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Historically, it has been difficult for students and their families to compare how different colleges and programs improve students' chances of landing a desirable job and earning a good salary. The U.S. Department of Education's 2015 release of student earning data was a major step toward remedying this problem. The data offered by the College Scorecard (CSC) have facilitated the development of a number of different ranking methodologies that attempt to measure the "value" gained from attending different colleges and programs. This article analyzes five CSC-based systems that measure educational return on investment in various ways. There are important differences in how these methodologies balance the costs of college and median earnings of graduates to assign relative value. Limitations in data granularity prevent important analysis, particularly comparisons of how universities perform with members of underserviced demographic groups.

Trajectories of perceived stress from the transition to adulthood (age 25), during young adulthood (age 32), and into midlife (ages 43 and 50) were examined with four waves of longitudinal survey data (N = 688; 49% female, 37% with a university degree, 86% White). We explored how between- and within-person variation in perceived stress was associated with age 50 psychological well-being (life satisfaction and eudaimonic well-being), self-reported physical health, career satisfaction, and intimate partnership satisfaction. Growth curve analyses revealed stress followed a linear decreasing trajectory from the transition to adulthood into midlife with substantial variability underlying the average pattern. Between- and within-person variation in perceived stress was associated with midlife functioning. Those with lower initial levels of and more decline in perceived stress reported better psychological and physical health and higher relationship satisfaction at age 50 compared to those with initially higher perceived stress and less decline over time. Higher than one's own average perceived stress at ages 25, 32, 43, and 50 years was associated with lower psychological and physical health and intimate partnership satisfaction at age 50. These results support key contentions of developmental theory and may prove useful when designing interventions aimed at promoting well-being in midlife.

South African learner achievement remains poor, despite large investment in schooling over the last two decades. Literature and research findings offer no single explanation or solution. In this article, the authors explored the relative contribution of specific language factors such as the role of home- and school-language equivalence, cultural and economic capital, and other school and classroom factors to Science achievement. The analysis identified specific language and/or contextual factors having the biggest influence on learner achievement. This was achieved through secondary analysis of South African Grade Nine (N = 12,000) data from the Trends in International Mathematics and Science Study (TIMSS) 2011. Multiple-regression modelling using contextual and achievement data suggested that home- and school-language equivalence and how frequently learners used the school language at home were strongly associated with the Science achievement results of Grade Nine learners in South Africa. Several other language factors that could be seen as cultural capital, beyond broader economic capital, some classroom-related contextual conditions and selected school-level factors, also showed strong influences. It is concluded that language, teacher training, and broader economic policy changes and their thorough implementation are required to address these concerns.

This study examined how family context at age 18 (parent-adolescent conflict, parental support, parent education) predicted between-person variation in subjective well-being (SWB; depressive symptoms and self-esteem) trajectories from age 18 to 50 years. Timing of leaving home, getting married, and becoming a parent were explored as life transitions linking family context to within-person variation in SWB. The sample consisted of 604 participants residing in a western Canadian city at age 18 (50% female; 15% with non-White ethnic origin; 29% had at least one university-educated parent) and tracked for up to 32 years. Results of conditional latent curve models with structured residuals revealed that, amid a general increase in SWB from adolescence into midlife, those with lower parent-adolescent conflict and higher parent support had higher SWB at age 18, a between-person difference largely maintained to age 50. Parents' higher education also predicted higher self-esteem, sustained into midlife. Across analyses, transition timing inconsistently predicted within-person fluctuations in SWB, with on-time transitions associated with better than typical SWB. The most robust predictors of SWB at the within-person level were marital and parental status; getting married and becoming a parent were associated with better than typical SWB at ages 25, 43, and 50 years. Family context variables were generally not associated with transition timing, and there were no indirect associations from family context to within-person variation in SWB. Results suggest that family context influences one's well-being trajectory, but forming one's own family results in positive deviations from that path.

