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The tradition of a mentoring relationship is embedded in a personal/business relationship between a wise teacher and someone who needs to learn a trade. Learning sessions have occurred over the years in many types of settings, including one-on-one mentoring, conferences, meetings, telephone, and fax. As society looks to technology as a vital resource in everyday life, virtual mentoring has emerged. Traditional mentoring is face-to-face communication and synchronous; time and location of mentoring can be an issue; it is all personal touch and communication, can be expensive, and is not recorded so it can be confidential. Virtual mentoring is communication via computer and asynchronous; time and location are not issues; there is no personal touch or communication, can be inexpensive, and is recorded so it cannot be confidential. Well-established virtual mentoring programs for adults can offer a starting point for individuals and organizations seeking virtual mentoring opportunities and information. Examples are HighTech Women; Ask the Employer.com; Nursing Net; Intel Corporation; Piver and Associates Civil Engineering Firm; CanadaInfoNet; Mentors in American Philanthropy; MentorNet; General Electric; Smart Mentoring Group; MIT; C.E.O. Mentor; Lincoln Financial Group; The Virtual Volunteering Project; and WEPAN. (Contains 33 references) (YLB)

A study examined the types of role models who influence career choice in young women planning traditional (education) careers in math- and science-related fields or nontraditional (engineering) careers. The hypothesis was that nontraditional women would be more likely to cite the influence of male role models or influences on career selection than women planning to enter traditional fields. The Career Values Questionnaire, developed for the study, was completed by 150 female students enrolled in either a post-baccalaureate teacher certification program, master's in teaching program in math/science, or a junior, senior, or graduate level engineering program at a large, urban research university. Findings indicated nontraditional women were more likely to cite male role models as influencing their career choice; women following a traditional career path identified teachers and professors as most influential; and both traditional and nontraditional women cited their mothers as having influenced their choice of career, but nontraditional women were more likely to mention their fathers as a career influence. (Contains 14 references and 2 tables.) (YLB)

Identity formation from a relational viewpoint is a process of internalizing the expectations, needs, and opinions of significant others while recognizing and expressing one's own needs and interests. To achieve this, adolescents must resolve disagreement between their own and others' points of view through mutual regulation between self and others. This study examined mechanisms of transition between levels of relatedness in identity formation, focusing on transition to Levels 5 and 6 in which adolescents are actively engaged in balancing one's own and others' points of view. Participants in this qualitative study were 31 Japanese female university students ages 20 and 21 years. The Ego Identity Interview was administered three times during the junior and senior years at various points during the job seeking process. The interview covered occupations, friendships, dating, and sex roles. Interview transcripts were examined within two frameworks of the development in representation of relationships and the structural transition in identity formation. Findings indicated that disagreements between one's own and others' points of view at Level 5 were marked by recognizing discrepancies between an adolescent's existing representation of relationships and a new one. This new representation was mainly provoked by a significant other's act. Negative emotional states played an important role in constructing a new representation. Once the discrepancy between the representations was recognized, the discrepancy reduction process began. Coordinating the two representations was achieved intrapsychically rather than through verbal negotiation. Findings indicated that transition in levels of relatedness was promoted by interaction between the adolescent and others and the adolescent's individual effort with specific mechanisms influenced by the sociocultural context. (KB)

This study followed 57 New Zealand candidates for a Ph.D. in Education through the years of writing their theses, focusing on their internal struggles and how these affected, and were affected by, those with whom they had close relationships. Their efforts to balance the scholarly, professional, interpersonal, and domestic dimensions of life, a struggle that has been described by Michel Foucault, did not occur in isolation. Interviews described how the various networks of social relations of their households and families were stretched to fit around their scholarship. Their research was carried out in multiple sites, but the working environment most frequently encountered was that of the university or college campus, where most of the subjects were teaching as well as studying. The demands of the job and the research added another kind of conflict to the Ph.D. process conflict. As these students learned to "speak the language" of doctoral research, they were subject to the norms of the discipline while finding their own places and selves. (Contains 29 references.) (SLD)

