Would you let the names of the high-pos out to the rest of the organization?

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GUNDERSON LUTHERAN HEALTH SYSTEM IN LA CROSSE, WISCONSIN, IS A HEALTH CARE DELIVERY COMPANY

Gunderson Lutheran Health System in La Crosse, Wisconsin, is a health care delivery company that includes a 325-bed hospital, several specialty medical practices, and 41 clinics. In a recent year, they saw 1.4 million outpatient visits. The network has 6,834 employees including physicians, medical staff, managers and supervisors, and senior leaders. The age of their health care managers was a concern when asked whether they had a ready supply of leaders to step in. Upper management felt that growing leaders internally made sense from the standpoint of continuity and cultural fit. The HR staff researched best practices in talent management and development. The result was the establishment of a Talent Development Review Group including the top leaders. This group became accountable for developing leaders, making necessary development happen, and overseeing the growth of high-potential (high-po) talent. The Review Group followed five steps in their process.
1. They spent two years building a tiered leadership competency model that included criteria for executives, directors, and managers to ensure the right mix of KSAs. The tiered model defined behaviors and competencies necessary to demonstrate excellence in each role. The competencies were used for behavioral interview questions and for position descriptions, and they formed the basis for 360-degree feedback.
2. The next step was to identify high-potential talent. The Review Group picked candidates for consideration in each of four pools. Pool members had to demonstrate willingness to:
• Advance
• Participate in leadership assessment
• Receive feedback and coaching
• Take on development opportunities
• Invest the necessary time
In the five years after the program began, 60 high-po employees at all levels of leadership were identified, assessed, and had their career paths discussed.
3. Once high-pos had been identified and invited into a pool, it was time to assess the talent.
The high-pos took assessment tools to identify strengths and development needs. Each candidate and the Review Group determined an initial strategy for closing gaps in the candidate’s readiness.
4. A variety of tools were used to develop plans for individual high-pos, including stretch assignments, role expansion, job rotations, coaching, on boarding, continuing education, mentoring, project assignments, and committee assignments.
5. Tracking progress included setting milestones and success metrics to make sure candidates would build the necessary skills. The effect of the development activities on performance was measured as well, with feedback from peers, colleagues, and superiors. The Review Group continues to look at progress annually. While numbers tell a positive story, another big change has been in the culture among the top leaders, who now see talent development as a strategic necessity.
Would you let the names of the high-pos out to the rest of the organization? Why or why not?
 
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Topic 4- Discussion Forum 4

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Topic 4- Discussion Forum 4

Question descriptionPlease write a Paragraph answering to this discussion below with your opinion:

I have over twenty years of experience in Nursing, but I need the education
that goes with it. I look forward to obtaining my Bachelors of Science in
Nursing for now, and eventually my Masters of Science in Nursing in the future.
It’s been a while since I have been in school, so my greatest fear is accomplishing
my educational goals with the use of technology. Back in the day we used paper
and pen so I’m afraid that I’m not that technology savvy. I do believe that I
will overcome this fear, though. To overcome my fears, I must be committed,
focused, determined, and have self-motivation. One educational fear that I
conquered was in my final year of nursing school back home in Ghana. I had to
do my capstone in nursing care study. I was assigned to our principal nursing
tutor so that she could help me with the course work. She was very strict,
unfriendly, and was never satisfied with what anyone had to offer. She
disagreed with the topic I chose to write about and instead wanted me to write
about a topic she had chosen for me. I took bold measures and explained to her
about the topic and disease condition that I intended to write about. I was
very afraid that she was going to reject my topic, but she accepted it even
though it took her about two weeks to finally approve my topic. By taking
initiative, I was approved of my topic and I passed the capstone course with
flying colors.

 
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Does either theory diminish free will?  Why or why not?

