretheyarenotdenyingothersopportunitiestospeak.
Manystudentsthroughoutthisprocessgrewintheirabilitytoyieldtalktimetoothers.Thisdiscussion
representsastudentwhoisstillunawareofnotupholdingthisnorm.Foradiscussionregardingthediffering
impactsofviolenceandnonviolence,only42%ofthestudentswhoparticipatedinthisgroupfelttheyhad
enoughchancestotalk.Thatwasthelowestpercentageforthatcycleandthesecondlowestoverallamongstall
thediscussionsheld.ByBrookfieldandPreskillsdefinition(2005),thiswasanonequitablediscussion,for
peopleinthegroupfeelconsistentlythattheyaredeniedtheopportunitytospeak(p.170).Alsoworthnoting
isthat75%ofallthestudentsfeltpreparedgoingintothediscussion.Thus,thereisadisconnectbetween
feelingpreparedandexperiencingenoughchancestocontribute.Whatwasthereasonforthisdisconnect?
Considerthefollowingcommentsprovidedbystudents:

Figure15:Group5SurveyData
Question:Whatissomethingyoucancelebrateaboutyourparticipationinthediscussiontoday?
NotthatmuchbecausepeoplecutmeoffsoIcouldnttalk

Whatissomethingyoucancelebrateaboutthegroupsdiscussion(eitheryourgroupsortheothergroups)?
Ifeelliketheothergroupsdiscussionwasbetter.becauseinmyowndiscussionErinwastakinga
lotofthetalkingtimewiththingsIfeltwereirrelevant

WhatissomethingyouwouldrecommendArleneandSamaraadjustforthenextdiscussion
Limitpeopletospeakingmaybe?Erininthefirstgroupdominatedtheconversation,notalotof
people[gotto]talk(apeerobserverwhowatchedthisdiscussiontakeplace)

Asnotedinthepreviouscasestudy,thosewhoparticipateandthinkeverythingisgreatoftenendup
beingtheindividualscontributingtoinequitablestructuresinthediscussion.Studentswhoareunabletoshare
theairalienatetheirclassmatesandperpetuateinequitablediscussions.Havingpeerobserversassignedtoeach

studentwasacriticalaspectofrevealingtheseblindspots.Thisstructuretaughtmetacognitioninthatstudents
couldnamespecificbehaviorsandmomentsthatledtoinequity.
Erinreceivedimmediatefeedbackfromherpeerobservernamingthefactthatshedidnotupholdthe
normofsharingtheairbecauseshecut[studentname]offtowardstheend.Asaresult,Erinwasableto
recognizethisafterthefactandincorporateitintoherreflection.Erinsreflectionacknowledgedthefactthat
somethingtoworkonisTryingnottointerruptsomeonewhentheyretalking,howevershestillbelievedthat
thisdiscussionwasbetterthanbefore.Again,refereesandindividuals,whoseroleitistobetheoneswho
noticethesebarrierstoparticipation,helpensurethisdoesnotoccur.Inthisparticularsetting,arefereewas
presentbutdidnoteffectivelyenforcethenorms.Infact,aparticipantinthisinequitablediscussionbecamethe
refereeforthenextroundandhelpedensurethisissuedidnotrepeatitself.Thisilluminatedtheimportanceof
empoweringstudentstoassumetheroleofactivelymonitoringandenforcingthenorms,aswellastraining
studentstoparticipateinthatrole.

Thecaseforfeelingpreparedandreadytoparticipate(Group8,PDSA4)
Thisfinalcasestudyhighlightstheimportanceoffeelingprepared.Whileoverall,feelingsof
preparationincreasedasagradelevelaveragefromPDSAcycle3to4(despitenothavingagraphicorganizer
butinsteadbeingtoldtobringquestionsintotheconversation),thisgroupdrasticallypulleddowntheaverage.
Theotherthreegroupsthatdayhadscoresof75,73,and70%foragreeing/stronglyagreeingthattheyfelt
prepared.Inthisgroup,onlyoneoftheelevenstudents(9%)feltprepared(asindicatedbymarkingatleasta4
onthesurvey).73%(eightofeleven)ofthestudentsactuallytalked.Evenoftheeightstudentswhodid
participate,sixrespondedthatwhattheycouldhavedonebetterwastoprepareoraskmorequestions.

