Homepage Content
Synrgy is a website with many courses and resources. Each has its own separate homepage, many of which can be accessed via the "All Courses" link in the ribbon above. You are now on the homepage, which explains the entire site. These are its topics.
- Part 1: Synrgy Vision: to serve human needs
- Part 2: What are human needs, and how do we serve human needs?
- Part 3: A major focus on education and government institutions, including: John Dewey and John Locke Philosophies
- Part 4: Goals and objectives of Synrgy
- Part 5: Information you can use now and down the road
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Part 6: About the creator of Synrgy
Part 1: Synrgy Vision
To provide information and
resources that serve human needs.
Political systems may change, as do nations, but the needs of human beings remain the same. This is true regardless of whether we live in a primitive or highly advanced society, or whether we are rich or poor in our societies. Human needs remain the same regardless of language, religion, gender, race, and the myriad of other human cultures and social identities.
Synrgy does not attempt to persuade the reader of these facts but rather suggests that common human needs can be observed to remain now, and throughout human history. The Synrgy School Website seeks to help provide for human needs in our society in a variety of ways.
Part 2: What are human needs, and how do we serve human needs?
Synrgy starts with what is clearly observable in human societies. "Maslow's Hierarchy of Needs", and the narrative titled "How do Social institutions serve Human needs?" Critical Thinking Skills are added as a human need for survival and thriving in the 21st century. Other than below, further explanation of the three, plus additional prepotent systems of relationships, can be found at this link.
Synrgy presents Maslow's Hierarchy of Needs and Social Institutions as cornerstones of the human condition in the world, which require servant understanding. Even so, Critical Thinking Skills make these designated cornerstones subject to informed and intelligent questions and scrutiny..
Maslow's Hierarchy of Needs
"Maslow's Hierarchy of Needs is a conceptualisation of the needs (or goals) that motivate human behaviour, which was proposed by the American psychologist Abraham Maslow.[1][2] According to Maslow's original formulation, there are five sets of basic needs that are related to each other in a hierarchy of prepotency (or strength). Typically, the hierarchy is depicted in the form of a pyramid although Maslow himself was not responsible for the iconic diagram.[3] The pyramid begins at the bottom with physiological needs (the most prepotent of all) and culminates at the top with self-actualization needs. In his later writings, Maslow added a sixth level of "meta-needs" and metamotivation.[4][5]"
How do Social Institutions serve human needs?
“Every Society, whether large or small, has certain basic needs which must be fulfilled if the culture is to endure. Among these needs are:
To create new members so as to replace old members as they die: Family
•To train the young and instill in them the norms and values of the society: School
•To explain the meaning of existence and reinforce moral values: Religion
•To provide food and shelter: Economic
•To maintain order and security: Political
In simple societies these needs may be met by the group without any formal organization. For example, the young may be trained without schools. But as societies become more complex, they form patterns to meet their basic needs. The distinctive and stable pattern of norms, values, statuses, and roles that develops around a basic need of a society is called an institution. There are 5 major institutions:”
(Scholastic Sociology textbook)
Institutions' roles may overlap in providing services. Consider the extent to which some institutional roles are changing.
What do you do if institutions don’t serve your needs?
Critical Thinking Skills
"Critical thinking is a 21st-century skill that enables a person to think rationally and logically in order to reach a plausible conclusion. A critical thinker assesses facts and figures and data objectively and determines what to believe and what not to believe. Critical thinking skills empower a person to decipher complex problems and make impartial and better decisions based on effective information.
Critical thinking skills cultivate habits of mind such as strategic thinking, skepticism, discerning fallacy from the facts, asking good questions and probing deep into the issues to find the truth.
Acquiring critical thinking skills was never as valuable as it is today because of the prevalence of the modern knowledge economy. Today, information and technology are the driving forces behind the global economy. To keep pace with ever changing technology and new inventions, one has to be flexible enough to embrace changes swiftly.
Today critical thinking skills are one of the most sought-after skills by the companies. In fact, critical thinking skills are para mount not only for active learning and academic achievement but also for the professional career of the students. The lack of critical thinking skills catalyzes memorization of the topics with out a deeper insight, egocentrism, closed-mindedness, reduced student interest in the classroom and not being able to make timely and better decisions."
