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TU Week 4 Philip Morin Freneau Considered the Poet of The American Revolution Essay.

you’ll work on the poetry of Philip Freneau.We’ll focus on the often-discussed issues of ‘new’ and ‘old’ Americans during this period. What makes something uniquely American?To begin, you might want to select key quotes that you found interesting while reading. Once you get those quotes in place, complete the paragraph plan by filling out your main idea (also known as topic sentence) and then, your analysis. Once you have your body paragraphs in place (2-3), examine those paragraphs. Use those paragraphs to craft your thesis and introduction. Once the introduction and body paragraphs are in place, move on to writing your conclusion. At that point, you are reading to proofread and to ensure that your MLA citations are in place. OBJECTIVE: 1. Apply key themes and ideas of the period covered in the readings.2. Analyze key themes, quotations, and facts to craft an evidence-based argument supporting your arguable thesis.3. Evaluate your arguable thesis in a well-organized essay in MLA format.For this week, Google ‘Philip Freneau’ and the ‘poetry of the American Revolution.’As with each week in this course, it is important to begin your work with good, working definitions of the key terms and concepts for each week. You may use Wikipedia as a starting place, as that source offers a great list of further references. Be sure to explore those additional references and resources provided on all Wikipedia pages until you find a definition that makes sense to you and puts the term or movement in context.DESCRIPTION: Argue one side or the other about whether Freneau is praising or a critiquing the value of Native American culture. Clearly state whether he is being for or against this native culture, which is radially different from the American one, and give specific examples from the poem to defend your response.
TU Week 4 Philip Morin Freneau Considered the Poet of The American Revolution Essay

