MARYVILLE UNIVERSITY COURSE SYLLABUS

SEMESTER/YEAR: Spring 2008
COURSE: SPCH 110.03 TITLE: ORAL COMMUNICATION

PREREQUISITE: NONE COREQUISITES: NONE CREDITS: 3

MEETING DAYS/TIME: Friday 9:00-11:45a
MEETING PLACE: Reid 3327

INSTRUCTOR: Leah Schwartz, Ph.D., Professor of English
OFFICE PHONE: 314-529-9409 OFFICE LOCATION: ABAC 3206
VOICEMAIL: 314-529-9201 + 9409# E-MAIL: lschwartz@maryville.edu
WEBSITE: http://accweb.itr.maryville.edu/schwartz
FAX: 314-529-9965 (College of Arts and Sciences)

OFFICE HOURS 08/sp: TTh 10:45a-1:30p

TEACHER’S CLASS SCHEDULE 08/sp
TTh 9:25-10:40a ENGL 321/221.01 Shakespeare Reid 2314
TTh 1:40-2:55p FPAR 210.01 Performance Workshop I AUD 1423
Th 3:30-5:30p EDUC 579.01 Parkway South High School
Th 6p ENGL/HUM 360.1M Reid 2300 and other locations 15 Mar-3 May
Fri 9:00-11:45a SPCH 110.03 Oral Communication Reid 3327

CATALOG DESCRIPTION

Surveys communication principles and types. The major goal is the development of skills in public speaking. Emphasis is placed on speech organization, audience analysis, and delivery.

COURSE OBJECTIVES

to participate in discussion
to use extemporaneous delivery of prepared speeches
to analyze an audience
to use facial, vocal, and physical expression effectively
to project and to enunciate effectively
to use eye contact effectively
to overcome stage fright
to face the unexpected with courage and grace
to choose, limit, and develop a speech topic
to create a speech body, introduction, and conclusion
to use visual aids
to inform and to persuade effectively
to evaluate speaking skills

COURSE CONTENT/TOPICS

speech organization, construction, outlining
speech delivery
using visual aids
analyzing an audience
speaking to inform, to demonstrate, to persuade, to commemorate

ASSESSMENT

speech of introduction
oral interpretation of a poem or prose piece or a song
telling a story
special occasion speech
demonstration speech
speech to inform (outline required)
speech to persuade an audience to act (outline required)
speech to persuade an audience to adopt a position on a controversial issue (outline required)

TEXT Lucas, Stephen. The Art of Public Speaking, 9^th ed. Boston: McGraw-Hill, 2007.

SPEECH TOPICS
·        Speech topics will not be assigned; choose your own topics.
·        Use a different topic for each speech.
·        Show tolerance by avoiding the stating or implying that your own religious or political or cultural preferences are the correct ones.

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This course uses Desire2 Learn (D2L) Dropbox for the journaling assignments. Access D2L at http://learn.maryville.edu. Use your Maryville email name and password.
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THIS SYLLABUS MAY BE ALTERED BY THE TEACHER TO MEET STUDENT OR INSTRUCTIONAL NEEDS.

CALENDAR
No class Fri Feb 29 – or Mar 7 (spring break) – or Mar 21 (Easter break)

Jan 18 Getting acquainted. Introduction to the course and the syllabus.
Viewing and critiquing short recorded speeches.
Use of voice and body. Self-awareness. Perception. Reading an audience. Finding speech topics. Evaluating speeches. Questions about the course assignments or the syllabus.

Read Ch 1 Speaking in Public, Ch 3 Appendix only, Ch 5 Analyzing an Audience, Ch 9 Beginning and Ending the Speech, Ch 11 Using Language, Ch 12 Delivery.

Jan 25 5-minute speech: Introduce yourself to the class.

Directives for the speech of introduction

Inform the audience about yourself; tell what is distinctive or interesting about yourself.
Use the list of prompts only to stimulate your thinking. Don’t make your speech merely a list of responses to the prompts.
Organize your material.
Use effective delivery.
Begin and end effectively.
Use the Speech Critique Sheet as a checklist for what you should plan to do or avoid doing.
Write your name on the board before you speak or at some planned moment during your speech.

Prompts for material to help you introduce yourself to the class

Do not attempt to include all these items in your introduction. The list is offered to help you think of a way to tell your “story” in a way that informs and interests the class.

