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Statistics knowledge, literacy, and skills are vital to undergraduates' academic and professional careers. Students' attitudes toward statistics play a vital role in their understanding of the importance of statistics. Therefore, it is important to examine their attitude toward statistics. This study investigated the attitude of 153 business students toward statistics and the factors that affect this attitude using the Survey Attitudes Toward Statistics (SATS‐36) scale. It also investigated the relationship between attitudinal components and students' demographic and academic characteristics. Five components underlying students' attitudes toward statistics were identified using exploratory factor analysis. Further, a background in quantitative subjects and demographic characteristics was found to affect students' attitudes toward statistics. The results suggested that statistics should be taught in a more practical way to relate it to students' lives, and teachers must adopt active learning methods in which students work with data and real‐life examples. [ABSTRACT FROM AUTHOR]

Nowadays, business studies teachers integrate WhatsApp into their lessons to enhance their instructional practice. This qualitative study investigates the role of WhatsApp in supporting flipped learning in business studies classrooms. The interpretive paradigm was adopted, and an exploratory case study was employed as the research design. Social constructivism theory was used as the lens through which to view the study, while purposive sampling was utilised to select six business studies teachers from six secondary schools in KwaZulu-Natal province, South Africa. Thematic analysis was used to analyse the data collected through semi-structured interviews. The findings revealed that WhatsApp played a significant role in supporting flipped learning in business studies. Therefore, it is possible to conclude that WhatsApp is integral to supporting flipped learning in resource-constrained schools. Thus, it is recommended that South African schools allow and formalise the use of WhatsApp as a learning tool to transform pedagogies.

During the last two decades, universities around the world have increased the adoption of English-medium instruction (EMI) as a way to enhance internationalisation and global competitiveness. EMI adoption presents a wide range of opportunities, but it also presents some challenges, being one of them the potential impact on students' academic performance. This paper analyses the impact of EMI on the academic performance of the students in a Spanish university. The objective is to extend previous research, that shows contradictory conclusions. In the first part of the paper, using a multiple linear regression model to control key covariates, we have compared the performance of 229 EMI vs 635 Non-EMI students, corresponding to cohorts 2013–2014 to 2017–2018, considering the average grade in the 10 subjects of the first course. In the second part, we focus on the 2017–2018 cohort (49 EMI vs 116 Non-EMI students), carrying out a longitudinal study of its behaviour during two academic years in four different subjects. The results show that there are no statistically significant differences in academic performance between EMI and non-EMI students, ie language of instruction does not play a relevant role in academic performance. [ABSTRACT FROM AUTHOR]

Schools worldwide are continually seeking out various strategies to improve teachers' skills in integrating technology. One strategy that some schools adopt to enhance teachers' technology integration skills is technology peer mentoring. This qualitative study investigates how technology peer mentoring is used to enhance the technology integration skills of business studies teachers in selected schools in South Africa. Interpretivism was adopted as the research paradigm, and an exploratory case study was used as the research design for this study. Purposive sampling was used to select six business studies teachers from six secondary schools located in the Kwa-Zulu Natal province. Thematic analysis was used to analyse the data collected through semi-structured interviews. The study revealed that business studies teachers benefited immensely from their colleagues in the fields of Computer Application Technology and Information Technology during technology peer mentoring. This is because IT and CAT teachers possess both pedagogical and technological knowledge, which makes it easier for them to mentor business studies teachers in integrating technology into their instructional practices. The study concluded that technology peer mentoring helps enhance teachers' technology integration skills. Therefore, the study recommends that technology peer mentoring be adopted in South African schools as part of the strategies to enhance teachers' technology integration skills.