Choice of instructional language is influenced by both previous and current perceptions of the value of a given language. For many South African learners, this has contributed to their education being presented either partially or entirely in a second or third language. This effectively limits their cultural capital and educational opportunities. The negative impact of non-equivalence between home language and instructional language is arguably more influential for linguistically dense school subjects, for example Science more so than Mathematics. The Trends in International Mathematics and Science Study (TIMSS) 2015 data allows exploration of the relationship between language non-equivalence and academic achievement as well as its differential association across subjects. The current paper also aims to investigate this relative to the impact of other contextual factors on Science and Mathematics achievement. Secondary analysis was performed on South African Grade 9 TIMSS 2015 country data using multiple regression procedures. Variables related to language were included in modelling at the learner, teacher and school levels. Results indicated that learner-level factors greatly outweighed those from the teacher and school levels. In line with expectations, resource availability as well as home language and instructional language equivalence significantly predicted Mathematics and Science achievement. Furthermore, the impact of language equivalence was higher in Science achievement. These results indicate that improvement of the processes leading to instructional language proficiency, be it at learner, teacher or school level, will contribute to higher academic achievement amongst South African learners and indeed for international second-language learners. With regard to classroom Science teaching and learning, it is also motivated that teachers need to be cognisant of the continuing impact of language for learners as they may need to incorporate innovative techniques and/or guidance.

Rooted in commitment theory, this study examines dedication, perceived investments, and felt constraint, three unique aspects of commitment, in midlife using data gathered from a sample of 224 adults surveyed at ages 43 and 50 years. Positive and negative dimensions of couple relations (partner supportiveness and the extent to which one's partner is demanding and critical, referred to as strain) assessed longitudinally and midlife-specific circumstances, including being in a first marriage or remarriage and parental and empty nest status, were examined as predictors of commitment at age 50. Latent change score modeling revealed partner support and strain as robust predictors of commitment. Higher levels of partner support at age 43 and a more gradual intraindividual decrease in support between ages 43 and 50 predicted higher dedication and perceived investments and less felt constraint at age 50. Higher age 43 levels of partner strain predicted more perceived investments and felt constraint at age 50, while a more rapid increase in strain predicted less dedication and more felt constraint. Being in a first or remarriage, being a parent, or having an empty nest did not predict commitment. These results highlight the importance of initial levels and changes in couple relations for shaping midlife commitment.

This study investigated the reading demands of restricted-use items administered to South African grade 9 learners as part of the Trends in International Mathematics and Science Study (TIMSS) 2015. The method proposed by Mullis, Martin and Foy (2013) was used to categorise items into low, medium and high readability groups. The 'knowing' domain contained mostly low readability items; the 'applying' domain was almost equally medium and high readability items; with the 'reasoning' domain containing mostly high readability items. Results show significant differences between the percentage of correct answers between the low and high categories and between the medium and high categories. However, the impact of reading demand on performance cannot be fully analysed without cross-reference to English proficiency. Nevertheless, the higher the readability, the greater the chance is for learners to answer incorrectly. A continued expected low performance for most South African learners is implied.

Six waves of data from 944 Canadian high school seniors surveyed for 25 years (age 18 to 43) were analyzed to compare three models of the temporal associations between expressed anger and depressive symptoms (anger [right arrow] depression; depression [right arrow] anger; anger [left right arrow] depression) and a between-persons differences only model ([up arrow] anger = [up arrow] depression). Perceived availability of social support was examined as a mediator of the anger-depression association. Random intercept cross-lagged panel analyses supported the between-persons differences only model, controlling for sociodemographic variables, within-time covariances between construct residuals, and autoregressive stabilities: Individuals who were higher on expressed anger tended to be higher on depressive symptoms and, within individuals, neither fluctuations in anger nor depression appeared to influence the other across intervals ranging from one year to 18 years. Although social support did not mediate an anger-depression connection, intraindividual increases in expressed anger predicted future intraindividual increases in perceived support (i.e., age 18 anger to age 19 support, and age 20 anger to age 22 support). A similar path from age 19 depressive symptoms to age 20 perceived support was observed. There were also some gender differences in the paths. The results point to stable interindividual differences in negative emotionality in place by age 18 and maintained up to age 43.