This study determined the role of self-efficacy on women's selection of math-related careers. Unlike a similar study conducted by Zeldin and Pajares (2000), this study included African-American women. It centered on Banduras (1986, 1987) four sources for self-efficacy perceptions (mastery experiences, vicarious experiences, verbal persuasions, and physical and emotional states) by reviewing the personal narratives of women who selected and continued to excel in careers in the area of mathematics. The research question was which of the four sources contributed the most to self-efficacy. Participants were five women (three Caucasian and two African-American) in math-related careers. Zeldin and Pajares semi-structured, open-ended interview protocol was used. Analysis of participants responses indicated vicarious experiences and verbal persuasions were instrumental sources for the development and maintenance of self-efficacy beliefs for women in math-related careers, and these women demonstrated a great amount of persistence and effort while they continued along their academic and career paths. Participants did not rely totally on skill to succeed in pursuing math-related careers; instead, they relied on people with whom they had positive relationships. (Contains 22 references.) (YLB)

Noting that care of children has not often been investigated from the perspective of the child, this study examined children's views on "care." Participating in the survey study were 941 children, ages 10 to 12 years, (592 in their first year of secondary school and 349 in their last year of primary school). Participants were drawn from 12 state schools in 2 South London local authorities. A case study sample of 63 children was selected from the survey sample, drawn equally from three family types: mother-only, mother and stepfather, and two-parent households. A separate sample of foster children was also included. The survey and case study samples were disproportionately working class families. The main findings of the research indicated that children thought they should be the care priority for their parents. Love and care were considered more important to children than family structure. Children believed that mothers and fathers should be equally involved in and responsible for child care. Children disliked family change such as separation and divorce, but were pragmatic and even optimistic about settling into new family structures/routines. Some children maintained affectionate relationships and regular contact with nonresident parents. Stepparents had to earn respect and affection as new parent figures, but gained points for making the birth parent happy. Siblings were the most significant people in children's lives after parents, followed by grandparents, blood-related uncles and aunts, friends, and some professionals, of which "helpful teachers" were most frequently nominated. Children believed childhood should be a protected and free time. (KB)

The purpose of this study was to clarify the characteristics of attachment styles in Japanese university students. Participating were 104 university students ranging in age from 18 to 26 years. Subjects completed the Experiences in Close Relationships (ECR) Scale, modified to include relationships in addition to romantic partners, and the Adult Attachment Scale (AAS). The findings suggested that students exhibited the same attachment styles in their most intimate relationship as they exhibited to people in general. On the ECR Scale, the preoccupied attachment style was not discriminated from the secure style. In comparison with the AAS, the preoccupied style on the ECR was not discriminated from the secure style on the AAS. Students showing the preoccupied attachment style on the ECR were securely attached as measured by the AAS. The incapability of discrimination between the preoccupied and the secure attachment style was partly due to the attachment style prototype based on behavioral patterns in American samples. (KB)

In spring 1998, 1,020 seventh-grade students were surveyed as one component of a statewide evaluation of Arizona's school-to-work system designed by the Morrison Institute for Public Policy. This second survey measured attitudes toward and participation in career activities. Results were compared to baseline data collected from over 2,000 seventh-grade students in 1997. Data showed that student participation in activities increased. Top-ranked activities were the same in both years: classroom speakers, discussions with adults, class projects, field trips, and job shadowing. In both years, more than 60 percent said at least one activity helped them think about choosing a career; roughly 35 percent indicated having a definite idea of what they want to do in the future; and student participation in various activities was positively related to their ability to define a career interest. In both years, mentoring by other adults was up, whereas mentoring by school personnel had decreased. Students who talked to adults about their careers were significantly more likely to have identified a career interest. In both years, fewer boys were apt to report any adult talked to them about careers. The number of students who planned to take classes in high school that teach job skills showed a statistically significant decrease. Girls were more certain they would take classes. In both years, about one-third of students agreed some jobs are best for women, and some for men; boys agreed most often. (YLB)

In spring 1998, 1,057 10th-grade students were surveyed as one component of a statewide evaluation of Arizona's school-to-work system designed by the Morrison Institute for Public Policy. This second survey measured attitudes toward and participation in career activities. Results were compared to baseline data collected from over 2,000 10th-grade students in 1997. Data indicated that, in both years, nearly all students had at least an idea of their career area of interest; gender differences were observed in students' selections of career interests. Student participation in activities increased. Statistically significant differences in participation by sex were evident: more girls reported learning about careers in class and participating in volunteer activities; and more boys participated in internships with pay, worked for pay in a job unrelated to their careers, and had business mentors. The share of students who had selected a career interest increased as participation rose. All 14 activities were at least "somewhat" helpful to students in making career selections. In both years, students ranked family, teachers, and friends most highly as influencing career interests. One-fourth of students in 1998 compared to one-third of students in 1997 indicated they never received career guidance at school. Less than one-half of students were aware of courses related to career interests; even fewer actually took a course related to their interests. (YLB)