Part 3: A major focus of Synrgy is Education and Government Institutions, including: John Dewey and John Locke Philosophies
John Dewey
It helps to begin with a profound philosophy of education that's also broad enough not only to include the students, but the role of parents and the community, as well as the impact of schools on Democracy, other institutions, and the future. American Philosopher John Synrgy subscribes to the Education Philosophy of Dewey, who is quted here:.
"What the best and wisest parent wants for his own child, that must the community want for all of its children. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy. All that society has accomplished for itself is put, through the agency of the school, at the disposal of its future members." John Dewey
More on Dewey
https://youtu.be/6aMSKETC820?si=453-66Zac3KS06Fg video 9:14
https://youtu.be/KyN_-1ywqfk?si=oiaiSfojJ4sHLfXu video 2:10
https://youtu.be/KRgNg--JXog?si=KN3Rf0bknpjQPySu video:11:50
https://youtu.be/KyN_-1ywqfk?si=QE-ZDS7IoRT6MnJT video 7:08
John Locke
John Locke's Philosophy goes back to the foundations of Education and Democracy in the USA. The Declaration of Independence contains near verbatim quotes from the writings of John Locke.
". . . We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness—-That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed, that whenever any Form of Government becomes destructive of these Ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its Foundation on such Principles, and organizing its Powers in such Form, as to them shall seem most likely to effect their Safety and Happiness. . . " USA Declaration of Independence
More on John Locke
https://youtu.be/bZiWZJgJT7I?si=EfXQhpMeu_t8Imsv video 9:14
Part 4: Goals and Objectives of Synrgy
Synrgy School is a work in progress. It is expected to grow, adapt, and change. The Goals and Objectives to some extent are based on the work of Melvin Tate in his career as an educator and community organizer in the Kent School District, the City of Kent, and activities in South King County in Washington State. Synrgy School also recognizes and points to the work of other persons, many of whom Melvin deems Kindred Spirits in the work. That is, people who shared a common vision about serving human needs and collaborated to meet those needs. Together, their work fostered change relative to diversity, social and economic justice, and involvement in the Democratic processes. They successfully created programs and activities, now on Synrgy, from which other communities and individuals across the nation might benefit.
An overarching goal of Synrgy and this work has been to foster Synergy between institutions and the people they are supposed to serve. For Melvin, that work has continued for 20 years after retirement and has developed into the "Synrgy School" Website. The site shares those experiences, programs, and activities in ways that others across the nation might benefit.
Goal:
Provide a foundation of information that identify human needs and how societies and cultures serve human needs.
Objectives:
____Begin with “Maslow’s Hierarchy of Needs”, maintain a clear definition and understanding of what is meant by human needs.
____Identify and maintain a clear understanding of societal institutions that serve human needs: that is, Family, Education, Government, Religion, and Economic.
____Share information and resources that describe and explore the impact of cultural identities, including the socialization process, norms, values, and other aspects of a culture.
____Place emphasis on knowledge of history and the important role history plays as part of a given culture.
____Foster the use of “Critical Thinking Skills” as essential for thriving in the 21st century.
Goal:
Focus on providing institutions (including families) with information and resources that can also be useful in terms of both serving human needs as well as in terms of self-help..
Objectives:
____Provide professional development courses, information, and resources for educators that can further Understanding, Respecting, and Connecting with students, families, and communities.
____Make available to families and communities courses, information, and resources that can aid them in supporting student achievement in schools.
____Share information and resources for advocating, organizing, and influencing policies, procedures, and practices in institutions serving human needs.
Goal:
Emphasize the promises and role of our Democratic Republic as a form of government designed to serve human needs, as we continuously work to “Form a More Perfect Union.”
Objectives:
____Post information and resources about the origins of the Declaration of Independence, the US Constitution and Amendments, and the Democratic Values and Processes—now a “Free World” leader.
____Illustrate how the Black American Experience, rising “From Slavery to Freedom” in the USA exemplify the promise and potential of our Democratic Republic.
____Utilize the Black /White American Experience in the USA as a means to heal the racial divide and/or reduce the tension of relative to race.
Part 5: Synrgy Information and Resources You Can Use, Now, and Down the Road
Hopefully, you will find the information and resources in this website useful, and may our work be guided by the Spirit that Embraces Love, Success, Justice, and Wisdom.