Directional associations between civic engagement and happiness were explored with longitudinal data from a community sample surveyed four times from age 22 to 43 (n = 690). Autoregressive cross-lagged models, controlling for cross-time stabilities in happiness and civic engagement, examined whether happiness predicted future civic engagement, civic engagement predicted future happiness, or the temporal ordering was bidirectional. Marital status, parental status, and recent unemployment experience were included as time-varying covariates of civic engagement, and analyses controlled for parent education, self-esteem, and self-rated physical health at age 18. Results indicated consistent cross-lagged associations from higher happiness to higher future civic engagement. There was no support for the path from civic engagement to future happiness, nor for bidirectional associations. Parenthood at age 22 predicted lower civic engagement, while parenthood at ages 32 and 43 predicted higher civic engagement. Recent unemployment experience was associated with less civic engagement at age 32 but more engagement at age 43, and marital status was linked with more civic engagement at age 43. Results support a broaden-and-build theoretical perspective in which happiness predicts future civic engagement across the transition to adulthood and into midlife.

This paper asks whether concerns about social problems decline with age. Unconditional growth models (without covariates) revealed a decline over 25 years (age 18 to 43) in concerns about racial discrimination, treatment of Aboriginal Peoples, female job discrimination, unemployment and environmental pollution. Educational attainment was not associated with these change trajectories in conditional control models, providing no support for enlightenment or social reproduction hypotheses. Higher household income (age 43) was associated with faster declines in concerns about racial discrimination, treatment of Aboriginal Peoples and unemployment. With household income as a predictor, downward trajectories in treatment of Aboriginal Peoples, female job discrimination and environmental pollution were no longer significant, and the racial discrimination trajectory was reversed direction. These results provide compelling evidence for status defence theory.

This 25-year longitudinal study of a sample of Canadian high school seniors (N = 373) examined pathways from work values at age 18 to mid-life (age 43) career satisfaction and life satisfaction through several possible mediators: age 25 and 32 work values, months of postsecondary education (PSE) by age 25, and age 43 work rewards. Gender and parents' PSE were also examined as influences on pathways to mid-life satisfaction. Structural equation modeling found support for one pathway beginning with intrinsic work values in high school (age 18 intrinsic work values?age 25 intrinsic work values?age 32 intrinsic work values?age 43 intrinsic work rewards?age 43 career and life satisfaction). Another pathway began with parents' PSE (parents' PSE?participants' age 25 PSE?age 43 intrinsic work rewards?age 43 career and life satisfaction). Extrinsic work values from age 18 to 32 were not related to age 43 work rewards or career and life satisfaction. These findings indicate that adolescent work values matter for important mid-life outcomes, intrinsic work values are stronger predictors of adaptive outcomes than are extrinsic work values, and PSE plays a vital cross-generational role in shaping mid-life satisfaction.

It is essential for learners to develop foundational literacy skills, ideally, in the first grade of formal education. These skills are then firmly entrenched and can be expanded in the following grades to form a basis for all future academic studies. Appropriate assessment practices and tools to aid this process can inform the achievement of quality education. Assessment and the curriculum are intertwined concepts in relation to teaching and learning. Through assessment, it can be established if all learners have attained curriculum content, knowledge and proficiencies in a given year. Furthermore, assessment can assist in advising teachers on which specific areas learners are struggling with as well as provide insight for remedial measures. Together, this can offer ways to improve education. In this article, individual oral assessment using the Early Grade Reading Assessment (EGRA) tool is discussed based on two recent impact evaluations of teacher interventions. Each intervention conceptualised its own theory of change to improve learner language and literacy development. The interventions also differed in relation to the target language; English as First Additional Language and Setswana as Home Language. Despite these differences, using the EGRA tool in both intervention evaluations allowed for a discussion on its usefulness in South Africa. This was done with regard to suitability, reliability and validity, assistance to educators, amendments and suggestions to overcoming challenges related to practicalities. In conclusion, recommendations for improving education and the development of literacy in South African schools are made.

This study examined patterns of association between experiencing 12 traumatic life events, resilience, and substance use at a conservative church-affiliated university. The authors used data (N = 278) from a Health Risk and Protective Factors Study that was conducted during the 2012 spring semester. Initial bivariate analysis indicated several significant positive and negative associations between three of the traumatic life event variables and alcohol, marijuana, and tobacco use within the past year and between two of the traumatic life event variables and alcohol use within the past 30 days. Preliminarily, resilience was only inversely associated with amphetamine use within the past year for men. When examined further using partial correlations to clarify these relationships while controlling for resilience, strong significant positive associations were found specifically between experiencing a disaster-type event and alcohol use within the past year and within the past 30 days for men only. Overall significant moderate positive associations were found between experiencing parental divorce and alcohol use within the past year, and between experiencing a disaster-type event and alcohol use within the past year and within the past 30 days. Use of two-way between-groups ANOVA found no significant interaction among these variables. Results may suggest that experiencing certain traumatic life events and male gender are more likely connected to alcohol use behaviors, whereas resilience may have multiple pathways for adaptive coping.