The need for problem-solving and creative thinking skills to be taught well in business studies classrooms can never be overemphasised due to the complexity of the problems and challenges faced by businesses in the 21st-century business environment. Teachers are, therefore, required to adopt pedagogies that would enable learners to acquire problem-solving and creative thinking skills to operate effectively in the new business environment. This study investigates business studies teachers' adoption of learner-centred pedagogy to nurture learners' problem-solving and creative thinking skills. This qualitative study is positioned within the interpretive paradigm. An exploratory case study was employed as a research design. Progressive Learning Theory was adopted as the lens of the study. Semi-structured interviews and classroom observations were used to collect data from six business studies teachers who were sampled purposefully from six secondary schools in KwaZulu-Natal province, South Africa. The raw data was analysed thematically. It was found that most teachers managed to adopt learner-centred pedagogy and learning activities that promoted the acquisition of problem-solving and creative thinking skills. The study concluded that business studies teachers are now embracing learner-centred pedagogy in their classrooms, and they understand the importance of teaching learners to equip them with skills that are demanded by the 21st-century business environment. Despite these findings, it is still recommended that workshops and short learning courses be offered to teachers to equip them with pedagogical skills that would help them to engrain and sustain learner-centred pedagogy in their instructional practices. [ABSTRACT FROM AUTHOR]

Most undergraduate and graduate business programs contain a culminating capstone experience as part of the standard curriculum. So far, business capstone courses have often strived to be uniform across modalities (i.e. either online or face-to-face, they were of uniform nature) and they have been rigorous and impactful courses. Additionally, many business programs have adopted simulations or other forms of game-based learning in their capstone courses. A sample of 122 students engaged in a simulation game as part of their capstone experience was used in this study in order to examine whether modality differences did affect the students’ experiences (their satisfaction with the course and performance) or not, and also whether it helped them to be on teams comprised of different business majors or not. While, on the one hand, a hypothesis that significant differences would be seen due to a different modality and group composition was initially set, the counterintuitive findings obtained during the research were indicative of the fact that students’ experiences could be positive across the modalities and the varying composition so long as the instructor’s efforts were directed towards rigor, engagement, and uniformity of experience in the courses.

Science, rooted in the intellectual endeavors of early civilizations, has grown into a discipline characterized by systematic data collection to explain phenomena. This evolution manifests in two primary research methodologies: quantitative and qualitative. The quantitative approach, grounded in positivism, employs numerical data to analyze and present relationships in measurable terms. Conversely, qualitative methods prioritize the exploration of social phenomena through a flexible framework, incorporating diverse designs such as action research, case studies, ethnography, and grounded theory. Although economics and business administration traditionally favor quantitative analysis, there has been an increasing openness towards qualitative, and at times, mixed-method approaches. This study focuses on the utilization of the grounded theory method within economics and business research, aiming to ascertain its prevalence and implications for future inquiry. The importance of the study is to understand how frequently grounded theory is used in economics and business studies and to shed light on the future researchers who intend to work in this field. Through a systematic literature review leveraging the Web of Science (WoS) and Google Scholar databases, findings indicate a predominant use of grounded theory for data analysis, with frequent references to Strauss and Corbin, and a preference for interviews as the primary data collection technique. [ABSTRACT FROM AUTHOR]

The study analyzed the psychometric properties of business studies achievement test for senior secondary schools in Nigeria. One research question guided the study. The study adopted an instrumentation design. The area of the study was Anambra State. The population of the study consists of all 23,077 students and 586 business studies teachers in two hundred and sixty-one senior secondary schools in Anambra State. Taro Yamane formula was used to determine the sample size of the study, which is 630 made up of 393 students in SS1 and 238 business studies teachers in Anambra State. A multi-stage sampling procedure involving two stages was adopted for this study. Proportionate stratified and purposive sampling techniques were employed at the first and second stages respectively. Items were subjected to item analysis to determine the difficulty and discriminatory indices. The study revealed that 125 items were found to be appropriate for inclusion in the business studies achievement test, these test's items met the criteria for item difficulty index and item discrimination. Based on the findings of the study it was recommended that teachers of business studies like commerce, accounting, and office practice among others should employ the created business studies Achievement Test. The BSAT items should be used as a model when creating other accomplishment exams for senior secondary schools in business studies. [ABSTRACT FROM AUTHOR]

The study analyzed the psychometric properties of business studies achievement test for senior secondary schools in Nigeria. One research question guided the study. The study adopted an instrumentation design. The area of the study was Anambra State. The population of the study consists of all 23,077 students and 586 business studies teachers in two hundred and sixty-one senior secondary schools in Anambra State. Taro Yamane formula was used to determine the sample size of the study, which is 630 made up of 393 students in SS1 and 238 business studies teachers in Anambra State. A multi-stage sampling procedure involving two stages was adopted for this study. Proportionate stratified and purposive sampling techniques were employed at the first and second stages respectively. Items were subjected to item analysis to determine the difficulty and discriminatory indices. The study revealed that 125 items were found to be appropriate for inclusion in the business studies achievement test, these test's items met the criteria for item difficulty index and item discrimination. Based on the findings of the study it was recommended that teachers of business studies like commerce, accounting, and office practice among others should employ the created business studies Achievement Test. The BSAT items should be used as a model when creating other accomplishment exams for senior secondary schools in business studies.