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Assignment Details In a researched essay of 2-3 pages, using APA format, consider the following:  The philosopher John Locke theorized that humans are born with a blank slate or a tabula rasa.  Our experiences imprint on the blank slate – and this is how we achieve knowledge, according to Locke.  An opposing philosophical theory holds that humans are born with innate ideas.  That is, we already have some information or ideas in our heads at birth.    For the first part of your essay consider which theory you agree with.  Does either theory diminish free will?  Why or why not?   After you have addressed this consider a work situation or a social situation in which you believe that your right and ability to make a decision from free will was compromised by obstacles or rules or societal norms. Answer the following questions:· Why do you think that your free will was compromised?  What led you to make the decisions and take the actions that you took? · How did you resolve the differences between what you really wanted to do in the situation, and what the restrictions, rules, or societal conventions “told” you to do? · How should people, in general, react to conflicting feelings about the actions to take in given situations?Utilize at least 1 credible source to support the arguments presented in the paper. Make sure you cite sources appropriately within your paper, and list them in APA format on your Reference page. Your paper should be 2-3 pages in length, not counting the Title page and Reference page. In accordance with APA formatting requirements, your paper should include a Title and Reference page, should be double-spaced, and include a running head and page numbers.
 
 
 
 
 
 
Grading Criteria
 

 
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Research the different nursing care facilities in your community

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Research the different nursing care facilities in your community. Discuss the pros and cons of the facility in terms of what they offer. Provide a brief report with the following questions:

• What is the basic rate for room, board, and services (it’s a good idea to get this information in writing)?
• What services are covered by this rate?
• Are there other services available and how much do they cost?
• What are the payment policies?
• What is the refund policy if someone leaves before the end of a month?
• What is the policy for rate increases?
• How long has the current administration been in place?
• Is there enough staff available to meet my needs?
• Is there frequent staff turnover?
• Is some level of nursing care provided (RN, LPN, Nursing
• Assistant)? How often is it available?
• Who will help me with medications if I need it (e.g. reminding me to take them, opening the bottle)?
• Can someone administer medications to me if I can’t take them myself (e.g. applying medication to my skin, putting a pill in my mouth)?
• Can someone help me if I need special care (e.g. caring for a wound)?
• What happens if I have an emergency? Can I get help right away?
• Are staffs suitably dressed, personable, and outgoing?
• Do the staff members treat residents with respect and dignity?
• Do staff members treat each other in a professional manner?
• What language does most of the staff speak?
• What type of help with personal care is available (e.g. bathing, dressing)?
• How flexible is the schedule for receiving help with personal care?
• What, if any, transportation services are available? (e.g. medical appointments, shopping, religious services).
• Will staff arrange for activities (e.g. hair appointment, concert)?
• How does the home support and accommodate personal hobbies?
• Are there regularly planned activities that I will enjoy?
• Will I be able to attend religious services of my choice?
• Can I bring my pet with me when I move?
• When can I have visitors?
• Are there shops, a library, a park, or other amenities within walking distance?
• Is the home close to activities I enjoy?
• Is the home on a bus line?
• Is there an outside area to sit, walk, or garden?
• Are there shops, a library, a park, or other amenities within walking distance?
• Is the home close to activities I enjoy?
• Is the home on a bus line?
• Is there an outside area to sit, walk, or garden?
• Is the floor plan easy to follow?
• Are doorways, hallways, and rooms accommodating to wheelchairs and walkers?
• Are there hand rails to help with walking and in the bathroom?
• Are cupboards and shelves easy to reach?
• Are there nonskid floors and firm carpets to assist walking?
• Does the home have good natural and artificial lighting?
• Is the home clean, free of odors, and well heated and cooled?
• Does the home meet my standards of cleanliness?
• Is the home free from obvious environmental hazards?
• Are the home’s rooms clean, safe, and adequate for my needs?
• Will I have free use of common areas, such as the kitchen, activity rooms, toilet facilities, dining room, or grounds?
• Can I smoke in my room or in common areas?
• What furniture is provided?
• Can I bring along some of my furniture or other personal items?
• Can I adjust the temperature of my room?
• Is there a sit-down shower?
• Can I have my own personal phone line or internet connection?
• Are emergency procedures clearly posted?
• Am I able to lock my room and/or are there locked areas in each room for personal valuables?
• Is the food pleasing, nutritious, adequate, and attractively served?
• What if I don’t like what is being served?
• Can I cook in my room?
• Are snacks available?
• Are there specific meal times or are they flexible?
• Is there a refrigerator available to store my personal food?
• Will the home meet my dietary or cultural food preferences?
• Can I request special foods?
• Do other residents socialize with each other and appear happy and comfortable?
• Do residents speak favorably of the facility?
• Do the residents look like people I want to live with?
• How are room changes and roommate concerns addressed?
• Is there a resident group that meets?
• Do any of the other residents have a history of violent or other problem behaviors? How are these situations handled by staff?