Welcome
It's my pleasure to Welcome you to Synrgy. Your experience navigating and understanding the services of Synrgy will be enhanced immensely as a result of taking a few minutes to read this quick introduction to the site layout, categories, and content.
Synrgy is created for and continues development to serve educators, parents and communities, and anyone interested in local institutions helping to address the needs of the most underserved groups in public schools and communities. Synrgy does this in three ways:
1. Providing Professional Development opportunities for educators that include clock hours and/or credit. Some of the resources can be accessed through the links below.
2. Creating Programs, Resources, and Activities that foster parent and community involvement and support for students, educators, and schools. Some of the resources can be accessed through the links below
3. Emphasizing Community organizing and Advocacy: cofounded community organizations for advocacy and influencing, and collaborating with policymakers, etc. Sharing documents, research, news clippings, and activities from decades of advocacy in the field of education in various roles in the Kent School District, and South King County.
These three areas of service are explained in further detail in the three categories below, followed by a little information about my experiences. Continue introduction in voice or reading here: Welcome to Synrgy School (continued) (teachable.com)
Melvin L. Tate
Professional Development
Professional Development
Nothing can be more clear than the fact that teachers can’t be everything every student needs to be successful in school and in life. Any reasonable person who studies the research can quickly discover that, to some extent, a primary reason for the Achievement Gap between Black and Brown Students when compared to White and Asian students is due to study habits. That is, what parents and the community do at home and in the community to support classroom learning. Common sense would suggest that if White and Asian students study 2 or 3 hours a night, and Black and Brown students study 2 or 3 hours a week, there might generally be an academic achievement gap. It doesn’t take a master’s degree and 50 years of experience in education to figure that out. That, and much more research, including potential remedies to the issue, can be found throughout Synrgy School. However, there are some things educators can and should do.
Teachers and schools have a responsibility in terms of serving the community’s children well. Students, families, and communities have a responsibility to ensure high-quality educational services are provided. Teachers, especially, but also everyone in the school providing services, can serve better when they "Understand, Respect, and Connect" the populations they serve. This is true regardless of race, gender, and other differences among students. It’s about human relations skills, and those serving certainly have to step outside of any ethnocentric perspectives they may have and think in terms of Cultural Relativity in our pluralistic society.
Learning about the students, families, and cultures one serves is necessary to help students adapt to the school culture, values, and norms maintained by educators and staff in the school. In other words, "How Do We Teach What We Don't Know?" Thus, the days of pulling out a "one lesson fits all lesson plan may be obsolete. Lesson plans in the 21st century must give much more consideration to who is being taught, the effects the teacher's cultural background and experiences have while teaching students, and how to develop lesson plans inclusive of various groups of students being served.
Understanding, Respecting, and Connecting with students helps to reduce cross-cultural conflict and helps to manage the Dynamics of Differences.
Thus, Synrgy offers a variety of information, research, and programs designed to support educators, including the courses and book studies linked below. It starts with the most underserved groups. The list below shall grow to include several other racial and ethnic groups, regardless of their status in terms of being served.
As steps are being taken to include other groups in the lineup, Black and Brown students are distinctly among the most underserved and need attention, https://synrgy.teachable.com/p/asituationmwealllivewith . Even so, the need is based on the "Percentage" of the group being served. When considering the actual number of students "Underserved," however, oftentimes, White students' numbers are more than Black or Brown students. White students, as well as other groups, deserve more attention as well. Frankly, we don't want anyone in the School-to Prison Pipeline.
The courses below offer either clock hours for the self-paced book studies or one (1) college credit or clock hours for the self-paced course. For more information, click the link below the course title to go directly to the homepage of each.
Teaching Black Boys self-paced book study link: https://synrgy.teachable.com/p/teaching-black-boys-book-study1
Teaching Black Boys self-paced Course link: https://synrgy.teachable.com/p/teaching-black-boys-course1
Teaching Black Girls self-paced Book Study link: Https://synrgy.teachable.com/p/teaching-black-girls-book-study1
Teaching Black Girls self-paced Course link: https://synrgy.teachable.com/p/teaching-black-girls1
African American History self-paced Book Study link: https://synrgy.teachable.com/p/african-american-history-book-study1
African American History self-paced Course link: https://synrgy.teachable.com/p/african-american-history11
Cultural Proficiency self-paced Book Study link: https://synrgy.teachable.com/p/cultural-proficiency1
Provide Professional Development Opportunities For Educators recommendations, such as courses, book studies, Cultural Snapshots, speakers, etc. Documented examples, testimonials, and evaluations are present in the curriculum area of the home pages.