Who are you named after?
Why is your name what it is?
What do you hate about your name? like about it?
How has it helped you? inconvenienced you?
What do people say about your name?
Where are you from?
What is/was wonderful or awful about your home town or your home country?
What unusual or exceptional or beloved relative or friend do you have?
Where have you gone to school?
What are you studying?
If you work, what do you do at work?
What would you do if you could have your fondest wish fulfilled?
Where were you New Year’s Eve?
What is your favorite color, radio station, kind of music or group, vacation spot, animal, food, view, sport?
When you see yourself in a mirror, what do you like best?
What’s your best quality?
What do other people like about you, notice about you; what do they praise about you?

Feb 1 Using expression in delivery: Tell a memorized story to the class—or perform a monologue for the class. No reading! (5 minutes) Feb 1 Journal due

Directives for the memorized story

Select a story you like, one you think will interest the audience.
Create various voices for the characters.
Use voice, face, and body to deliver the story fluently, to build suspense, to convey emotion.

Feb 8 Using expression in delivery: Read or recite a short poem or prose piece or song lyrics. Sing, if you prefer. (5 minutes)

Directives for reading a short poem or prose piece or song lyrics

Select interesting material.
Use exaggerated delivery (facial and vocal expression; whole body involvement).
Introduce the piece. Orient the audience to the piece, the author, the source. Clue them into any interesting or peculiar aspects of the piece. Explain any concepts they might not understand.
Open and close with poise.

Feb 15 5-minute special occasion speeches
Read Ch 17 Speaking on Special Occasions Feb 15 Journal due

Directives for the special occasion speech

Choose a topic you feel strongly about, one you think you can involve the audience with.
Be sincere. Don’t exaggerate.
Use concrete details to convey aspects of your subject that have moved you, but don’t try to cover the resume of the person or event you are honoring.
Use effective language and delivery.
Begin and end gracefully.
Use the Speech Critique Sheet as a checklist for what you should plan to do or avoid doing.
This is the only speech assignment for which you may invent a different time, occasion, and audience.
Tell the class what’s going on before you begin your speech if they won’t quickly understand your assumptions from the material in the speech itself.

Sample special occasion speech occasions

retirement
birthday
wedding
religious holiday
political holiday
funeral
dedication of a memorial, of a building, a national forest
welcome into a family (adoption, marriage)
mother’s Day, Father’s Day
graduation
planting a tree by a 4^th grader
sports dinner, soccer team won the district
Shakespeare’s birthday
the first day of spring
the loss of your first child’s first tooth

Feb 22, Mar 14 7-10 minute demonstration speeches
Discussion of outlining. Practice for the informative speeches

Read Ch 13 Using Visual Aids, Ch 7 Supporting Your Ideas, Ch 8 Organizing the Body of the Speech Mar 14 Journal due

Directives for the demonstration speech

Choose a topic which requires you to show how something works or how something is done. Avoid joke topics such as beer pong.

Use a visual aid. (The chalk board is NOT acceptable. Electronic aids ARE acceptable. Don’t bring contraband items to campus. Use animals and small children only if you can ensure their appropriate behavior.)
Use a visual aid large enough for the whole audience to see.
Choose a topic that interests you or that you have experience with.
Organize ideas and physical materials efficiently.
Involve the audience if you can manage the time factor efficiently.
If your demonstration involves a process with a wait period, consider using the time to relate history of the item or problems doing the process.
Do NOT give a speech on how to give a speech.
Do NOT demonstrate a simple recipe.
Use the Speech Critique Sheet as a checklist for what you should plan to do or avoid doing.

Sample demonstration speech topics: How to do something

detail a car
restore a car
perform an electrical or plumbing repair
train an animal
refinish furniture
manage time or money
balance a checkbook
eat healthfully
dress in a national costume
organize computer files
buy a used car, a camera
pack for 10 weeks in Europe using one suitcase
dry or can vegetables or fruit
read the stock pages, a racing form
quilt; knit; crochet
origami
the tango
use physical defense tactics

Sample demonstration speech topics: How something works

computer
gravity
non-verbal communication
the internet
statistics (ethically, non-ethically)
campaign finance
internal combustion engine
the simple machines: pulley, lever, wedge, wheel and axle, inclined plane, screw
perspective (in art, drawing)
the vascular system
electricity

Mar 28, Apr 4 7-10 minute informative speeches

Read Ch 4 Selecting a Topic and Purpose, Ch 6 Gathering Materials, Ch 10 Outlining Your Speech, Ch 14 Speaking to Inform Apr 4 Journal due

Directives for the informative speech

Choose a topic that interests you and that has sufficient novelty and interest for the audience.
Hand in an outline using the required form. Furnish a list of sources.
Use visual aids if they help convey the information.
Use the Speech Critique Sheet as a checklist for what you should plan to do or avoid doing.

