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10 steps for hiring effective teachers / / Mary C. Clement
| 10 steps for hiring effective teachers / / Mary C. Clement |
| Autore | Clement Mary C. |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin, a SAGE Company, , [2015] |
| Descrizione fisica | 1 online resource (xiii, 113 pages) : illustrations |
| Disciplina | 379.157 |
| Collana | Gale eBooks |
| Soggetto topico |
Teachers - Selection and appointment - United States
Teachers - Recruiting - United States First year teachers - Training of - United States |
| ISBN |
1-4833-8019-X
1-4833-8020-3 1-4833-9333-X 1-4833-8017-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Step 1--The need for best practice in hiring -- Step 2--Creating a blueprint for hiring -- Step 3--Recruiting and advertising -- Step 4--Determining and training those who hire -- Step 5--Candidate applications and paperwork -- Step 6--Using behavior-based interviewing -- Step 7--Planning effective preliminary interviews -- Step 8--On-site interviews -- Step 9--Decisions and negotiations -- Step 10--Reviewing the keys for successful hiring. |
| Altri titoli varianti | Ten steps for hiring effective teachers |
| Record Nr. | UNINA-9910149452003321 |
Clement Mary C.
|
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| Thousand Oaks, California : , : Corwin, a SAGE Company, , [2015] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Being an effective mentor [[electronic resource] ] : how to help beginning teachers succeed / / Kathleen Feeney Jonson
| Being an effective mentor [[electronic resource] ] : how to help beginning teachers succeed / / Kathleen Feeney Jonson |
| Autore | Jonson Kathleen Feeney |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | London, : SAGE, c2008 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 371.102 |
| Soggetto topico |
Mentoring in education - United States
First year teachers - Training of - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-9403-8
1-4833-2956-9 1-4522-8247-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Preface to the Second Edition; Acknowledgments; About the Author; Part I - Setting the Stage for the Teacher-Mentor; Chapter 1 - Passing the Torch; Enter the Mentor; The Role of the Teacher-Mentor; The Good Mentor: What Does it Take?; Conclusion; Chapter 2 - Setup for Success; Exemplary Programs Across the United States; Qualifications of a Good Mentor; Effective Training; Mentor Support; Mentor-to-Mentee Pairing; Establishment of the Mentor-Mentee Relationship; Recognition of Service; Program Evaluation; Alternative Mentor Programs; Conclusion
Chapter 3 - Remembering the First DaysPreservice Training; The Need for Warm Bodies; Reality Shock; Fears and Anxieties of beginning Teachers; Conclusion; Chapter 4- Beyond Survival; Teaching Skills; Interpersonal Skills; Coping Skills; Conclusion; Chapter 5 - Moving Toward Professionalism; Teacher Induction Programs; A Model: the Santa Cruz New Teacher Project; From Novice to Professional; Mentoring Programs for Professional Growth; Conclusion; Part II - Effective Strategies for the Good Mentor; Chapter 6 - Working as a Partner with the Adult Learner; Beliefs about Supervision and Mentoring Phases in the Mentoring Relationship: Three ModelsGetting to Trust; Adult Lives, Adult Learning Styles; The Importance of Reflection; Conclusion; Chapter 7 - Stages in Teacher Development; The First Year: The New Teacher Center Model; Through the Years: The Katz Model; Conclusion; Chapter 8 - Practical Strategies for Assisting New Teachers; Direct Assistance; Demonstration Teaching; Observation and Feedback; Informal Contact; Assistance with an Action Plan for Professional Growth; Role Modeling; Assessing Student Work; Conclusion; Chapter 9 - Overcoming Obstacles and Reaping the Rewards The PitfallsFinding Time; Defining the Role; Working with Difficult Mentees; Underutilizing Professional Growth Opportunities; The Payoffs; Conclusion; Part III - Putting it all together; Month-by-Month Mentoring Activities; Year-at-a-Glance Checklist; Appendix A: First-Day Checklist; Appendix B: Mentor-Mentee Action Plans; Appendix C: Supervisory Beliefs Inventory; References; Index |
| Record Nr. | UNINA-9910480242903321 |
|
Jonson Kathleen Feeney
|
||
| London, : SAGE, c2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Being an effective mentor [[electronic resource] ] : how to help beginning teachers succeed / / Kathleen Feeney Jonson
| Being an effective mentor [[electronic resource] ] : how to help beginning teachers succeed / / Kathleen Feeney Jonson |