 
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NURSING TURNOVER WITHIN THE AMBULATORY CARE (ACS) SETTING

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NURSING TURNOVER WITHIN THE AMBULATORY CARE (ACS) SETTING

Evidence-Based Practice [provide definitions for a) evidence-based practice b) quality improvement and c) research. Please include references using APA format.]Describe how you would use each process (e.g. EBP QI and research) to address the selected quality indicator in Ambulatory Care.A.Description of Clinical Problem/Situation:Nursing Turnover within the Ambulatory Care (ACS) SettingB.PICO QuestionThe following PICO question has been devised to guide this exploration of the scientific literature and other essential forms of evidence.PICO Question Components:P: [patient population or problem]Nurse Retention within the Ambulatory Care SettingI: [intervention or treatment]Factors that may positively influence retention rateC: [comparison with other treatments when warranted]Factors that may negatively influence retention rateO: [outcome] ?Question: What factors may positively (I) or negatively (C) impact nursing retention within the Ambulatory Care Nursing setting (P) (O)?C.Sources of Evidence & References[types of evidence published expert opions patient preferences etc.]Article 1 Article 2 -D.Critical Appraisal of the Evidence[briefly describe how this was done used the Johns Hopkins Nursing EBP criteria provider an evidence rating for each article/evidence source used [e.g. 1A 3C etc.][ex: Each article was critically appraised using the Johns Hopkins Nursing Evidenced-based Practice Research criteria. As an example the article Questions to consider should we implement the practice recommendations? Would this change improve nurse retention outcomes? Would it improve overall unit/pavilion operations e.g. costs workload culture? Can the evidence be translated inn other ways e.g. policy/procedure development?E.Translation[would you put the evidence you appraised into practice? How would that be done? Should we implement the practice recommendations? Would this change improve our nurse retention outcomes? Would it improve overall unit/pavilion operations (e.g. costs workload and culture)? Can the evidence be translated in other ways (e.g. policy/procedure development)?

 
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Genetic Disorders Brocure

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Genetic Disorders Brocure

Genetic Disorders Extra Credit Project

Select a genetic disorder from the list provided to research and prepare a project to present required information. The project may be a tri-fold brochure, or a poster. A fact worksheet must be completed and turned in with the finished project. All work must be in the student’s own words. Copying and pasting are not allowed. A list of references must he included with the project.

Genetic Disorders List

Cystic Fibrosis Phenylketonuria
Duchcnnc Muscular Dystrophy Prader-Willi Syndrome
Fragile X Syndrome Sickle Cell Disease
Huntington’s Disease Tay-Sachs
Hemophilia “I’urner Syndrome
Marfan Syndrome Wilson Disease

Instructions

l. Select a disorder from the list above.

2. Start with the list of reputable Web sites below and complete the tact worksheet provided. Other references may be used. Foundations and other organizations devoted to working with a particular disorder are typically good sources of information. Google or other search engine may be used to find a site but should not be listed as a reference.

3. Prepare a project to present the information in a creative way. Options include  tri-fold brochure, or poster. Other options must be approved by the teacher prior to the due date.

4. Be sure to include a reference list. References may be listed with the title of’ [he Organization and the Web address. Books need to include the title, author, and copyright date. A minimum of 4 sources must be used.