Sample informative speech topics

quantum mechanics
the concept of zero
various number systems
alphabets – varieties of; origin of
the human genome
the Great Chain of Being
astronomy—black holes; comets; why Pluto got demoted from planet status; Ptolemaic vs. Copernican system
clothing fasteners—the history of the zipper; frogs, loops, brooches, buttons
foods for health—what greens are good for; calcium content; beta carotene
the history of dog breeds
the history of the domestic cat
animal thought; animal emotion
the history of tobacco
the battle of Gettysburg
Microsoft as robber baron
mad cow disease
hoof and mouth disease
couponing on the internet
cool facts about metals
the history of life-saving techniques
gems for pleasure, for investment
the diamond cartel
fashions in beauty: footbinding, corsets, lead-based makeup . . .
bullying
Missouri’s clandestine cock-fighting network
how cities’ utilities work (what’s strung through the air, buried underground)
the Louisiana Purchase Exhibition (St. Louis World’s Fair of 1904)
higher education in Europe, Turkey, Japan

Apr 11,18 7-10 minute speech to persuade an audience to act.
Read Ch 15 Speaking to Persuade, Ch 16 Methods of Persuasion Apr 18 Journal due

Directives for the speech persuading an audience to act

Choose a topic you care about.
Hand in an outline using the required form. Furnish a list of sources.
Avoid a point of view that coincides with what the audience is already doing.
Use the Speech Critique Sheet as a checklist for what you should plan to do or avoid doing.

Sample topics to persuade an audience to act

to perform an act of senseless kindness every day
to speak up each time an instance of sexism, racism, size-ism, or any other prejudice occurs
to befriend an international student
to tutor another student
to drive safely
to learn about a rival culture
to learn and use a technique for stress reduction
to encourage folly in our own life and in the lives of our loved ones
to eat only organic foods
to become an organ donor
to donate blood
to join the Peace Corps
to pre-cycle and recycle
to become a Big Brother/Big Sister

Apr 25, May 2 7-10 minute speech to persuade an audience to adopt a position on a controversial issue

Directives for the persuasive speech

Choose a controversial topic you care about.
Advocate a position; don’t merely tell the audience about both sides of the issue.
Know the arguments on both sides of the issue; mention and answer the opposing arguments.
Don’t choose a point of view that coincides with what the audience already does or believes.
Decide whether your topic should be dealt with as a question of fact, of value, or of policy; choose an appropriate method of organization for your speech (p. 406-423).
If, as you research your controversial topic, you find material that sways you from your original stance, you’ve probably found good evidence to persuade the audience.
You may advocate the stance that you do NOT believe in if you choose, but it’s usually easier to persuade an audience if you do believe what you say.
Hand in an outline using the required form. Furnish a list of sources.
Use the Speech Critique Sheet as a checklist for what you should plan to do or avoid doing.

Sample persuasive speech topics

that the U.S. should ratify the Kyoto Protocol
that electric or hybrid automobiles will not replace internal combustion engines
that other animals can think
that Libertarian party ideals are the most attractive
that the pregnant person should make the decision on abortion
that elections should be publicly funded
that a national health care system is feasible for the United States
that the United States should/should not attempt to impose democracy and capitalism on other nations

CHECKLIST OF ASSIGNMENTS, PERCENTAGE OF COURSE GRADE

Jan 25 5-minute speech: Introduce yourself to the class. 5%
Feb 1 5 minutes. Using expression in delivery: Tell a memorized story to the class. 5%
Feb 8 5 minutes. Using expression in delivery: Read or recite a short poem or prose piece or song lyrics—or sing. 5%
Feb 15 5-minute special occasion speech 10%
Feb 22, Mar 14 7-10 minute demonstration speech (visual aid required; chalk board not acceptable) 15%
Mar 28, Apr 4 7-10 minute informative speech 15%
Apr 11, 18 7-10 minute speech to persuade an audience to act 15%
Apr 25, May 2 7-10 minute speech to persuade an audience to adopt a position on a controversial issue 15%
Journaling on the assigned chapters in the text 15%

SKIP OPTIONS

You may choose to skip one speech worth 5% or 10% (except the speech introducing yourself to the class) and one speech worth 15% if you substitute, for each skip, attendance and a 1-2 page reflection on a presentation or concert you attend on campus (or the Speakers Series) not required or extra credit for another class.