| Autore | Jonson Kathleen Feeney |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | London, : SAGE, c2008 |
| Descrizione fisica | 1 online resource (xv, 206 p.) : ill |
| Disciplina | 371.102 |
| Soggetto topico |
Mentoring in education - United States
First year teachers - Training of - United States |
| ISBN |
1-4522-9403-8
1-4833-2956-9 1-4522-8247-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Preface to the Second Edition; Acknowledgments; About the Author; Part I - Setting the Stage for the Teacher-Mentor; Chapter 1 - Passing the Torch; Enter the Mentor; The Role of the Teacher-Mentor; The Good Mentor: What Does it Take?; Conclusion; Chapter 2 - Setup for Success; Exemplary Programs Across the United States; Qualifications of a Good Mentor; Effective Training; Mentor Support; Mentor-to-Mentee Pairing; Establishment of the Mentor-Mentee Relationship; Recognition of Service; Program Evaluation; Alternative Mentor Programs; Conclusion
Chapter 3 - Remembering the First DaysPreservice Training; The Need for Warm Bodies; Reality Shock; Fears and Anxieties of beginning Teachers; Conclusion; Chapter 4- Beyond Survival; Teaching Skills; Interpersonal Skills; Coping Skills; Conclusion; Chapter 5 - Moving Toward Professionalism; Teacher Induction Programs; A Model: the Santa Cruz New Teacher Project; From Novice to Professional; Mentoring Programs for Professional Growth; Conclusion; Part II - Effective Strategies for the Good Mentor; Chapter 6 - Working as a Partner with the Adult Learner; Beliefs about Supervision and Mentoring Phases in the Mentoring Relationship: Three ModelsGetting to Trust; Adult Lives, Adult Learning Styles; The Importance of Reflection; Conclusion; Chapter 7 - Stages in Teacher Development; The First Year: The New Teacher Center Model; Through the Years: The Katz Model; Conclusion; Chapter 8 - Practical Strategies for Assisting New Teachers; Direct Assistance; Demonstration Teaching; Observation and Feedback; Informal Contact; Assistance with an Action Plan for Professional Growth; Role Modeling; Assessing Student Work; Conclusion; Chapter 9 - Overcoming Obstacles and Reaping the Rewards The PitfallsFinding Time; Defining the Role; Working with Difficult Mentees; Underutilizing Professional Growth Opportunities; The Payoffs; Conclusion; Part III - Putting it all together; Month-by-Month Mentoring Activities; Year-at-a-Glance Checklist; Appendix A: First-Day Checklist; Appendix B: Mentor-Mentee Action Plans; Appendix C: Supervisory Beliefs Inventory; References; Index |
| Record Nr. | UNINA-9910792281903321 |
|
Jonson Kathleen Feeney
|
||
| London, : SAGE, c2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Being an effective mentor : how to help beginning teachers succeed / / Kathleen Feeney Jonson
| Being an effective mentor : how to help beginning teachers succeed / / Kathleen Feeney Jonson |
| Autore | Jonson Kathleen Feeney |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | London, : SAGE, c2008 |
| Descrizione fisica | 1 online resource (xv, 206 p.) : ill |
| Disciplina | 371.102 |
| Soggetto topico |
Mentoring in education - United States
First year teachers - Training of - United States |
| ISBN |
1-4522-9403-8
1-4833-2956-9 1-4522-8247-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Preface to the Second Edition; Acknowledgments; About the Author; Part I - Setting the Stage for the Teacher-Mentor; Chapter 1 - Passing the Torch; Enter the Mentor; The Role of the Teacher-Mentor; The Good Mentor: What Does it Take?; Conclusion; Chapter 2 - Setup for Success; Exemplary Programs Across the United States; Qualifications of a Good Mentor; Effective Training; Mentor Support; Mentor-to-Mentee Pairing; Establishment of the Mentor-Mentee Relationship; Recognition of Service; Program Evaluation; Alternative Mentor Programs; Conclusion
Chapter 3 - Remembering the First DaysPreservice Training; The Need for Warm Bodies; Reality Shock; Fears and Anxieties of beginning Teachers; Conclusion; Chapter 4- Beyond Survival; Teaching Skills; Interpersonal Skills; Coping Skills; Conclusion; Chapter 5 - Moving Toward Professionalism; Teacher Induction Programs; A Model: the Santa Cruz New Teacher Project; From Novice to Professional; Mentoring Programs for Professional Growth; Conclusion; Part II - Effective Strategies for the Good Mentor; Chapter 6 - Working as a Partner with the Adult Learner; Beliefs about Supervision and Mentoring Phases in the Mentoring Relationship: Three ModelsGetting to Trust; Adult Lives, Adult Learning Styles; The Importance of Reflection; Conclusion; Chapter 7 - Stages in