Changes in student perceptions over the first year of high school and the interrelations of student and student-reported mother, father, and teacher perceptions form the basis of this study. Self- and task-perceptions as well as utility judgments are measured in two subject domains, mathematics and English, since the transition to high school has been found to impact negatively on students' self-concepts in both these domains. Participants (N=365) are from 3 coeducational schools in metropolitan Sydney (Australia) matched for socioeconomic status. Findings of declines in student perceptions across the seventh grade are discussed in terms of domain specificity, as well as within a developmental mismatch framework for contextual school factors and mediating parent and teacher influences as they relate to changes in student perceptions and beliefs over the course of the first year at high school. Major implications derived relate to the contextualization of student perceptions within each subject domain and explanations for the stability or instability of varying perceptions over time, according to student gender and level of achievement, and their relation to reported perceptions of significant others. (Contains 3 tables, 7 figures, and 42 references.) (Author/SLD)

This publication provides information on the Women Helping Girls with Choices initiative, a project that offers leadership workshops for middle school girls using literature. Section 1 provides a history of these 1-day workshops that have convened for the past 5 years for girls in grades 5-8 throughout New York. It describes the leadership training provided at the conferences with particular emphasis on six themes--self-awareness, self-acceptance, self-reliance, kindness and cooperation, change and creativity, and women's ways of leadership--using selected literature. Sections 2-4 focus on the process, participants (six students and two adults from each school district), and schedule. Section 5 lists the themes and provides a motivational song. Section 6 offers reflections, including issuing a log to each girl and using women role models from nontraditional fields. Section 7 describes extensions or activities that have been organized by student alumnae. Section 8 contains these resources: sample letters, questions and answers, literature (lists of 111 picture books, 5 intermediate readers, 8 anthologies, 3 books on careers, 22 books on famous women, and 17 books for mentors), names and addresses of 12 resource support people, funding sources, and awards. Reproducible materials for workshops are appended. (YLB)

This bulletin focuses on workplace mentors for all students involved in work-based learning as required in the School-to-Work Opportunities Act. It reviews these key issues that should be addressed in developing an effective mentoring component in a school-to-work system: a recruitment plan for mentors; eligibility screening for mentors and students; mentor training; training sessions for students; matching students with mentors; a monitoring process and ongoing support and training; and closure steps. Two effective practices are described: (1) the Rochester, New York, school-to-work mentoring initiative that is part of a comprehensive mentoring initiative that also includes four components--workplace, community-based, school-based, and adult mentoring; and (2) the Hospital Youth Mentoring Program administered by the Johns Hopkins Hospital (Baltimore, Maryland), which has supported youth mentoring initiatives at 15 hospitals across the country. Contact and address information for the two programs is provided. The bulletin then lists seven organizations that can provide further information on the topic. Brief summaries describe the organizations' focus and activities. Fifteen resource publications are listed. (YLB)

Intervention studies suggest that providing appropriate role models produces positive differences in ethnic minority members' levels of career maturity. The availability of appropriate role models is particularly important for African American women because of their double minority status; neither career interventions developed just for women nor career interventions developed just for African Americans address the issues that these women face (S. L. Bowman, 1993). The availability of appropriate role models for African American women was studied on two university campuses, and the impact of this availability on the self-concept of African American women was studied. Participants were 159 African American women from the University of Kansas and Ball State University. They provided demographic information, completed a measure of their within- culture identity, and described their role models. Seventy-six percent indicated that they did have an achievement role model. The role model was a relative 56% of the time, a teacher or professor 18% of the time, and a person in the media 15% of the time. Data show that African American women prefer African American women role models, but that they are not finding them on college campuses. The identification with a relative or teacher from outside the college community may provide a buffer for the negative impact of being a token in the university environment. (Contains 2 tables and 12 references.) (SLD)