Again, teachers need to help of parents, students, families and communities: Teachers can't do it alone:
Family and Community Support for Schools
Family and Community Support for Schools
“What the best and wisest parent wants for his own child, that must the community want for all its children. Any other ideal for our school is narrow and unlovely and acted upon, it destroys our Democracy. All that society has accomplished for itself is put, through the agency of the school, at the disposal of its future members. . .” (John Dewey)
That statement is a mouthful. Oftentimes parents do not have the skills to educate their children well enough to prepare them for the future, not to mention the resources, so they rely on schools. Parents and families may also be in total disarray for several reasons, and barely able to care for their children. Research indicates that how well a student will succeed in life can “generally” be predicted by the zip code in which they were raised. Some states use 3rd and 4th-grade reading scores to predict how many jail cells are needed 12 years later.
The correlation between success in school and success in life is so strong that failure in school is sometimes referred to as the School-to-Prison Pipeline. Considering the above-mentioned and other factors presented in the research, it is imperative that community leaders, especially Community-Based Organizations support students and parents when they fall short, and when possible before they fall short.
To understand how important the role of the community is in children’s lives, imagine how many lives a child touches in negative ways before they end up in prison, e.g., selling drugs, stealing, and other activities on the road from school to prison. The communities always have leaders who will step up and assume community responsibility, if they are aware of the issues.
To help communities reach those ends Synrgy offers several resources on home pages and in the curriculum with instructions on what students, families, and community can do now to help their students be successful in school.
A Situation We All Live With provides the research data in big bold print in charts and graphs that emphasize the problems but also provides information that if used could turn a failing student around immediately. Click this link: https://synrgy.teachable.com/p/asituationmwealllivewith
Academic Coaching Provides Community-Based Organizations (CBOs) with the tools and resources to implement Academic Coaching, a proven, successful program, where the CBO staff interacts with students, families, and the schools on behalf of students and families to help students improve academically, behaviorally, and improve attendance. Click this link: https://synrgy.teachable.com/p/academic-coaching1
Work Your Way Back is a proven, successful Restorative Justice Discipline program that responds to students who may be suspended from school. The programs engage community business, city hall, and other entities to provide a place for the suspended student to work a half day each day each day of suspension at one of the entities while on suspension. The students would then eat lunch in a group session at an organization that provides social services to youth and families. The student would then be returned to school to utilize their normal transportation home. The student and family reward for participation was to serve only half the suspension. Click this link: https://synrgy.teachable.com/p/wywb
Provide Professional Development Opportunities For Educators, such as courses, book studies, Cultural Snapshots, speakers, etc. Documented examples, testimonials, and evaluations are present in the curriculum area of the home pages.
Provides Policies, Procedures, and Practices (PPP) information, especially concerning education and government. Includes slide presentations, PDFs, and other formats that inform parents and communities about PPPP, e.g., national, state, and district Diversity, Equity, and Inclusion expectations, as well as national, state, and local education associations and organizations. Link Forthcoming.
Community Organizing and Advocacy
Community Organizing and Advocacy
I first came to the Kent School District (KSD) in 1977 as a classroom teacher at a time when the White student population was over 80%, and now the White student population is about 27%. One might imagine the enormity of issues that developed as the district exploded with diverse groups and became the 4th largest district in the state. The high school where I started teaching had 2000 students and was growing to the extent that another high school was opened 5 years later. I remember when populations arrived from Southeast Asia; then from African countries; followed by groups from Ukraine, Russia, the Pacific Islands, India and other parts of the world. My last observation of the data a few years ago, indicated 138 different languages were spoken in the homes of KSD students.