Teacher Development; The First Year: The New Teacher Center Model; Through the Years: The Katz Model; Conclusion; Chapter 8 - Practical Strategies for Assisting New Teachers; Direct Assistance; Demonstration Teaching; Observation and Feedback; Informal Contact; Assistance with an Action Plan for Professional Growth; Role Modeling; Assessing Student Work; Conclusion; Chapter 9 - Overcoming Obstacles and Reaping the Rewards The PitfallsFinding Time; Defining the Role; Working with Difficult Mentees; Underutilizing Professional Growth Opportunities; The Payoffs; Conclusion; Part III - Putting it all together; Month-by-Month Mentoring Activities; Year-at-a-Glance Checklist; Appendix A: First-Day Checklist; Appendix B: Mentor-Mentee Action Plans; Appendix C: Supervisory Beliefs Inventory; References; Index |
| Record Nr. | UNINA-9910827262403321 |
|
Jonson Kathleen Feeney
|
||
| London, : SAGE, c2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Secrets to success for social studies teachers / / Ellen Kottler, Nancy P. Gallavan ; cover designer, Michael Dubowe
| Secrets to success for social studies teachers / / Ellen Kottler, Nancy P. Gallavan ; cover designer, Michael Dubowe |
| Autore | Kottler Ellen |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2008 |
| Descrizione fisica | 1 online resource (281 p.) |
| Disciplina | 300.71/273 |
| Soggetto topico |
Social sciences - Study and teaching (Middle school) - United States
Social sciences - Study and teaching (Secondary) - United States First year teachers - Training of - United States Teacher orientation - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-9442-9
1-4522-9765-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Foreword; Acknowledgments; About the Authors; Introduction; Chapter 1 - Design Your Classroom to Create Communities of Learners; Explore Your School and Classroom; Meet Your Department and Team; Investigate Your School History and Customs; Access Textbooks and Equipment; Plan for Desks and Displays; Collect Materials and Resources; Establish Your Policies and Procedures; Create a Shared Learning Environment; Hold Class Meetings Regularly; Ensure Equity and Fairness; Use Appropriate and Neutral Language; Know Your Learners; Realize Changes in Today's Students
Involve Parents and FamiliesBegin Each Day Anew; Establish a Sense of Place...; Chapter 2 - Understand Standards to Develop Your Curriculum; Appreciate the Benefits of Social Studies; Recognize the Nature of Social Studies; Dig into the History of Social Studies Education; Examine the Purposes of Social Studies; Know the NCSS Definition; Rely on the NCSS Curricular Strands; Develop Practical Applications of Each Strand; Draw from the Academic Disciplines; Note the NCSS Purpose, Vision, and Approaches; Reference Your State Standards; Incorporate Your District Expectations Feature Your School Organization and MissionLink References to Develop Curriculum; Plan Your Year; Connect Social Studies with Your Students...; Chapter 3 - Make Your Instruction Meaningful to Empower Learners; Begin from the Perspectives of the Learners; Showcase Powerful Teaching and Learning; Teach to the Core Performance Indicators; Follow an Integrated Unit of Learning; Demonstrate Holistic Instruction; Expand the Integrated Unit of Learning; Aim for Higher-Order Thinking; Reference Two Taxonomies to Write Objectives; Feature Actions with Verbs from Bloom's Taxonomy Use the Marzano and Kendall New TaxonomyCapitalize on the Multiple Intelligences; Incorporate Instruction That Works; Differentiate Instruction; Improve Student Achievement; Let Your Students Teach One Another...; Chapter 4 - Align Assessments with Objectives to Strengthen Outcomes; Set Goals, Objectives, and Expectations; Start with the End in Mind; Feature All Three Types of Assessment; Determine the Functions and Purposes; Vary the Structures and Formats; Use Selected Responses; Include Constructed Essays; Highlight Demonstrated Performances; Remember Personal Communications Offer Authentic and Alternative AssessmentsIncorporate Portfolios; Prepare a Scoring Plan; Understand the Results of Standardized Testing; Develop an Assessment Blueprint; Make Sure the Process Makes Sense for Everyone...; Chapter 5 - Connect the Learning to Reach Students' Lives; Integrate the Six Major Social Studies Skills; Navigate Chronological and Spatial Thinking; Explore Historical Interpretation; Consider Civic/Citizenship Activities; Examine Economic Trends; Investigate Research, Evidence, and Point of View; Create Constructivist Classrooms; Select Questions Effectively Consider Various Approaches to Ask Questions |