Coaching is needed at every stage in the transition from school leaver to effective worker. Teachers may need more industry work experience to become more effective coaches in the transition phase. A counselor or special teacher from the schools could follow the new recruits into the work force to give continued support and to act as a mediator with the managers. As school leavers become entry-level workers, managers need to coach the recruits in a systematic way so they "learn the ropes." One way to overcome some difficulties in orienting the school leaver (as new recruit) is to appoint a mentor, who is usually a more senior member of staff. Community coaches who link education and work are also needed. The Australian government could fund these coaches, who would come from all walks of life. Parents can be gathered together in community groups, and through the facilitation of community-industry liaison, trainers can establish links with industries and schools. Students and trainees may be their own best coaches. It makes sense to includes them in the planning of their education and training. A younger staff member may act as a peer coach or model. The organization can also provide the new recruit with the opportunity to participate in behavior modeling. The manager as coach and counselor must be available to answer questions and act as a base for reality testing. The coach as counselor can help ease the anxiety of the new recruit and assist in the organizational socialization process. (Contains 86 references.) (YLB)

This study examined the concerns and confidence of 10 educators (9 elementary and secondary school teachers and 1 school principal) as they adopted naturalistic assessment procedures. Participants enrolled in a 4-month graduate course and implemented various literacy assessment procedures in their classrooms. Data were collected through the Stages of Concern Questionnaire (SCQ), interviews, confidence ratings, written narratives, and field notes from class discussions. Group results from the SCQ indicated a shift from "self" to "impact" concerns. Confidence ratings increased over time; narratives showed that participants were confident in their abilities to implement naturalistic assessment but were not confident about the success of naturalistic assessment beyond their classrooms. Factors that influenced confidence were identified and categorized as: (1) teacher uniqueness; (2) professional development; (3) significant others; and (4) teaching environment. The participants felt that naturalistic assessment empowered them as well as their students. Portraits were developed for each participant that demonstrated the importance of a supportive teaching environment to the success of naturalistic assessment. (Contains 1 table, 3 figures, and 15 references.) (Author/SLD)

The relationships that children have with significant others influences the perceptions that they hold of themselves. This study examined the relationship between closeness to significant others and self-esteem. Children (n=142) in grades 4-6 responded to statements concerning self-esteem and were asked to rate how close they felt to mother, father, two closest friends, and to their teacher. Results indicated a significant difference between closeness to mother and closeness to father in favor of the mother. While correlational analyses indicated significant relationships between closeness to significant others and self-esteem, closeness to a particular significant other was critical. Although subjects reported high rates of closeness to both mother and father, closeness to mother was the more significant predictor of children's self-esteem for both boys and girls. Closeness to teachers was found to be related to self-esteem but more so for girls than boys. Overall, the study suggested that the children's self-esteem was related to (in order of importance) closeness to mother, peers, teacher, and father. However, regression results indicated that closeness to mother and teacher were predictive of self-esteem for girls while only closeness to mother was predictive of boy's self-esteem. (Contains 11 references.) (RJM)

A study of resilient at-risk students was commissioned by the Metropolitan Educational Research Consortium to identify factors that students believed contributed to their academic success. Sixty-two resilient and academically successful at-risk students from six school divisions took part in in-depth interviews. Factors identified by students were classified into thematic categories. Positive use of time and meaningful involvement in school or other activities were frequently mentioned by students as success factors. In addition, the majority articulated clear and specific long-term goals. Students' personal responses indicated that they had an internal locus of control and accepted personal responsibility for their successes and failures. The perceived influence of school and teachers was inversely related to grade level. Younger students thought that teachers and counselors played a more important role in their successes, while older students had more neutral attitudes toward school. Almost all of these students had come from dysfunctional homes, but most could name one or more persons who had been significant in helping them. These findings indicate that there are important environmental factors that influence the development of strong, resilient personalities and beliefs. Results of this study, taken with other research findings, suggest several general recommendations that will help translate the findings into help for at-risk students. Sharing information, planning and evaluating programs, selecting and evaluating personnel carefully, providing preservice and inservice education, and targeting programs carefully are important aspects of programs for developing resilience. (SLD)