5. Follow any directions specific to the project chosen.

Suggested Sources for Reputable Information

Human Genome Project http://www.ornl.gov/sci/techresources/Human_Genome/medicine/assist.shtmt

National Human Genome Research Institute http://www.genome.gov/10001204

New York Online Access to Health http://www.noah-health.org/en/genetic/

National Library of Medicine/National Institutes of Health http://www.nlm.nih.gov/mediineplus/geneticdisorders.html

Mayo Clinic- Diseases and Infections

http://www.mayoclinic.com/health/DiseasesIndexDiseasesIndex

Genetic and Rare Conditions Site http://www.kumc.edu/gec/support/

NORD National Organization for Rare Disorders http://www.rarediseases.org/rare-disease-information/rare-diseases/

Specifics for Individual Projects

All of the categories of information on the fact sheet must be included for each project. There must be a minimum of 2 visuals (pictures, drawings, charts, etc.) related to the chosen condition. The information

Tri-fold brochure: Include information on each section and incorporate pictures as noted above. References and student name and period should go on the back-center section.

Poster: ‘lhis will require more creativity as all the information will be seen at once. Neatness is especially important. The different sections of need to be arranged in a creative way with the visuals to ensure that Lhe poster is informative and interesting rather than busy and distracting. Name, period. and references should be placed on the back of the poster.

Genetic Disorder Fact Sheet

General information: What other names are there for this disorder? (Example: Down

Syndrome is also Trisomy 21) How frequently does it occur? (Example: 1 in 350 births) Who is at risk? What population is affected? What is the life expectancy of individuals with this disorder? Can they have children as adults? Will those children be affected?

Symptoms: Does it affect muscle tone, appearance, mental ability, digestion, etc.?

Diagnosis: Are there prenatal tests for this disorder? Is there a screening test for newborns? Is it diagnosed later in life?

Inheritance: What is the cause and how is it inherited? Is it caused by a mutation? A nondisjuncture (extra chromosome)? Is it sex-linked, recessive, and/or dominant? What gene or chromosome is involved? (Examples: X, Y, 21)

Treatment: What kind of medical assistance will the affected child need? Will further assistance be needed, as the child grows older? Are there any treatments or cures? Medicines? Dietary restrictions? Behavioral treatment? Gene therapy?

Other interesting facts: Are there any famous people who have had this disorder? Any other interesting information?

Foundations or Support Groups:

 
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Types of sampling techniques.

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Discussion

Sampling

-Explain each sampling technique discussed in the “Visual Learner: Statistics” in your own words, and give examples of when each technique would be appropriate

The visual learner statistics learner statistics include five different types of sampling techniques. They are simple random sampling, systematic sampling, convenience sampling, stratified sampling and cluster sampling.

Simple Random Sampling: In a simple random sampling, individuals are chosen at random and not more than once to prevent a bias that would negatively affect the validity of the result of the experiment. Individuals in the sample are given equal opportunity to be selected.

Stratified Sampling: The population is divided into two or more groups called strata that share common characteristics and deriving a sample from each different group. Example: Collecting the same set of data from college educated individuals, individuals with some college education, and data from individuals with no college experience.

Convenience sampling: Sampling a group of people that are readily available, an easy or convenient way to collect a sample. Example: Collecting a data on a group of patients that have an appointment with their doctor in a single day

Cluster sampling: Is a simple technique where the entire population is divided into groups or clusters and then a random sample of these clusters are selected. Example of use of this type of sampling would be to find out about city taxes in Maryland. It would be too difficult to get a random sample in the state of Maryland, so the researcher could use cluster sampling to get data from certain cities in Maryland and that would basically give them an idea of city taxes in Maryland.

Systematic sampling: In systematic sampling, the member of the population is selected randomly at a particular starting number. Example a researcher has a total population of 100 individuals. From the list, the researcher randomly selects the first sample elements from the K elements of the population list, thereafter every K element on the list is selected.