| Record Nr. | UNINA-9910478933603321 |
|
Kottler Ellen
|
||
| Thousand Oaks, California : , : Corwin Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Secrets to success for social studies teachers / / Ellen Kottler, Nancy P. Gallavan ; cover designer, Michael Dubowe
| Secrets to success for social studies teachers / / Ellen Kottler, Nancy P. Gallavan ; cover designer, Michael Dubowe |
| Autore | Kottler Ellen |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2008 |
| Descrizione fisica | 1 online resource (281 p.) |
| Disciplina | 300.71/273 |
| Soggetto topico |
Social sciences - Study and teaching (Middle school) - United States
Social sciences - Study and teaching (Secondary) - United States First year teachers - Training of - United States Teacher orientation - United States |
| ISBN |
1-4522-9442-9
1-4522-9765-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Foreword; Acknowledgments; About the Authors; Introduction; Chapter 1 - Design Your Classroom to Create Communities of Learners; Explore Your School and Classroom; Meet Your Department and Team; Investigate Your School History and Customs; Access Textbooks and Equipment; Plan for Desks and Displays; Collect Materials and Resources; Establish Your Policies and Procedures; Create a Shared Learning Environment; Hold Class Meetings Regularly; Ensure Equity and Fairness; Use Appropriate and Neutral Language; Know Your Learners; Realize Changes in Today's Students
Involve Parents and FamiliesBegin Each Day Anew; Establish a Sense of Place...; Chapter 2 - Understand Standards to Develop Your Curriculum; Appreciate the Benefits of Social Studies; Recognize the Nature of Social Studies; Dig into the History of Social Studies Education; Examine the Purposes of Social Studies; Know the NCSS Definition; Rely on the NCSS Curricular Strands; Develop Practical Applications of Each Strand; Draw from the Academic Disciplines; Note the NCSS Purpose, Vision, and Approaches; Reference Your State Standards; Incorporate Your District Expectations Feature Your School Organization and MissionLink References to Develop Curriculum; Plan Your Year; Connect Social Studies with Your Students...; Chapter 3 - Make Your Instruction Meaningful to Empower Learners; Begin from the Perspectives of the Learners; Showcase Powerful Teaching and Learning; Teach to the Core Performance Indicators; Follow an Integrated Unit of Learning; Demonstrate Holistic Instruction; Expand the Integrated Unit of Learning; Aim for Higher-Order Thinking; Reference Two Taxonomies to Write Objectives; Feature Actions with Verbs from Bloom's Taxonomy Use the Marzano and Kendall New TaxonomyCapitalize on the Multiple Intelligences; Incorporate Instruction That Works; Differentiate Instruction; Improve Student Achievement; Let Your Students Teach One Another...; Chapter 4 - Align Assessments with Objectives to Strengthen Outcomes; Set Goals, Objectives, and Expectations; Start with the End in Mind; Feature All Three Types of Assessment; Determine the Functions and Purposes; Vary the Structures and Formats; Use Selected Responses; Include Constructed Essays; Highlight Demonstrated Performances; Remember Personal Communications Offer Authentic and Alternative AssessmentsIncorporate Portfolios; Prepare a Scoring Plan; Understand the Results of Standardized Testing; Develop an Assessment Blueprint; Make Sure the Process Makes Sense for Everyone...; Chapter 5 - Connect the Learning to Reach Students' Lives; Integrate the Six Major Social Studies Skills; Navigate Chronological and Spatial Thinking; Explore Historical Interpretation; Consider Civic/Citizenship Activities; Examine Economic Trends; Investigate Research, Evidence, and Point of View; Create Constructivist Classrooms; Select Questions Effectively Consider Various Approaches to Ask Questions |
| Record Nr. | UNINA-9910797437103321 |
|
Kottler Ellen
|
||
| Thousand Oaks, California : , : Corwin Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Secrets to success for social studies teachers / / Ellen Kottler, Nancy P. Gallavan ; cover designer, Michael Dubowe
| Secrets to success for social studies teachers / / Ellen Kottler, Nancy P. Gallavan ; cover designer, Michael Dubowe |
| Autore | Kottler Ellen |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2008 |
| Descrizione fisica | 1 online resource (281 p.) |
| Disciplina | 300.71/273 |
| Soggetto topico |
Social sciences - Study and teaching (Middle school) - United States
Social sciences - Study and teaching (Secondary) - United States First year teachers - Training of - United States Teacher orientation - United States |