Happiness is an important indicator of well-being, and little is known about how it changes in the early adult years. We examined trajectories of happiness from early adulthood to midlife in 2 Canadian longitudinal samples: high school seniors followed from ages 18-43 and university seniors followed from ages 23-37. Happiness increased into the 30s in both samples, with a slight downturn by age 43 in the high school sample. The rise in happiness after high school and university remained after controlling for important baseline covariates (gender, parents' education, grades, self-esteem), time-varying covariates known to be associated with happiness (marital status, unemployment, self-rated physical health), and number of waves of participation. The upward trend in happiness runs counter to some previous cross-sectional research claiming a high point in happiness in the late teens, decreasing into midlife. As cross-sectional designs do not assess within-person change, longitudinal studies are necessary for drawing accurate conclusions about patterns of change in happiness across the life span.

Youth today spend years moving in and out of different education and employment statuses until they settle into stable employment. This 14-year Canadian longitudinal study reveals how month-to-month fluctuations in employment and educational statuses from age 19 to 25 predict employment success at age 32. Early employment instability was linked to lower income at age 32 and, among men, to lower occupational status and career satisfaction. However, for those who had made at least one career change, employment fluctuation had a positive effect on income and career satisfaction. Greater fluctuation in educational status was associated with higher occupational status at age 32. In general, labor market instability in the early 20s might best be described as "floundering", while educational status changes more often reflect "exploring".

This study examined trajectories of perceived control and their association with parents' education and personal educational experience (educational attainment and years of full-time postsecondary education) in 971 Canadian high school seniors tracked 7 times across 25 years. Latent growth models showed that, on average, perceived control increased from age 18 to age 25 and decreased by age 32, with a further slower decrease by age 43. Parents' education contributed to a growing gap in perceived control, however, such that among individuals with at least 1 university-educated parent, perceived control increased across 25 years, reaching its highest level at age 43. Personal educational attainment (completion of a university degree or not) was not associated with growth in perceived control, but individuals who were higher on perceived control at age 18 were more likely to complete a university degree. Parallel process modeling found that perceived control at age 19 predicted gains through age 32 in years of postsecondary education. Postsecondary enrollment at age 19 did not predict gains in perceived control over time. Parents' education predicted both higher levels of perceived control and enrollment in full-time postsecondary education at age 19. Family socioeconomic status contributes to perceived control early in the transition to adulthood and may lead to diverging trajectories over the next 25 years, and perceived control contributes to subsequent postsecondary educational experience. Further longitudinal research should explore the development and determinants of perceived control across the full life span.

Employing a life span developmental systems perspective, this study used a 5-wave (1985-1992) Canadian longitudinal data set (N = 404) to examine trajectories of intrinsic and extrinsic work values and job entitlement beliefs from age 18 to 25. Piecewise growth models (Slope 1: age 18-20; Slope 2: age 20-25) showed intriguing patterns of change. Unconditional and conditional models suggested downward trends in all 3 measures from age 18 to 20. After age 20, the 2 work values reversed direction. Competing scarcity and value reinforcement hypotheses guided the analysis of change in work values and job entitlement beliefs conditional on unemployment experiences and postsecondary education pathways. Supporting a scarcity hypothesis, more unemployment from age 18 to 20 was associated with a faster increase in intrinsic and extrinsic work values, and a slower decrease in job entitlement beliefs from age 20 to 25. In line with a value reinforcement hypothesis, more unemployment from age 20 to 25 was associated with a slower concurrent increase in intrinsic work values. A postsecondary selection effect was observed; individuals who eventually obtained a university degree had higher intrinsic work values and job entitlement beliefs at age 18. Also congruent with a scarcity hypothesis, young adults with only a high school education experienced a significantly faster increase in extrinsic work values from age 20 to 25. This study highlights the transition to adulthood as a key developmental period for change in work values and beliefs.