This study was conducted to assess the employability skills acquisition need for self-reliance in business studies among government junior secondary schools students in Niger State. The researchers raised two research questions for the study. In line with the research question, two null hypotheses were formulated and tested at 0.05 level if significant. A survey research design was used for the study. The area of this study consists of one government junior secondary schools from each local government in the state which comprise of twenty-five local government. A random sampling technique was used and the sample size for the study was two hundred and ten (210). A 4-point Likert scale used for the and the questionnaire was tagged as “Business Studies Skill Acquisition Questionnaire (BSSAQ)” containing twenty (20) statement items were used to collect data. To obtain the reliability coefficient of the measuring instrument, the instrument was pilot tested using some fifteen (15) selected junior secondary schools in Ilorin. The result obtained from the pilot study were then analyzed using Cranach alpha reliability coefficient statistical and the reliability index obtained was 0.88. The data collected on the twenty (20) statement items of the questionnaire were analyzed using mean and standard deviation to answer the research questions and t-test was used to test the null hypotheses formulated for the study. The study revealed among others, that a significant difference existed in the employability skills acquisition need for self-reliance in government junior secondary schools in Niger State. Based on the findings of this study, it was recommended that at junior secondary schools business studies contents should be well taught in other to encourage the acquisition of employability skills among the students of junior secondary schools in Niger state. Also, Business studies at the government junior secondary level should be encouraged through proper funding, and the provision of equipment for better acquisition of computer skills.

AbstractThe overall aim of business studies is to equip students with knowledge and skills to contribute to the socio-economic development of countries by offering highly qualified human resources. However, in recent times, few students have been attracted to business studies, particularly at the senior high school level in Ghana. Nevertheless, few studies have been conducted to unravel the determinants of the low interest of students in business studies. This study draws on the mixed methods research approach to investigate the determinants of students’ choice of business studies in the Upper West Region. Data were collected from 276 students using survey questionnaires and supported with key informant interviews. Findings show that socio-cultural factors such as gender, social recognition and parents’ occupation significantly influence students’ choice of business studies in Ghana’s senior high schools. Economic factors such as the desire to work in financial institutions, good working conditions and a history of good salaries associated with business professions and the school-level factors: personal interest, teachers’ advice and role models significantly influence students’ choice of business studies. The study recommends that the Government of Ghana should vigorously project business studies through public education and resource support to business institutions.

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Preservice teachers' readiness to integrate Information and Communication Technologies in education is important now than ever. This study explores the South African Business Studies pre-service teachers' perceptions towards their preparedness to integrate ICTs in their instructional practices during teaching practice and after completing their studies. This is a qualitative study that is underpinned by the interpretive paradigm. Purposive sampling was employed to sample six Business Studies pre-service teachers from one teacher training institution in South Africa. Focus Group Interview (FGI) was employed to collect data from the participants. Data collected from the participants was analyzed thematically. The study found that Business Studies pre-service teachers believed that they were prepared to integrate ICTs in their classroom practices during teaching practice and after completing their studies. The study also found that the participants had divergent perceptions towards the ability of Business Studies methodology module in equipping them with ICT integration skills. The study recommended that Business Studies methodology modules in teacher training programmes should be strengthened in order to equip pre-service teachers with ICT integration skills. [ABSTRACT FROM AUTHOR]