Reference

Alvi, M. (2016). A manual for selecting sampling techniques in research.

Moore D.S &McCabe (2013) Introduction to the practice of statistics  (5TH edition) Freeman and company New York.

 

5-I defiantly agree with you, Nurses as researchers need to find the right mix of sampling type that would be most appropriate first to the patients involved, secondly as to the particular dialysis if involved and future treatments, they must also be looking at the future growth of the profession and best practices before embarking with any type of sampling decision. Sampling bias and error is the end product of poor decision making involving sampling types

 

6-You did a great job explaining the types and forms of visual learning provided, I also opine that because population keeps getting wider and wider and there is a need to streamline it into manageable parts, the idea for types of sampling was birth. And the choice on the type is dependent on the researcher, the research basis and the population itself. Dr. James Lani of Complete Dissertation defines sampling as a “statistical procedure that is concerned with the selection of the individual observation; it helps us to make statistical inferences about the population”

References

James L (n.d) Sampling. Retrieved from http://www.statisticssolutions.com/sample-size-calculation-and-sample-size-justification/sampling/

 
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BIO9 Human Biology Term Project

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BIO9 Human Biology Term Project

Goals:

1. Being able to understand and analyze information in the media.

2. Stimulate critical thinking and curiosity.

3. Being able to carry out bibliographical research.

4. Being able to write in a clear and precise way ideas and scientific information.

What the term project will consist of?

1. Find a news article (New York Times, Science Daily, BBC News or a different source) about some topic related to human biology that interests you.

2. Come up with a question related to that topic. The questions must be interesting enough so you can write a short paper based on it.

3. Attend the following library workshops: B, P and W (http://www.ccsf.edu/en/library/research-help/instruction.html).These workshops will help you to use the available resources to find scientific articles.

4. Write a paper that provides an answer to your question based on the information found in scientific articles.

What should the paper include?

1. A short summary of the news article you based your question on (no longer than half a page).

2. The question you want to answer in relation to the news article.

3. The answer to your question (2-4 pages). Include a conclusion.

4. Bibliography (at least three scientific articles).

What format should the paper have?

 The paper needs to be typed, double-spaced and in 12 font.

How will the paper be evaluated?

1. Creativity: Is your question interesting enough that allows you to write a paper on it? (20 pts.)

2. Clear summary of the new article: Can I understand the main points of the news article by reading your summary? (10 pts.)

3. Do you answer the posed question? (15 pts.)

4. Does your paper have a sound conclusion? (20 pts.)

5. Did you use and cite in the proper way scientific articles? Did you attend the three library workshops? (15 pts.)

6. Is your paper written in a clear manner that makes use of proper grammar? (20 pts.)

 
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Evaluate one merit and one limitation of using the problem-solving model for this case

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 Psychology homework help

 

The problem-solving model was first laid out by Helen Perlman. Her seminal 1957 book, Social Casework: A Problem-Solving Process, described the problem-solving model and the 4Ps. Since then, other scholars and practitioners have expanded the problem-solving model and problem-solving therapy. At the heart of problem-solving model and problem-solving therapy is helping clients identify the problem and the goal, generating options, evaluating the options, and then implementing the plan.

Because models are blueprints and are not necessarily theories, it is common to use a model and then identify a theory to drive the conceptualization of the client’s problem, assessment, and interventions. Take, for example, the article by Westefeld and Heckman-Stone (2003). Note how the authors use a problem-solving model as the blueprint in identifying the steps when working with clients who have experienced sexual assault. On top of the problem-solving model, the authors employed crisis theory, as this theory applies to the trauma of going through sexual assault. Observe how, starting on page 229, the authors incorporated crisis theory to their problem-solving model.

In this Final Case Assignment, using the same case study that you chose in Week 2, you will use the problem-solving model AND a theory from the host of different theoretical orientations you have used for the case study.

You will prepare a PowerPoint presentation consisting of 11 to 12 slides.