Let the teacher/class know if you plan to skip a speech.
Indicate on your reflection paper which speech the attendance/reflection substitutes for.
Note the name, date, and location of the event on your reflection paper.
Submit the reflection paper by the 2^nd class meeting after each event you attend.

JOURNALING – 15% of course grade

Submit the journal entries at the D2L Dropbox by the due date.

Note and comment on at least 5 items in each chapter (and Ch 3 appendix only).
Label your notes from each chapter with chapter number and name.
Indicate the page number of the source of each note and comment.

Ch 1 Speaking in Public, Ch 3 Appendix only, Ch 5 Analyzing an Audience, Ch 9 Beginning and Ending the Speech, Ch 11 Using Language, Ch 12 Delivery.
Ch 17 Speaking on Special Occasions
Ch 13 Using Visual Aids, Ch 7 Supporting Your Ideas, Ch 8 Organizing the Body of the Speech
Ch 4 Selecting a Topic and Purpose, Ch 6 Gathering Materials, Ch 10 Outlining Your Speech, Ch 14 Speaking to Inform
Ch 15 Speaking to Persuade, Ch 16 Methods of Persuasion

5 points maximum for each chapter and for Ch 3 Appendix):
1 – on time
1 – chapter number and name, page number of source of each note and
1 – grammar, usage, and punctuation
1-2 – pertinence and thoughtfulness of the comments on each note

ASSIGNMENT CHART

Date	Reading	Speaking	Journal due 15%
Jan 18	Ch 1,3(appendix only), 5,9,11,12
Jan 25		5 min speech introducing yourself 5%
Feb 1		5 min memorized story or monolog 5%	Ch 1,3(appendix only), 5,9,11,12
Feb 8		5 min reading of poem or prose; or singing of a song 5%
Feb 15	Ch 17	5 min special occasion speech 10%	Ch 17
Feb 22, Mar 14	Ch 13, 7, 8	7-10 min demonstration speech 15%
Mar 14		Discussion of outlining; practice for informative speeches	Ch 13, 7, 8
Mar 28, Apr 4	Ch 4,6,10,14	7-10 min informative speech w/ outline 15%
Apr 4			Ch 4,6,10,14
Apr 11,18	Ch 15,16	7-10 min speech to persuade the audience to act w/ outline 15%
Apr 18			Ch 15,16
Apr 25, May 2		7-10 min speech to persuade the audience on a controversial issue w/ outline 15%

CRITERIA FOR LETTER GRADES

The evaluation of each class assignment or listed portion of the course work will be specified by a letter grade. The letter grades indicate a judgment of the quality of the completed assignment. The letter grades used and their values are listed in the Maryville catalogue.

The highest grade “A,” for instance, marks work of exceptional quality which shows understanding of the assignment, the topic, the medium, the context, the background; which shows evidence of a thoughtful organization of ideas, drawing of relationships between ideas, presenting of concrete supporting evidence and discussion to illustrate ideas, knowledge of the appropriate broader context of the ideas; which uses effective and appropriate presentation techniques; which uses effective and appropriate standard language; which shows insight, inventiveness, creativity; which shows sensitivity to the current state of knowledge and information about the topic and contributes to the advancement of knowledge and understanding of the topic.

The other grades mark work showing lesser levels of mastery in the areas listed above. “B” work is superior, shows some exceptional quality but not in all areas listed. “C” work is average, may have some exceptional qualities and some deficiencies. “D” work is of insufficient quality in some of the areas listed and has little redeeming quality in those areas. “F” work is insufficient in more areas and has no sufficient redeeming quality.