The advent of digital course offerings, the use of social media, the integration of the Khan Academy into curricula, the use of smart phones and tablets, and massive online courses place greater emphasis than ever on effective teaching. While business schools fund faculty development in teaching, too few doctoral programs offer systematic teacher training. We discuss the lack of, and the need for, comprehensive teacher-training programs. We present the Robinson College of Business model and offer recommendations on how to get started. It is time for PhD programs to certify that their students are capable of teaching upon graduation.

The lack of analytical preparation of marketing students was a key concern at a large, public university in southeastern United States, leading to the decision to create a new required undergraduate marketing metrics course. This article describes the development of that course, designed specifically to strengthen analytical skills across the marketing curriculum. The process that guided course development is presented. The specific stages in course design are briefly discussed, and the instructional plan and specific teaching strategies are presented. This discussion includes the allocation of instructional time across topics, a description of in-class exercises, a description of hooks for each module, and a focus on establishing the relevance of individual metrics and introducing/reviewing math concepts on a just-in-time basis. Student perceptions of learning and primary trait analysis results are reported, followed by a discussion of challenges encountered and issues surrounding the applicability of the process. (Contains 4 tables, 2 figures, and 1 note.)

This study followed a school-based sample (N = 920) to explore how trajectories of depressive symptoms and expressed anger from age 18 to 25, along with important life transitions, predicted life and career satisfaction at age 32. A two-group (women and men) bivariate growth model revealed that higher depressive symptoms at age 18 predicted lower life satisfaction in men and women, and lower career satisfaction in women. Slower declines across emerging adulthood in women's depressive symptoms predicted lower life satisfaction, but slower declines in women's expressed anger predicted higher career satisfaction. Marital and employment-related transitions were differentially related to men's and women's life and career satisfaction. Paths to success in young adulthood are diverse and gendered. (Contains 2 tables and 2 figures.)

The current study examined within-person (transitions in living situation and parent status) and between-persons (age, gender, parent education) predictors of trajectories of depressive and angry symptoms in 577 university graduates (ages 20 to 29) tracked for 7 years. Multilevel models determined that depressive and angry symptoms declined on average. Depressive symptoms were associated with leaving home when younger and living with parents when older. Becoming a parent was associated with increased anger, especially in mothers. These results were obtained after controlling for the effects of marriage and unemployment. Leaving home and parenthood may be turning points that are associated with shifts in trajectories of well-being, depending on stable characteristics such as age and gender.

A squared semipartial correlation coefficient ([Delta]R[superscript 2]) is the increase in the squared multiple correlation coefficient that occurs when a predictor is added to a multiple regression model. Prior research has shown that coverage probability for a confidence interval constructed by using a modified percentile bootstrap method with [Delta]R[superscript 2] was generally good with sample sizes that should not be too challenging for educational and psychological researchers. However, that research was limited to values of [Delta][rho][superscript 2] = 0.00 or [Delta][rho][superscript 2] [greater than or equal to] 0.05. The present research investigates coverage probability when 0.01 [less than or equal to] [Delta][rho][superscript 2] [less than or equal to] 0.04 and shows that the modified percentile bootstrap typically results in coverage probability in the [0.925, 0.975] interval for a 95% confidence interval, provided the sample size is at least 50 if the number of predictors in the model with more predictors (i.e., the full model) is four or smaller, at least 150 if the number of predictors in the full model is five or six, and at least 200 and preferably 250 if the number of predictors in the full model is between seven and nine. (Contains 4 tables.)

In this paper we hypothesize that farmers with a stronger valuation of family farming will be more resistant to converting farmland to tree plantations. Our survey data analysis from 106 farmers in northern Alberta reveals that general opposition to trees on farmland is the strongest predictor of farmers' resistance to the establishment of poplar tree plantations on privately-owned land. Valuation of family farming is the strongest determinant of resistance to trees on farmland. Among the potential intervening variables influencing support for tree plantations, including county, age, gender, number of children, and percent of income from farming, number of children and percent of income from farming had significant direct effects on valuation of family farming. This study suggests that economic incentives alone are unlikely to influence farmers' willingness to convert their land to non-traditional uses, and that intergenerational transfer of land, and its relationship to valuation of family farming, deserves further attention in rural sociological scholarship. (Contains 3 figures, 4 tables, and 5 footnotes.)