In addition, racial tensions were increasing. George, the principal who recruited, supported, and provided me with opportunities for growth in my career, had me working with a small group of Black students, who complained about racial harassment and insensitivity. This was before the end of the first semester of my first year as a high school teacher. This is not the place to go into a long dissertation. Other areas of Synrgy shine a light on the racial issues, including newspaper articles, NAACP, etc. Suffice it to say that helping to mediate cross-cultural conflict and creating and administering diversity and equity programs and activities became a major part of my career—and it continued through retirement up to the present day.
One of the most important things I learned as a central office administrator is that parents and the community must be involved, and they must be organized, especially the communities whose children are the most underserved, based on test scores, attendance rates, discipline rates, graduation rates, and other data. Thus, as a KSD administrator, I organized a group and co-founded two other groups in retirement that still function today. Many documents, including how the organizations were founded, goals, etc., are available on the Synrgy Website, and readers can visit the home pages to see them. Much of the work was done under the auspices of "People Advocating Involvement in Democracy" (PAID). Almost all the documents in this section relate to organizing the community, advocacy, and influencing policies, practices, and procedures in institutions, relative to diversity. The documents to be shared online tell a story that must be told and shared. Including topics like the following:
The KSD Role Model Committee (RMC): Preceding PAID, the Role Model Committee had been formed in the district, ignited by newspaper headlines and reports of racial conflict between students of Color and White students at a school bus stop. (The news clippings and other details are on the Synrgy website). The RMC began to address Diversity issues in several ways, e.g., Professional Development, and the Diversity in the Suburbs Conference, until the KSD established the Community Outreach Office, whose job description was created by the RMC.
KSD Community Outreach Office established a range of districtwide diversity programs and activities, and its ombudsman role mediated numerous cross-cultural conflicts districtwide.
KSD Diversity Task Force I and II, 95/96 and KSD Diversity Plans The diversity plan was hailed as a model for the nation by Northwest Regional Educational Laboratories CNORSE Division, as well as endorsed by many other entities. Numerous Newspaper Articles indicate the issues leading up to the Diversity Task Force, and articles indicate the praise for the Diversity Plan addressing created to address the issues.
https://synrgy.teachable.com/p/diversity-and-equity-plans (partially complete)
People Advocating Involvement in Democracy (PAID) Documents: PAID vision, goals, and objectives; Communications and activities; the Weed and Seed conflict; the cofounding of the Community Network Council (CNC) and Kent Black Action Commission (KBAC); and more.
https://synrgy.teachable.com/p/paid-people-advocating-involvement-i-democracy
Synrgy Newsletters: numerous four (4) to six (6) page newsletters to keep the community at large aware of our activities and to share perspectives.
https://synrgy.teachable.com/p/synrgy-newsletters
Synrgy Special Projects Newsletters These newsletters were usually about 12 pages long highlighting specific programs or activities and/or issues. https://synrgy.teachable.com/p/synrgy-special-pojects
Newspaper Editorials: I was asked to write editorials mostly relating to education. The documents are posted in the curriculum waiting for the homepages to be created. https://synrgy.teachable.com/p/editorials
Ninety-Two (92) News Clippings
News clippings from various sources, locally and nationally, relating to the various activities ranging from the Skin Head incident in 1989 through the following 25 years. These activities laid the groundwork for programs and activities in existence today.
Part 6: About the Creator of Synrgy
Visitors to the site will probably learn more about the site creator by reading some of the Synrgy Newsletters and editorials written for the local press, or exploring some of the organizations he cofounded, the professional development courses he created, and other information on the Website. However, what follows makes a good introduction to the creator of Synrgy School.. May the work and the many Kindred Spirits contributing to and supporting the work, be guided by the Spirit that embraces Love, Success, Justice, and Wisdom.
This recommendation from back in the day sums up the first retirement
"Mel Tate spent 26 years in the Kent School District. As the community began to grow in its diversity, complex issues began to challenge the school district. Mel was called upon many times by parents, school principals, and central office administrators to help manage the issues. In fact, Mel was also one of the architects of the Kent School District's highly praised and highly recognized diversity plan.
Mel’s successes in mediation lead to his appointment as Community Outreach Director. In this position, he reported directly to the superintendent and was able to create and manage a variety of diversity programs and activities that had direct impact in the areas of staff development, curriculum and instruction, diversity training, school climate, and community partnerships.