LATE, INCOMPLETE, MISSING WORK

Late or incomplete work will be graded lower than work that is complete and on time. Missing work will cause a minus grade for that portion of the course work (not zero percent, but minus whatever percentage is assigned to that item).

CLASS ATTENDANCE POLICY

Students are expected to attend, completely, all class meetings whether or not they are presenting. Students are responsible for all information presented during class.

Students must give their speeches on the date assigned.

STUDENTS WHO MISS MORE THAN 3 CLASSES WILL RECEIVE A COURSE GRADE OF F.

PLAGIARISM POLICY (ZERO TOLERANCE)
ANY INSTANCE OF PLAGIARISM WILL RESULT IN A COURSE GRADE OF F.
All instances of plagiarism will be reported to the School dean, who forwards that information to appropriate University administrators.

PRESENTATION CRITIQUE SHEET

STRUCTURE OF THE PRESENTATION
Introduction
Establish credibility
Establish rapport
Get audience’s attention
Introduce the topic
Give a presummary of main ideas
Body
Present main ideas in logical order
Provide support for main ideas which is
varied
appropriate
concrete
Provide transitions between
intro/body/conclusion
main ideas
supporting elements
Conclusion
Summarize main ideas
Close effectively

PHYSICAL PRESENCE
Posture
Use of appropriate gestures
Poise, commanding presence
Eye contact; facial expression
Absence of distracting mannerisms
VOICE
Conversational variety
Pitch
Volume
Pace
Quality
Enunciation
LANGUAGE
Vocabulary
Avoidance of vocal mannerisms
Use of enrichment such as imagery; the aesthetic dimension
Pronunciation

MOTIVATION OF THE AUDIENCE TO LISTEN
Use of humor, suspense, familiar reference
Logical appeals; emotional appeals; charisma

SPCH 110.01 Oral Communication required speech outline form

Type your outline. Fill in all items. Staple the pages together.

Copy this form from the course syllabus at http://accweb.itr.maryville.edu/schwartz to use with your word processing program.

Speaker’s name:

Circle the speech assignment: informative persuade to action persuade on a controversial topic

See Ch 4. Specific purpose (what you expect the speech to accomplish):

See Ch 4. Central idea (what you expect the speech to say):

INTRODUCTION

Attention-getter

Specification of the topic

Establishment of credibility

Establishment of rapport with audience, fitting the topic to the needs of the audience

Presummary of main ideas

Transition

BODY

1^st main point

Presummary of subpoints under this main point

1. Subpoint (supports 1^st main point)

a. support for this subpoint

b. support for this subpoint

2. Subpoint (supports 1^st main point)

a. support for this subpoint

b. support for this subpoint

3. Subpoint (supports 1^st main point)

a. support for this subpoint

b. support for this subpoint

Internal summary of subpoints

Transition

2^nd main point

Presummary of subpoints under this main point

1. Subpoint (supports 2^nd main point)

a. support for this subpoint

b. support for this subpoint:

2. Subpoint (supports 2^nd main point)

a. support for this subpoint

b. support for this subpoint

3. Subpoint (supports 2^nd main point)

a. support for this subpoint

b. support for this subpoint

Internal summary of subpoints

Transition

3^rd main point

Presummary of subpoints under this main point

1. Subpoint (supports 3^rd main point)

a. support for this subpoint

b. support for this subpoint

2. Subpoint (supports 3^rd main point)

a. support for this subpoint

b. support for this subpoint

3. Subpoint (supports 3^rd main point)

a. support for this subpoint

b. support for this subpoint

Internal summary of subpoints

Transition

CONCLUSION

Summary of main points

Moving or thought-provoking closing linked to the introduction

LIST OF SOURCES (minimum 3)

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SAMPLE OUTLINE FOR AN INFORMATIVE SPEECH

Specific purpose: To convey a better understanding of the art of silent film, especially German Expressionism.

Central idea: I would like to give a brief history of Expressionism, the characteristics of Expressionism, and some of the prominent directors of this era.

INTRODUCTION

Attention-getter: Silent films aren’t usually prevalent on a list of people’s favorite films. They are mostly forgotten by the general public, or viewed as novelty at best. However, upon further inspection, silent films are an important art form that should not be lost to the ages.

Specification of the topic: German Expressionism is an era of film making that began in the late teens and was characterized by it use of art as film.

Establishment of credibility: After taking a history of film class and reading a book written exclusively on Expressionism, I believe the topic is interesting and important enough to share with others.