This study used a school-based community sample (N = 920) to examine trajectories of depressive symptoms, self-esteem, and expressed anger in the critical years of emerging adulthood (ages 18-25). Using data from 5 waves, the authors discovered that multilevel models indicated that, on average, depressive symptoms and expressed anger declined, whereas self-esteem increased. Between-persons predictors of variability in trajectories included gender (gender gaps in depressive symptoms and self-esteem narrowed), parents' education, and conflict with parents (depressive symptoms and expressed anger improved fastest in participants with highly educated parents and in those with higher conflict). Across time, increases in social support and marriage were associated with increased psychological well-being, whereas longer periods of unemployment were connected with higher depression and lower self-esteem. Emerging adulthood is a time of improving psychological well-being, but individual trajectories depend on specific individual and family characteristics as well as role changes.

For teaching to improve, three factors must be in place. First, the college must use a valid and reliable student evaluation instrument in combination with other feedback mechanisms. Second, there must be an accompanying norming report that provides comparative and diagnostic information to departmental chairs and teachers. Raw data from even a valid and reliable instrument may not be informative. Third, the college must have a mentoring process in place. This article discusses briefly each of the three elements to initiate and sustain a successful mentoring program to improve teaching and student learning. Of course, if the school does not reward improved or effective teaching it is not likely to occur.

Describes a toolkit that was developed to help faculty members evaluate learning that uses information and communication technologies. Presents a two-part evaluation of the toolkit's impact which demonstrates that this approach enhances design, supports reflection, and prompts users to consider the most appropriate approach to evaluation. (Author/LRW)

Suggests that history is a distinctive discipline that is distinct as a form of inquiry and mode of understanding, exploring contemporary currents and discussing history's distinguishing characteristics (historical context and its discipline of historical imagination and historical understanding). The discussion highlights research and teaching, examining selected needs for and uses of teaching and understanding history for social science and society. (SM)

Presents a course entitled "Growing Up in America: Past, Present, Future" that focuses on children's experiences of growing up in different social settings, the transformations of growing up from the early modern era to the present, and the distinctions between the norms and actual patterns of children's experiences. Includes the course syllabus. (CMK)

Investigates the relationship between the severity of childhood trauma and proneness to victimization in adulthood in a sample of 155 Australian women. A tendency for both violent and non-violent revictimization was found. Findings suggest that some coping styles mediate the relationship between childhood abuse and victimization in childhood, whereas aspects of attachment styles may serve to moderate this relationship. (Author/MKA)

A nonclinical sample of Australian adults (n=239) was surveyed for the incidence of traumatic childhood events, availability of emotional support, and the presence of a dissociative coping style. Findings suggested that lack of emotional support is an important mediator, but not a primary cause of the development of dissociative tendencies. (Author/DB)

Investigated impact of grief counseling course in terms of two-component formulation of death acceptance. Compared to controls, participants showed significant and sustained increase in cognitive confrontation of death and in assimilation of attitudes at emotional level. Identified predictors of extent of effect included individual's initial death acceptance level and performance in two of three aspects of course assessment. (Author/NB)

Reports results of study designed to analyze user behavior in two Cyprus cultural center libraries--American Center Library and British Council Library. Library floor plans, user characteristics and patterns, special use analyses, serious versus casual use, and relationships or correlations between characteristics and services are highlighted. Twenty-eight tables are provided. (EJS)

Relates Victorian attitudes toward education by a forgotten 19th century liberal educator concerned with proper moral education. Concludes that uses and development of basic literacy are severely bound by individual and social contexts and that basic literacy does not, in itself, wield a magical transforming power for learning and life. (TRS)

Historical literacy studies have been marked by their attention to quantitative data and issues of measurement. Now it sits awkwardly between the disciplines of historiography and educational research. The need is to shift from quantitative methods to quantitative results. How to do so is discussed. (MT)

Study indicated that, although well-integrated comprehensive community mental health system (CMHS) dramatically reduces utilization of long-stay inpatient beds compared to traditional health care systems, it does not banish appearance of "new chronic" patients from a catchment area. CMHS new chronic patients were younger, mostly male, schizophrenic, showed fewer signs of institutionalization, and frequently exhibited dangerous behaviors. (Author/KS)

Examines the role played by national literacy campaigns in larger transformations among societies over the past 400 years. Literacy campaigns have attempted to integrate individuals into more comprehensive political and/or religious communities. Analyzes the historical lessons educators can learn from several such campaigns. (CJH)