Copyright of Yildiz Social Science Review is the property of KARE Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Annali di Storia delle Università Italiane is the property of CISUI: Centro Interuniversitario per la Storia delle Universita Italiane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To meet the pressing needs of world-class organizations and respond to a constant flow of turbulent conditions, the business world needs the kind of workforce to have a holistic approach. The present study intends to identify the relationship between spiritual intelligence and self-efficacy among university students of business studies. Sample using a Purposive sampling technique for the study comprised 450 final-year students of M.Com. and MBA from three State universities of Punjab. The participants were screened using two instruments 1) ROQAN Spiritual Intelligence Test and 2) the Self-Efficacy Scale (SES-MGBR). Descriptive and inferential statistics were applied for data analysis. The results revealed a significant positive relationship between spiritual intelligence and self-efficacy. Simple regression analysis displayed that Self-efficacy can predict Spiritual intelligence among university students of business studies. The present study will be useful for the holistic personality development of youth. [ABSTRACT FROM AUTHOR]

It has been discovered that pre-service teachers who teach Business Studies (BS) as one of the Economic and Management Sciences (EMS) subjects in South African schools during teaching practice (TP) do not get enough assistance from their mentor teachers as they ought to because they are overloaded with much teaching work at this time. Therefore, the study aims to explore the different trajectories that pre-service teachers take in their preparation for teaching Business Studies, the challenges 4th-year pre-service teachers who specialize in EMS subjects encounter, how they overcome them, and how these trajectories impact their teaching practice experience. Six fourth-year pre-service teachers who taught Business Studies in Grades 10 and 12 were selected for the study to reflect on their experiences during teaching practice; hence, reflection was used as the data source for the study. Experiential learning theory was used as the lens of the study. At the same time, the interpretivism paradigm was adopted to understand individual pre-service experiences. A case study was used as the design, and thematic analysis was adopted to analyze the data generated. The study found that pre-service teachers who teach BS during TP face challenges such as a lack of Learning and Teaching Support Materials (LTSM), being assigned too much work to do, and the fact that BS has too much content to teach. Despite the challenges, these pre-service teachers were creative enough to develop solutions, like designing posters without teaching resources and using practical examples to explain content for better understanding and parental involvement in class decisions such as discipline. The research question was "How can pre-service teachers who teach Business Studies during TP mitigate challenges encountered"? With two objectives; identifying the challenges pre-service encountered in teaching BS while on TP and exploring how pre-service teachers who taught BS while on TP mitigated the challenges faced. Overall, the study seeks to contribute to improving the quality of Business Studies education in South Africa by providing insights into the preparation and experiences of pre-service teachers. [ABSTRACT FROM AUTHOR]

Social constructivism is the dominant pedagogical theory endorsed in educational discourse today. This study set out to examine teaching and learning in Grade 11 business studies classrooms from a social constructivist perspective. The data were obtained through document analysis, semi-structured interviews, and classroom observations. While the teachers were positive towards social constructivist pedagogy, they were not familiar with the epistemology that underpinned its emergence. The learning of multiple perspectives through discussion, a key tenet of the social constructivist theory of learning, was not evident. Teachers indicated that they preferred direct instruction, as it enabled curriculum coverage and better control over learners. Teachers viewed social constructivist approaches as slowing down syllabus coverage and leading to loss of control in overcrowded classrooms. Limited time and higher workload due to larger classes were common deterrents. [ABSTRACT FROM AUTHOR]

In this paper we introduce an innovation activity which consists of a writing competition in a Faculty of Economics and Business at a large university in Spain. This activity allows us to assess the deficiencies that higher education students have in writing reports and to encourage students and staff to be aware of the relevance of written communication for their personal lives and their professional careers. This experience showed us that those students that enrolled in the competition had good marks in a multiple-choice exam with questions about orthography, grammar, punctuation and vocabulary but they found more difficulties in composing their own texts. This suggests that despite the years employed in learning the Spanish language prior to embarking on their higher education courses, the students do not have enough skills to compose texts at the advanced level that corresponds to professionals in Social Sciences. One implication of these findings is that higher education teachers should highlight the relevance of writing properly to their students and develop activities in those fields in which composition is compulsory.