To prepare:

  • Review and focus on the case study that you chose in Week 2. (Jake Levy Case Study)
  • Review the problem-solving model, focusing on the five steps of the problem-solving model formulated by D’Zurilla on page 388 in the textbook.
  • In addition, review this article listed in the Learning Resources: Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: Overview and application. The Counseling Psychologist, 31(2), 221–239. https://doi-org.ezp.waldenulibrary.org/10.1177/0011000002250638

 

presenting your PowerPoint presentation that addresses the following:

  • Identify the theoretical orientation you have selected to use.
  • Describe how you would assess the problem orientation of the client in your selected case study (i.e., how the client perceives the problem). Remember to keep the theoretical orientation in mind in this assessment stage.
  • Discuss the problem definition and formulation based on the theoretical orientation you have selected.
  • Identify and describe two solutions from all the solutions possible. Remember, some of these solutions should stem from the theoretical orientation you are utilizing.
  • Describe how you would implement the solution. Remember to keep the theoretical orientation in mind.
  • Describe the extent to which the client is able to mobilize the solutions for change.
  • Discuss how you would evaluate whether the outcome is achieved or not. Remember to keep the theoretical orientation in mind.
  • Evaluate how well the problem-solving model can be used for short-term treatment of this client.
  • Evaluate one merit and one limitation of using the problem-solving model for this case.

Your 11- to 12-slide PowerPoint presentation should follow these guidelines:

  • Each slide should be written using bullet points, meaning no long paragraphs of written text should be in the slides.
  • Include a brief narration of less than 30 seconds for each slide (i.e., the narration takes the place of any written paragraphs, while the bullet points provide context and cues for the audience to follow along).

Be sure to:

  • Identify and correctly reference the case study you have chosen.
  • Use literature to support your claims.
  • Use APA formatting and style.
  • Include the reference list on the last slide.
 
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Describe your visit/presentation, including any PowerPoint presentation materials that you utilized during your policymaker visit. Limit these slides to five slides in this project (of the 15 total slides)

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Need Powerpoint presentation done.

17 slides including tile and reference slide. APA format, 5 scholar sources min (NO older than 5 years). I will be including prior essays that can be used to complete this assignment BUT, just make sure things are reworded.

-Attached is the powerpoint presentation I want to be used. Just plug in the information.

– Papers done on this topic on prior weeks in this class.

This assignment is on creating a health care policy issue and making a visit you a policy maker to speak on what you came up with. My topic for the health care policy issue is on:

***The increase in childhood obesity due to decrease of activity time in schools (cause priority on testing for subject areas in “more” important) and how these obese kids would benefit from having a nurse in schools to help with reducing those numbers. ***

Requirements

1. Describe your visit/presentation, including any PowerPoint presentation materials that you utilized during your policymaker visit. Limit these slides to five slides in this project (of the 15 total slides). This includes any handouts that you left with the policymaker.

2. Discuss the response of the policymaker to your message/ask/recommendation(s).

3. Reflect on the process, follow-up plans, insights gained about the issue and process, and support with evidence.

4. Describe possible future opportunities as a result of this meeting and their importance to nursing.

5. Provide concluding statements summarizing the content.

6. Develop a 15-slide PowerPoint presentation with speaker notes in APA format, not including title and reference slides. Write speaker notes sufficient enough to enable someone to take over or give the presentation other than you.

What I will be graded on:

Visit Description

– Clearly describes the policymaking visit/presentation (includes no more than 5 slides from actual presentation)

Policymaker Response

– Slides and speaker notes discuss responses of policymaker to your message/ask/recommendation(s).

Reflections on Process

– Reflections on process (including supportive evidence), follow-up, and insights gained (issue and process) are clearly described in slide and speaker notes.

Future Opportunities

– Describe possible future opportunities as a result of this meeting/presentation and their importance to nursing

Conclusions

– Concluding statements summarize content.

Other

– APA format

– minimum of 5 scholar sources, no older than 5 years

 
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