Key Concepts Within Transactional Analysis

In order for a student to learn and succeed within a classroom setting, a good and effective teacher is needed to facilitate the learning process. For a teacher to improve their performance, appropriate psychological theories should be studied and utilised, and the theory of Transactional Analysis offers teachers and trainers a means through which they can better understand what happens within the classroom on a social level. Transactional Analysis was developed by Eric Berne, and has been defined as ‘a theory of personality and a systematic psychotherapy for personal growth and change’ (Joines and Stewart 1987, p.3), and a knowledge of this theory is very useful in promoting communication skills, as ‘transactions’ refer to the communication exchanges which take place between people. This theory can assist teachers and trainers in enhancing their ability to direct transactions which occur within the classroom setting, thus creating a constructive outcome for both themselves and their learners. In learning to effectively apply transactional analysis, a teacher or trainer may gain more of an insight into the workings of human relationships. As Ashcroft and Foreman-Peck (1994, p. 137) observe: ‘the point of transactional analysis is to examine what is going on in relationships that are not proving fruitful in order to decide whether the typical mode of interaction is helpful or not.’ This allows them to derive more sense from the behaviour they see taking place around them and will ultimately allow them to assist their students more effectively and successfully. Transactional Analysis is a very broad field which James and Jongeward (1996, p. 12) describe as: A rational approach to understanding behaviour, and is based on the assumption that all individuals can learn to trust themselves, think for themselves, make their own decisions and express their feelings. Its principles can be applied on the job, in the classroom, in the home – wherever people deal with people. The theory itself is highly complex, and is made up of a number of different concepts. However this essay will focus on three of the concepts within the field which are significant when discussed in relation to education; Ego States, Complimentary and Crossed Transactions and Stroking Patterns. The notion of ego states is very prominent in transactional analysis, and Berne outlines ego states as ‘a consistent pattern of feeling and experience directly related to a corresponding consistent pattern of behaviour’ (Berne 1966, cited in Stewart 1992, p. 12). According to this system everyone’s personality, regardless of their age or gender, is made up of three different ego states: Parent, Adult and Child, and each of these states represent certain behaviours. Claude Steiner (1994, p. 27) explains that ‘The Parent, Adult and Child differ from the ego, superego and id in that they are all manifestations of the ego. Thus, they represent visible behaviour rather than hypothetical constructs.’ Each of us will express behaviour from all three ego states at times, and a healthy and balanced person will display behaviour equally from all three states, although it is true that many people will allow one (or possibly two) particular ego state to dominate them over the others. Hay (1996, p.75) explains this more effectively, suggesting that we ‘imagine that people are radios. An ego state can […] be likened to a particular wavelength that a person is tuned to.’ Each ego state establishes the type of transaction which will take place between people, and Berne’s model can be better understood when reacting to the recall exercises outlined by James and Jongeward: Recall a childhood behaviour that you still use in getting something you want – Child ego state. Think of some rule or message received from a parent that you now repeat to your children and associates – Parent ego state. Recall an incident during which – though emotional – you made a decision based on the fact and not based on urges and emotions – Adult ego state. (James and Jongeward 1976, cited in Steere 1988, p. 27) According to this description, the Adult ego state is evident when we are operating in a balanced and calm manner, and when we are making rational decisions before we act. However both Parent and Child could be considered as negative and disruptive in equal measure, as with Parent we are reproducing learned behaviour and projecting it onto someone else and with Child we are replaying thoughts, feelings and actions from our own childhood. Once a teacher is made aware of the ego states model, there are ways in which the knowledge is beneficial to them within the learning environment. For example, when dealing with conflict within the classroom, it is clear from these definitions that it can be very beneficial for teachers to adopt the Adult ego state and to be able to recognise the ego states of their students. Teachers should also be able to identify the psychological games which students may play when they are in the Child ego state, and should consequently try to teach students to operate within the Adult. Furthermore, if a teacher is in the Parent ego state and a student is in the Child, a conflict will surely arise. Conversely, this assumption can be problematic because as previously stated, an individual should (in theory) maintain a balance between all three ego states. Complicating this idea further, both the parent and child ego states can each be divided into two different styles, making it more problematic to maintain balance: Parent becomes Controlling Parent (negative, critical and unsupportive) and Nurturing Parent (helpful, comforting and supportive), and Child becomes Adapted Child (restrained behaviour, learned in response to others reactions – we are demonstrating that we know how to behave) and Natural Child (spontaneous and creative, yet rebellious) (Hay 1996, p. 81). When we divide the ego states into these subcategories, we can see more clearly that, however difficult, each individual should try to find a balance between them, as in education creativity and (constructive) criticism are just as important as rationality and problem solving. Taking these into consideration, it is evident that when combining the ego states, some combinations will unavoidably to lead to negative communication and conflict. Each one of us has a preference of which ego state we like to be in, however in order for communication with students to be positive and successful a teacher must identify which ego state is speaking and respond accordingly or more effectively try to appeal to the students’ Adult state so a more balanced and measured transaction can take place. Evolving out of ego states is the concept of complimentary and crossed transactions. A complimentary transaction occurs when a particular ego state is addressed and responds from the same state, or when the sender of the transaction is given the intended response from the recipient. For example, when Adult speaks, and asks: ‘When will the bus arrive?’, and another Adult responds in the expected manner: ‘It arrives at ten thirty.’ As Hay (1996, p. 85) explains: If I use controlling parent to address your adapted child, and you reply from adapted child to my controlling parent, we have a complimentary transaction. […] The rule for a complimentary transaction is that communication can continue indefinitely. For teachers, it is largely beneficial for transactions to remain complimentary, as this will allow communication with students to continue in an effective manner – communication will not be hindered. The reverse of a complimentary transaction is a crossed transaction, which is a negative form of communication. This occurs when the receiver of the message responds to the sender in an unexpected manner, or when people communicate with each other through ego states which are incompatible. An example of this could be if Adapted Child says: ‘I’m struggling with this task and finding it very difficult’ and expects a reply from Nurturing Parent, which could be: ‘It is a difficult task, but I am here if you need help’, but instead receives a reply from Critical Parent: ‘Be quiet and get on with it like everyone else, I am too busy to help you’. When responding in this manner, communication cannot be maintained and a break will occur, as the message will be lost. Crossed transactions can be very detrimental, and usually not allow communication to progress any further. However in some situations, crossed transactions are not ineffective and may lead to better results than a complimentary transaction. Sometimes, a complimentary transaction can be greatly unsatisfactory. A situation in which this may be the case arises when Controlling Parent is angry about a mistake that you have made. If you respond with Adapted Child and apologise, a complimentary transaction will occur, you are giving the Controlling Parent the opportunity to continue shouting at you. This complimentary transaction has no direction, and will not have a positive resolution. A more effective response is that of your problem-solving Adult in order to have a discussion. This transaction will be crossed, however if the complimentary transaction continues in this situation then the conversation will lead nowhere and no conclusion will be met. Parikh and Gupta (2010, p. 243) presents the idea that: Many times, in order to break the games of the other person, the prevailing ego state of the originator and the expected ego state of the responder need to be changed. […] It will be a crossed transaction, but will lead to better results and would be in the interest of the [student]. As we can see, although crossed transactions will often result in arguments, disappointments and hurt feelings, they can also be useful when a negative ego response (for example from Parent or Child) is crossed with a balanced Adult response, and it is possible that the crossover may then develop into an Adult to Adult conversation, which can be . Furthermore, a crossed transaction can be preferred to no transaction at all, due to a person’s need for recognition, or ‘Strokes’. Relating to the concepts of ego states and transactions is the concept of Stroking Patterns. ‘Strokes’ are a form of recognition, and during a transaction we exchange strokes and this can be both verbal and non-verbal. We all need strokes to thrive and survive both physically and psychologically, as Hay (1996, pp. 149-150) explains. She goes on to clarify that: Any form of interaction with others is an exchange of strokes. We may touch someone, speak to them, or simply catch their eye and look away. Even the glance has shown we know of their existence and is therefore a stroke. […]Strokes may be positive or negative. Positive strokes make us feel OK about ourselves […]. Negative strokes invite us to feel not OK about ourselves. We can either continuously provide one another with (positive or negative) strokes, or conversely we can choose to withhold strokes from each other. By doing this we can build up a stroking pattern. The use of a stroking pattern can help build collaborations between student and teacher, which can then be used to try to create a greater deal of complimentary transactions, and to avoid crossed transactions unless they are necessary. When we use transactional analysis in education, we can build up a stroking pattern for ourselves as teachers, and furthermore we can understand how people give or receive positive or negative strokes and if we believe particular stroking pattern is detrimental or unhealthy within the classroom, we can change or manipulate stroking patterns in order to provide a more harmonious and positive environment. Not only can transactional analysis guide the teacher through transactions with students, but it can also assist in planning transactions by identifying which ego state a particular person is operating within and furthermore by inviting them to switch to a different ego state – one which will be more beneficial in a lesson. This way, a teacher is potentially able to resolve unacceptable behaviour. In conclusion, when examining and evaluating these concepts of transactional analysis, we can see that it is a tool which can be of great use to teachers within the classroom and can greatly assist in communicating with their learners.