Social constructivism is the dominant pedagogical theory endorsed in educational discourse today. This study set out to examine teaching and learning in Grade 11 business studies classrooms from a social constructivist perspective. The data were obtained through document analysis, semi-structured interviews, and classroom observations. While the teachers were positive towards social constructivist pedagogy, they were not familiar with the epistemology that underpinned its emergence. The learning of multiple perspectives through discussion, a key tenet of the social constructivist theory of learning, was not evident. Teachers indicated that they preferred direct instruction, as it enabled curriculum coverage and better control over learners. Teachers viewed social constructivist approaches as slowing down syllabus coverage and leading to loss of control in overcrowded classrooms. Limited time and higher workload due to larger classes were common deterrents.

This study aims to examine challenges teachers often face when teaching Grade 12 Business Studies in schools situated at the rural Umbumbulu circuit of Umlazi district, in the province of KwaZuluNatal, South Africa. A qualitative research methodology was used to explore challenges that teachers encountered when teaching Grade 12 Business Studies. A purposive sample of five Grade 12 teachers was selected from five rural secondary schools that offered Business Studies as a curriculum subject in the Umbumbulu circuit. The need to elicit lived experiences of a few Grade 12 Business Studies teachers in rural schools in ways that could relate to challenges encountered by teachers inspired the choice of case study research design. Face-to-face, semi-structured interviews were used to generate data that was analysed through thematic analysis as a method of analysing qualitative data. The study found that in teaching Grade 12 Business Studies in rural schools, teachers had to face a number of challenges such as the unavailability of updated textbook publications, the language of learning and teaching and learner absenteeism, and late arrival at school. The study raises awareness of challenges Grade 12 Business Studies teachers in rural schools may face in teaching the subject so that teachers in emerging economies can think of ways to strengthen their resilience against these challenges and maximize their teaching potential. [ABSTRACT FROM AUTHOR]

Social media continues to infiltrate different sectors, including the education sector. As a result, teachers employ various social media tools, such as WhatsApp in their instructional practices. This study investigated the integration of WhatsApp by Business Studies teachers from selected rural-based schools in South Africa. This qualitative study is located within interpretive paradigm. Diffusion of Innovation Theory was used as the theoretical lens of the study. Purposive sampling was adopted to select three Business Studies teachers to participate in the study. Semi-structured interviews were used to collect data, and the data was analyzed thematically. The study found that Business Studies teachers utilize WhatsApp in their instructional practices. However, not all learners have full access to smartphones. The study also revealed that teachers believe that using WhatsApp contributes to learners' learning. The study recommended that the utilization of WhatsApp in Business Studies classrooms be strengthened to enhance learners' learning. The study concluded that Business Studies teachers embrace WhatsApp in their instructional practices as a tool to enhance their teaching. Therefore, the study recommends that the Department of Basic Education formulate a framework that would guide teachers when integrating social media into their instructional practices. [ABSTRACT FROM AUTHOR]

Gamification has been at the centre of research interest in different fields. It has been widely used in pedagogy, medical sciences, and business studies. A key methodology of gamification is serious games. Although these games are available for higher education institutions, they are costly, and the content of the game cannot be customised for specific classrooms. The aim of this study is to test a newly developed serious game that is freely accessible online and whose content can be customised. Measuring student satisfaction and experience, testing the game, and collecting feedback from students provide an opportunity to gain insight into whether students are satisfied with the newly developed serious game. More than 800 students participated in the online survey. Results were analysed using IBM SPSS. They show that students expect traditional educational material and tend to be less confident when facing entertaining material instead. [ABSTRACT FROM AUTHOR]

This article, a summary of a broader doctoral research study by the author, has different research participants, namely: graduates, their employers, professors, the College Dean and the Program Chair. The goal is to identify how these subjects comprehend the teaching and learning processes of professional competences, in the context of a Brazilian higher education program in International Business. For the theoretical reference, we discuss the concept of competence with different theoretical foundations. We present educational tools that promote teaching and learning competences, in addition to addressing competences for the 21st century. Using Textual Discourse Analysis, we deconstruct and categorize the transcribed discussions by the participants. We arrive at units of meaning, which are related to cognition, behavior, management, pedagogy, and technology, among others. Graduates understand competences are developed through work experience. Professors incorporate life and professional problems into their pedagogical practice, in line with the Dean and Program Chair, who claim the use of market values to structure the program curriculum. As for the employers, they conceive of college as background for the development of professional competences, which in their opinion, occurs via work experience. The process of analyzing and connecting the units of meaning led to the development of two emerging categories: culture and technology. They are in constant action and reaction, moving the dimensions necessary for competent action, under the aegis of the technological paradigm. Received: 25 August 2021 Accepted: 9 August 2022