Establishment of rapport with audience, fitting the topic to the needs of the audience: Each person in this room has more than likely seen dozens of films in their lifetime. Expressionism, along with all other types of silent films, served as the origins of what we watch today. Without these films, there would be no Lord of the Rings, Office Space, Terminator, or any of the other films we take for granted.

Presummary of main ideas: The events in Germany jumped start this era. Characteristics of it differed from anything seen thus far. Directors of this time are still seen as important figures in film history today.

Transition: I would not be talking about this topic today if the history of German had not been so tragic at the turn of the century.

BODY

1^st main point: History of the Expressionist Era

Presummary of subpoints under this main point: Expressionism occurred early in the history of film. It reflected the turmoil faced in post-WWI Germany. This era of film helped the movie industry progress greatly.

1. Subpoint (supports 1^st main point): History of Film

a. support for this subpoint: 1896 Edison patents the Vitascope

1895 Lumiere brothers begin showing moving pictures

b. support for this subpoint: 1903 Edwin S. Porter’s “The Great Train Robbery” 1^st

narrative film

2. Subpoint (supports 1^st main point): Germany’s History

a. support for this subpoint: WWI ended 1918, leaving Germany in shambles

b. support for this subpoint: struggles began to live up to the demands of the treaty of Versailles and keep the citizens harmonized.

3. Subpoint (supports 1^st main point): Contributions to the worldwide film industry

a. support for this subpoint: Horror films were first prevalent

b. support for this subpoint: Lighting (Der Golem) and costuming emphasized

Internal summary of subpoints: The history of Germany influenced the existing films, which, in turn, influenced the films to come...

Transition: The history and factors surrounding Expressionism resulted in a type of film that had never been seen before. The characteristics of this era of film changed films for the rest of time.

2^nd main point: Characteristics

Presummary of subpoints under this main point: Dark themes, distorted images, light/dark contrast

1. Subpoint (supports 2^nd main point): Dark themes

a. support for this subpoint: supernatural (vampires, demons, monsters, etc.)

b. support for this subpoint: Nosferatu, Cabinet of Dr. Caligari (Wiene)

2. Subpoint (supports 2^nd main point): Distorted Images

a. support for this subpoint: Cabinate of Dr. Caligari

b. support for this subpoint: Waxworks (Paul Leni)

3. Subpoint (supports 2^nd main point): Light/ Dark contrast

a. support for this subpoint: Shadows/ Silhouettes

b. support for this subpoint: Metropolis

Internal summary of subpoints: Dark themes, distorted images, and an emphasis on the contrast of light and dark are three of the main giveaways that you are watching an Expressionist work.

Transition: The directors of the time included most of these characteristics in their work.

3^rd main point: Important directors

Presummary of subpoints under this main point: F.W. Murnau, Fritz Lang, and Robert Wiene

1. Subpoint (supports 3^rd main point): F.W. Murnau

a. support for this subpoint: 1922 - Nosferatu, filmed on site

b. support for this subpoint: Faust, The Last Laugh, Tabu, Sunrise

2. Subpoint (supports 3^rd main point): Fritz Lang

a. support for this subpoint: focused on the dark side of human nature

b. support for this subpoint: Metropolis (crowd scene)

3. Subpoint (supports 3^rd main point): Robert Wiene

a. support for this subpoint: one of the 1^st Expressionists

b. support for this subpoint: The Cabinet of Dr. Caligari

Internal summary of subpoints: Among the directors of this era, F. W. Murnau, Fritz Lang, and Robert Wiene rank among the most prominent.

Transition: The directors were the forces who truly made Expressionism what it was.

CONCLUSION

Summary of main points: The history of Germany, along with the history of film, included, and helped to bring about, an era of film known as Expressionism. Expressionism included a number of trademark qualities that were common in a number of director’s works, some of whom are considered to be very important and well remembered even today.

Moving or thought-provoking closing linked to the introduction: Sadly, many films, not only from the Expressionist era, but also from the era of silent film in general, have been lost to history. The type of film that these movies were made on had a tendency to disinigrate within a few decades of being made. It is extremely important for people today to take time to view this type of art and this piece of history.

List of sources

Eisner, Lotte H. The Haunted Screen. Los Angeles: University of California Press, 1969.