Recent research by the Metropolitan Educational Research Consortium has led to the development of a resiliency model that helps explain why some at-risk students actually do well in school. The recent investigations have determined that some students develop traits that enable them to be successful in school. The model suggests that four environmental factors come together to form a psychological support system that reinforces the personal traits that lead to resilience. This support system is composed of: (1) significant relationships with adults; (2) positive use of time; (3) motivation through encouragement and high expectations; and (4) acknowledgment through recognition and accomplishment. The support system enhances the development of personal traits such as self-efficacy, goal orientation, personal responsibility, optimism, internal expectations, and coping ability. The resiliency model can be operationalized in schools, beginning with awareness of the model and dissemination of its concepts. A school that decides to implement the four factors of the model must analyze its own performance and then identify the strategies that will bring about these objectives. There are no quick and easy answers to solving the problems of at-risk students, but putting the factors of the resiliency model into place provides a process schools can use to develop a favorable climate. (SLD)

This study was part of a series of studies examining the relationship of teacher variables to teachers' adoption of computer use. Previous studies have considered computer use as a process of the adoption of innovation and as a result of the influence of the internal variables of the person. This study adds the variable of subjective norms because they suggest a means of accounting for a person's decision-making behavior by specifying influential environmental factors represented by significant other people. Subjects were 138 elementary school teachers from a rural midwestern state. Computer use was classified into nonuse, utilization, and integration. Subjective norms were identified through the impact of four significant members of the environment (principals, colleagues, students, and the profession). Teacher-perceived relevance and self-competence were also measured. Results indicate that subjective norms are predictive of teacher computer use and that the expectations of teachers' significant others in a professional sense are influential in developing teachers' own expectations of computer use. One table summarizes study findings. (Contains 22 references.) (SLD)

Mentoring is important in developing successful professionals in a variety of fields. The mentor offers the protege a source of knowledge and support, which, in turn, gives the mentor satisfaction. To find a mentor, a person usually decides on a field of interest, and once this is accomplished, the individual searches for someone with similar interests and values. Mentors can employ several techniques to aid their proteges. These include modeling, feedback, contingency management, instructing, questioning, cognitive structuring, and task structuring. For students in graduate psychology programs, all of these tools can help the student learn both research procedures and therapeutic techniques. However, mentors must be aware of the potential harm of a dual relationship when he or she also serves as a student's teacher or supervisor. If the mentor can keep the roles separate, then the mentoring relationship can continue. This problem of duality can be especially difficult for females and minority students in a field dominated by white males. Still, mentoring remains a useful and valuable relationship for helping graduate psychology students become independent professionals. Contains 11 references. (RJM)

The mentoring experiences of African American women and the potential of mentoring for improving their circumstances are explored. To develop insight into mentoring, a brief pilot survey was designed using a definition of mentoring derived from the literature, specifically from the characteristics described by J. E. Blackwell. The 21-item instrument was sent to a sample of members of the Association of Black Women in Higher Education. The 63 usable responses represented a 28 percent response rate. Slightly more than half of the respondents identified themselves as administrators, and most earned appreciable salaries. Most were working in 4-year public institutions with a majority of non-African Americans. Fifty of the respondents described present or past mentoring relationships. Mentors were usually older, and respondents reported socializing with them beyond school or work functions. After reviewing their mentoring experience, 96 percent of the women said that they would like to be mentors. The most frequently perceived function of mentors was building self-confidence, heightening self-esteem, and strengthening motivation. The next most frequently identified function was socializing proteges regarding role requirements, expectations, and organizational imperatives. Findings seem to reinforce Blackwell's definition of a mentor, but do not identify any gender or race-specific functions of a mentor for these women. (SLD)

This study examines the conditions under which Spanish proficiency is associated with self-esteem among Mexican American adolescents. The study questions the validity of a gross relationship between Spanish proficiency and self-esteem and postulates that the link is stronger: (1) for youth whose significant others prefer speaking Spanish; (2) for youth who speak Spanish with parents and friends, as opposed to only with one group; and (3) for students attending schools with a high proportion of minority students. The study used data from the National Education Longitudinal Study of 1988 to test the interaction effects. Among the results: (1) Spanish proficiency has a significant positive effect on self-esteem for students who frequently speak Spanish with their fathers, but not for those who spoke Spanish with friends; (2) proficiency's positive effect on self-esteem is greater for those who spoke Spanish with both fathers and friends; and (3) Spanish proficiency is related to self-esteem for students attending schools with high minority rates. In conclusion, Spanish proficiency does not seem grossly related to self-esteem. Rather, it positively influences self-esteem only for Mexican American students who frequently speak Spanish with parents and who attend schools with high rates of minority students. The data suggest that the family is more influential than friends in socializing Mexican American adolescents, and may justify differential policies for home-language maintenance or bilingual programs. (TES)