Later, an Ombudsman Program was included in Community Outreach department. In this capacity, Mel successfully mediated and diffused many potentially litigious conflicts. In fact, due to his credibility with the diverse communities, as well as many school administrators and teachers, issues were generally settled before reaching the board room.
Mel is an experienced veteran who is one of the most versatile consultants available in field of diversity and equity. I recommend him to you without the slightest reservation."
Joe McBrayer, Executive Director
Kent School District
Hello, I’m Melvin Tate
Welcome to Synrgy: just another way of saying "Synergy." In short, that means, working together to produce results. It applies, to individuals, organizations, groups, and even nations. You may note, however, This is SYNRGY "For The Common Good."
I envision this school to be a place where I can upload and share much of the work I have done over the years as a career educator (teacher and administrator) and as an organizer of people to influence the institutions, bureaucrats, and policymakers that serve them. There is plenty to share in terms of courses I have created that have been used by the Kent School District and others; programs and activities that have been created and implemented; news articles and letters; information about events and strategies used to affect policy changes; diversity plans; working with city hall and the police department, and a ton of other resources I want to make available to help people thrive. Thanks to Seattle University for the BA Ed and the MA Ed equipping me with the credentials, tools, knowledge, and skills to get started, and for supporting my work now and over the years. Thanks to the will of Heaven for the Spirit and for shining the light on the path of good, regardless of mistakes I may have made. Thanks to those who supported me along the way: you know who you are. Compiling this work is another way to keep on serving humankind.
To provide a brief of my credentials, a vita used in the courses I have taught and some of my activities, is presented below.
Melvin L. Tate, MA Ed, Vita
Melvin acquired a Bachelor of Arts in Education and a Master of Arts in Education Administration from Seattle University. He was employed by the Kent School District for 26 years—thirteen years as a high school teacher of World History, U.S. History, and Sociology. The latter 13 years he was a school administrator. Several of the years as an administrator he was in the District’s Central Administration Office as Community Outreach Director where he reported to the superintendent.
Among other things, the Community Outreach Director was commissioned to “Facilitate a mind Paradigm shift in the district relative to diversity.” During this time Melvin created, implemented, and supervised numerous Diversity, Equity, and Inclusion programs and activities; founded and supervised the district's ombudsman program—one of the first such K-12 programs in the nation. He was a major architect in the development and implementation of the district’s highly recognized Diversity Plan and the Diversity Task Force II, which was established to advise the superintendent on the implementation of the Diversity Plan. As Director of the Community Outreach Office Melvin also developed and provided Professional Development programs and activities, e.g., brought Cultural Competence and Behavior Management to the district and trained trainers in both. He established Cultural Snapshots by bringing community members from different backgrounds into schools; his office partnered with the city of Kent to develop and implement youth programs such as Lighthouse, Futures Club (recognized by the US Congress), and more.
Simultaneously Melvin served on the City of Kent Human Services Commission for 10 years where he gained a much broader perspective on the meaning of the words Diversity, Equity, and Inclusion, e.g., homelessness, young mothers without homes, issues regarding the elderly, and so much more. Melvin received awards and recognition as an educator as well as recognition from the city of Kent, Proclaiming May 13, as Melvin L. Tate Day in the City of Kent.
After retirement Melvin worked at the university level supervising and evaluating student teachers in their master’s in education programs. He created and maintained Synrgy, a well-recognized newsletter in South King County. He continued community organizing by reorganizing PAID (People Advocating Involvement in Democracy), a mostly Black American diversity, equity, and justice advocacy group. Out of PAID he co-founded two other community organizations in South King County/Kent—Community Network Council (CNC) and Kent Black Action Commission (KBAC). Melvin created and implemented “Academic Coaching” to support students, families, and educators which continues to be effective by the CNC in the Kent School District. Academic Coaching is well researched and implanted to positively affect student academic achievement, behavior, and attendance by focusing on students and their families. Melvin created and implemented “Work Your Way Back” a restorative justice program that partnered with various community organizations to provide service for suspended students and their families. Most recently, with the CNC Melvin created and implemented (the well-received by educators) “Teaching Black Students” a 10-hour course designed for educators with a focus on Black Boys. He is now developing the Synrgy School on the Teachable platform to share his innovations, documents, programs, courses, and provide training.