Intercultural Virtual Collaboration (IVC) has been a growing field in recent decades as it allows students from different cultures to work together without having to move physically. Besides providing students with an authentic experience that they are going to encounter in their future professional careers in increasingly globalised and digitised workplaces, more recently, IVC has also been used as a means to engage university students from different cultures in social and political issues that are common across societies. In this paper, we present an analysis of an IVC project that involved undergraduate Business students from a university in Spain and a university in the Netherlands where students from both universities were asked to collaborate online to develop a business case to analyse how companies communicate about the way they integrate SDGs in the different cultures involved. A content analysis of group reports delivered by students was carried out. In addition, intercultural competence development was measured through a questionnaire. Results show that the IVC project contributed to raising students' awareness of how companies approach SDGs and adapt their products to different cultures. Students were also perceived to have developed intercultural knowledge, intercultural virtual teamwork, intercultural attitudes and intercultural awareness. [ABSTRACT FROM AUTHOR]

Qualitative methods have traditionally been underused in international business, and their research potential in this area has not been widely investigated. The main objective of the present study is to determine whether the use of qualitative methods by authors is a predictor of the impact their articles have in terms of the citations received. The analysis is based on empirically-based articles published in the Journal of International Business between 2000 and 2020. A total of 925 articles were examined. A quantitative regression technique was used to test the model. The results indicated that articles in the field of international business tended to be cited more if they employed qualitative methods. This suggests an avenue by which international business researchers can increase the impact of their work. This study also demonstrates the relevance of the qualitative approach in international business and reveals the close relationship between citation rates and research methods. Also, is important to use titles that draw people´s attention and, in some cases, reduce the number of pages of their publications. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine teachers' perceptions of teacher factors affecting the dwindling Grade 12 learners' performance in Business Studies National Senior Certificate (NSC) examinations at the rural Umbumbulu circuit of Umlazi district, in the province of KwaZulu-Natal, South Africa. The study employed a qualitative research methodology to explore teachers' perceptions. Five Grade 12 teachers were purposively selected from five rural secondary schools that offered Business Studies as a subject of teaching and learning in the Umbumbulu circuit. The case study research design was used to focus on a few participants who had lived experiences of teaching Business Studies at Grade 12 in rural schools and could relate to dominant factors influencing learner performance in this subject. Data were generated through faceto-face, semi-structured interviews, and thematic analysis was used as a method of analysing qualitative data with the purpose of identifying salient traits in data that could develop into themes. The study found that teacher factors influencing learner performance in Grade 12 Business Studies were teacher approaches to teaching Business Studies, timetabling and impediments to innovative teaching and assessment in the form of rural contextual factors such as large classes and a shortage of textbooks. The study nurtures awareness of teacher factors influencing rural school learners' performance in Grade 12 Business Studies, so that Business Studies teachers in emerging economies can think of ways to address these factors to improve learner performance. [ABSTRACT FROM AUTHOR]

Translation studies has collaborated with various disciplines in context and methodology since its emergence. The research in and methodology of translation studies offer solutions to distinctive issues in various disciplines. However, it is still a key concern whether other disciplines have sufficiently benefited from, utilized, or acknowledged what translation studies has cultivated so far. Each discipline has its specific reasons to interact with translation studies; however, the rationale of business studies is more and more reinforced by the unfolding conditions of globalization, international trade, and e-commerce, which as a whole demolish the borders erected among nations, cultures, and languages. For over two decades, a number of business scholars have highlighted the requirement to practice on theoretical and applied knowledge provided by translation studies to efficiently function in a globalized world with distinctive languages and cultures. Rising number and functions of multinational enterprises require rapid identification and resolution of translation-based problems. As a result, numerous studies to date have revealed the necessity of an interdisciplinary approach to efficiently combine the academic disciplines and enable thinking across boundaries. This paper aims to analyze the dialogue between translation studies and business studies while presenting a detailed review of the current literature and opening the issue for further discussion.