An Australian study and a Canadian study evaluated the ability of significant others to infer multiple dimensions of self-concept of university students accurately. Subjects were 151 Australian and 941 Canadian university students. Four factor analyses (self- and other-responses by Australians and Canadians) all clearly identified the 13 factors that the 136-item Self Description Questionnaire III (SDQIII) is designed to measure. Mean ratings were similar in the two studies, although self-rankings tended to be lower than other ratings (a self-modesty effect). There was substantial self-other agreement on each of the 13 SDQIII factors that was similar for Australians and Canadians and much higher than reported in previous research. Multitrait multimethod data demonstrated convergent and discriminant validity of the SDQIII responses in both studies. Across all analyses, Australian and Canadian results were remarkably similar. Critical features leading to the consistently high self-other agreement were the use of: (1) older students; (2) multiple dimensions of self-concept based on instruments with strong psychometric properties; and (3) significant others who knew the subject very well. Four tables present study data, and 38 references are included. An appendix lists the means and standard deviations among the variables from Australian and Canadian studies. (SLD)

Differences in 4- and 6-year-old children's perceptions of their inner social circle, their major sources of emotional and problem solving support, their reasons for choosing a particular source of support, and the types of behaviors they view as supportive in various stressful situations were studied. Mother, father, siblings, grandparents, teachers, other adults outside the household, and peers at school and in the neighborhood were investigated as sources of support. A total of 24 children 4 years of age and 29 public school students 6 years of age were asked to think of all the people they knew at home, in the neighborhood, and at school, and any relatives or friends who lived far away. They were then asked to name the people who were "very special" to them. Hypothetical stories about stressful or problematic situations common to young children were then presented. In each, subjects were asked who would help them feel better by providing emotional support, or help them solve the problem by providing problem solving support. They were also asked why they would turn to each individual and what that person would do to help. Dolls were used as concrete props children could manipulate and speak through. Analysis of variance showed that 6-year-olds and girls named more special others than did 4-year-olds and boys. For support, parents and peers figured most prominently at both ages. Results suggest that peers are perceived as a significant source of support for children, even when they are as young as 4 years of age. (Author/RH)

This study assessed the relationship between success or non-success among siblings and their self-esteem levels and childhood family experiences. Thirty subjects divided in 15 subgroups of male and female siblings were studied; success was defined by membership in the country club. A three-part self-administered questionnaire was given to each sibling. Family environment, self-esteem levels, and various biographical data were assessed in each of the pairs. A comparative analysis was conducted to distinguish between effective and non-effective child-rearing techniques in promoting future success. Also self-esteem levels and childhood experiences were compared in relation to occupational success. The results suggested that self-esteem affects one's occupational success in a given context. Those siblings considered more successful had higher self-esteem. Family environment did not affect occupational success and did not correlate with self-esteem. (The questionnaire is appended.) (AA)

Self/other agreement between self-concept ratings by the individual and self-concepts inferred by significant others is of theoretical and practical importance, but the review by J. S. Shrauger and T. J. Schoeneman (1979) found no evidence for such agreement. In the present investigation, the Self Description Questionnaire III (SDQIII) was completed by 151 Australian and 941 Canadian university students and by significant others selected by students as the person in the world who knew them best. Self/other agreement on each of the 13 SDQIII scales was very high for Australians and Canadians. Guidelines for evaluating multitrait-multimethod (MTMM) data and a confirmatory factor analysis (CFA) approach strongly support convergent and discriminant validity. An important new extension of the MTMM CFA approach to multistudy data showed that all parameter estimates were reasonably invariant (i.e., equal) for Australians and Canadians. This self/other agreement is much higher than found elsewhere and its replication across two continents dramatically refutes the Shrauger and Schoeneman conclusion. Critical features leading to this high self/other agreement appear to be the use of older subjects, multiple dimensions of self-concept based on instruments with strong psychometric properties, and significant others who know the subject very well. A 47-item list of references is included. Seven data tables and a list of means, standard deviations, and correlations among 26 study variables are provided. (TJH)