| ISBN |
1-4522-9442-9
1-4522-9765-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Foreword; Acknowledgments; About the Authors; Introduction; Chapter 1 - Design Your Classroom to Create Communities of Learners; Explore Your School and Classroom; Meet Your Department and Team; Investigate Your School History and Customs; Access Textbooks and Equipment; Plan for Desks and Displays; Collect Materials and Resources; Establish Your Policies and Procedures; Create a Shared Learning Environment; Hold Class Meetings Regularly; Ensure Equity and Fairness; Use Appropriate and Neutral Language; Know Your Learners; Realize Changes in Today's Students
Involve Parents and FamiliesBegin Each Day Anew; Establish a Sense of Place...; Chapter 2 - Understand Standards to Develop Your Curriculum; Appreciate the Benefits of Social Studies; Recognize the Nature of Social Studies; Dig into the History of Social Studies Education; Examine the Purposes of Social Studies; Know the NCSS Definition; Rely on the NCSS Curricular Strands; Develop Practical Applications of Each Strand; Draw from the Academic Disciplines; Note the NCSS Purpose, Vision, and Approaches; Reference Your State Standards; Incorporate Your District Expectations Feature Your School Organization and MissionLink References to Develop Curriculum; Plan Your Year; Connect Social Studies with Your Students...; Chapter 3 - Make Your Instruction Meaningful to Empower Learners; Begin from the Perspectives of the Learners; Showcase Powerful Teaching and Learning; Teach to the Core Performance Indicators; Follow an Integrated Unit of Learning; Demonstrate Holistic Instruction; Expand the Integrated Unit of Learning; Aim for Higher-Order Thinking; Reference Two Taxonomies to Write Objectives; Feature Actions with Verbs from Bloom's Taxonomy Use the Marzano and Kendall New TaxonomyCapitalize on the Multiple Intelligences; Incorporate Instruction That Works; Differentiate Instruction; Improve Student Achievement; Let Your Students Teach One Another...; Chapter 4 - Align Assessments with Objectives to Strengthen Outcomes; Set Goals, Objectives, and Expectations; Start with the End in Mind; Feature All Three Types of Assessment; Determine the Functions and Purposes; Vary the Structures and Formats; Use Selected Responses; Include Constructed Essays; Highlight Demonstrated Performances; Remember Personal Communications Offer Authentic and Alternative AssessmentsIncorporate Portfolios; Prepare a Scoring Plan; Understand the Results of Standardized Testing; Develop an Assessment Blueprint; Make Sure the Process Makes Sense for Everyone...; Chapter 5 - Connect the Learning to Reach Students' Lives; Integrate the Six Major Social Studies Skills; Navigate Chronological and Spatial Thinking; Explore Historical Interpretation; Consider Civic/Citizenship Activities; Examine Economic Trends; Investigate Research, Evidence, and Point of View; Create Constructivist Classrooms; Select Questions Effectively Consider Various Approaches to Ask Questions |
| Record Nr. | UNINA-9910822074603321 |
|
Kottler Ellen
|
||
| Thousand Oaks, California : , : Corwin Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Transition to teaching program evaluation [[electronic resource] ] : an interim report on the FY 2002 grantees / / U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Policy and Program Studies Service ; prepared by Meredith Ludwig ... [and others]
| Transition to teaching program evaluation [[electronic resource] ] : an interim report on the FY 2002 grantees / / U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Policy and Program Studies Service ; prepared by Meredith Ludwig ... [and others] |
| Pubbl/distr/stampa | Washington, D.C. : , : U.S. Dept. of Education, Office of Planning, Evaluation, and Policy Development, Policy and Program Studies Service, , 2007 |
| Descrizione fisica | 1 online resource (127 unnumbered pages) : illustrations (some color) |
| Altri autori (Persone) | LudwigMeredith J |
| Soggetto topico |
First year teachers - Recruiting - United States
First year teachers - Training of - United States Teachers - Certification - United States First year teachers - Selection and appointment - United States |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Transition to teaching program evaluation |
| Record Nr. | UNINA-9910697616803321 |
| Washington, D.C. : , : U.S. Dept. of Education, Office of Planning, Evaluation, and Policy Development, Policy and Program Studies Service, , 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