Figure16:Group8SurveyDatafromThoseWhoDidParticipate
Question:Whatissomethingyoucanpersonallyworkontoimproveforthenextdiscussion?
Icanpreparemorebeforehand
Makesmarterquestions
Moreprepared
Bemoreprepared
NexttimeIshouldwritedownmoreofmythoughtssoIcanremembereverything

Ofthosewhodidnotparticipate,thefollowingaresomeoftheircomments:

Figure17:Group8SurveyDatafromThoseWhoDidNotParticipate
Question:Whatissomethingyoucancelebrateaboutyourparticipationinthediscussiontoday?
Nothingbecausethey[sic]discussiondidnotgogood

Question:WhatissomethingyouwouldrecommendArleneandSamaraadjustforthenextdiscussion?
Havepromptsonthebored[sic]becausethediscussionalwaysgointhewrongdirectionandwe
couldnevergetgoodpointsacross
Ifeltlikemycommentswerentrecognized,sowhatsthepointofsayinganything[sic]

Alongwithfeelingmentallypreparedoverall,anothercomponentisfeelingpreparedtospeakinthe
moment.Inthissamecycle#4,achangeideaIintroducedwastheuseofcuecardstosignalwhenstudentsfelt
preparedtospeakandcontribute.Duringthebaselineroundofdiscussionsbeforestudentscreatednormsor
establishedasenseofsafety,timesoccurredwhenastudentwouldrejectaninvitationtoparticipateinthe
discussion.Twostudentsspecificallygainedthereputationsofnotwantingtobecalledoninadiscussion.
However,thosestudentscontinuedtonotparticipateinsubsequentdiscussions.Indebriefsafterthediscussions
occurred,studentsrequestedawaytocommunicatehe/shewasreadytosharewithoutneedingtobedirectly
invitedin.Thatalongwithreferees,helpedensurethatstudentscouldsharewhentheywereready.Anexample
ofthisoccurringfollows:

Figure18:TranscriptExcerptfromGroup6
Kim:
Butthepeoplearestillholdingtheirmouthsshutandholdingupthesignsarestillbeingcalledthugsandstill
gettinggunneddownwithbulletsandstillbeingshotat.So,howarewetorespondtothat?Arewesupposedto
respondwithournonviolencebeingshotatwithmorenonviolenceandmoredeath?

Karla:
Nobutwhodoyouthinkisbadinthatequation?Thepersonholdingupthesignorthepersonshootingthe
personwiththesign

Kim:
Thepersonshootingthepersonisbad,ofcourse,buthowarewegoingtostanduptothatbadperson.Arewe
goingtokeepholdingupsignsandkeepdyingorwhat?

Ben:
Doesviolencejustifyviolence?

Karla:
Whatareyougoingtogetfromstartingupawarandfightingwithsomeone,shootingatsomeone?

Kim:
Retribution.

Karla
:Yesbutthatperson
[interruptionsfrommultiplestudents]
Okaythinkaboutit...

[
Manyvoices,unintelligible]

TheReferee:
MarkandStevenhavebeenholdinguptheircards

Mark:
Whenyouseesomeonepeacefullywalkingaroundprotesting.andyoudoseepeoplebeatingthemevenifall
theyredoingisstandingthere,dontyouthinkthatsendsmoreofmessageofwhytheyreprotesting...becausethe
reasonwhyMLKsprotestwassopowerfulwasbecausetheystoodthereandtookthebeatingandatthesametime
theyneverfoughtback...andtheygotwhattheywanted,whattheyweretryingtogetwithoutanyviolence.

Thatstudent,Markprovidedpositivefeedbackinthatheagreedthatthegroupsharedtalktimeandhehad
enoughchancestoparticipate.SpecificallyhenotedthatIgotmypointacrosstotheothersparticipating...We
hadareallygreatdiscussion.Weallsharedourthoughtsonthesubject.Therefore,creatingwaystofacilitate
enforcingthenormsandhonoringstudentsattemptstospeakwereimportanttocreatinggood,equitable
discussions.