Basic Editing

essay helper free Basic Editing. I don’t know how to handle this Computer Science question and need guidance.

for this assignment follow the intructions: attached instructions and the lesson .Once you are confident in how to use these editing tools please complete this assignment by sending it to me as an attachment in this lesson. The name of the file should include lesson number 2 and your name.

Practice with this passage taken from this lesson for this assignment:
“Whenever you copy anything in MS Word, it is automatically sent to the Clipboard. The Clipboard does just as its name implies. It holds the text that you copy and paste for you to use. The Clipboard and its associated tools can be found on the Home tab at the far left end of the ribbon. Click the arrow at the bottom of the Clipboard group to see its contents. The clipboard will open as a long window to the left of your document. It can only hold 24 objects. When a 25th object is added, the first copied item is removed. To empty the Clipboard, click the Clear All button at the top of the Clipboard menu. ”
Copy/paste the above text in your MS Word and practice using these editing tools:
Practice selecting text, select all, cut and copy, paste, use the clipboard menu, insert text, use the navigation pane, find and replace text, and use auto correct.

Once you are confident in how to use these editing tools please complete this assignment by sending it to me as an attachment in this lesson. The name of the file should include lesson number 2 and your name.

Lesson 2: Basic Editing
Selecting Text
The first step in editing text that you’ve already entered is to learn how to select it for editing. Whenever you select text in Word, the text appears highlighted, as shown below.

Selecting text is easy and done in three easy steps.
1.Move the cursor to the beginning of the text that you want to select.
2.Click and hold in the left button on your mouse.
3.Drag it over the text you want to select. It will highlight the selected text in blue. Simply release the mouse button when you are finished selecting text.

If you want to select the entire document, simply click on the Home tab and click Select on the far right (located below ‘find’ and ‘replace) as seen in the picture below. You will then select ‘select all.” This will highlight all your text for formatting. Also note that you can select objects or text with similar formatting as your selected text when clicking on ‘Select.’

Here’s a zoom of the Home tab, left side

And here’s a zoom of the Home tab right side
To be more exact, here’s a zoom in to help you find ‘Select.’

Cut and Copy
Once you’ve selected text, there are several things that you can do with it. Naturally, you can select text to format it. Perhaps you want to change the font type or size. You can also cut selected text from a document as a way to either delete it or paste it elsewhere in the same or another document. Or you can copy it, then paste it elsewhere. We’ll show you how to do all of this.
If you’d like to delete text or objects from one position in the document to Paste into another position, use the Cut command:
1.Select the text or object to be cut and copied and click the Cut icon in the Clipboard group.
2.Select the text or object to be cut and copied, move the mouse pointer over it and click the right mouse button. Select Cut from the menu.
3.Select text or object to be cut and copied and use CTRL + X.
Delete and Cut should not be used interchangeably. When you Cut an object, it is copied to the Clipboard. When you Delete an object, it is simply removed from the document and the only way to restore it is by clicking the Undo Typing button.
There are three ways to copy text and objects to the clipboard.
1.Select the text or object to be copied and click the copy icon in the Clipboard group.
2.Select the text or object to be copied, position the mouse pointer over it and right click. Then select Copy from the menu.
3.Select text or object to be copied and hit CTRL + C.
The Clipboard
Whenever you copy anything in MS Word, it is automatically sent to the Clipboard. The Clipboard does just as its name implies. It holds the text that you copy and paste for you to use. The Clipboard and its associated tools can be found on the Home tab at the far left end of the ribbon. The Clipboard group looks like this:

Click the arrow at the bottom of the Clipboard group to see its contents. The clipboard will open as a long window to the left of your document. It can only hold 24 objects. When a 25th object is added, the first copied item is removed. To empty the Clipboard, click the Clear All button at the top of the Clipboard menu.

You can remove individual items from the clipboard by moving the mouse pointer over the item and clicking the arrow button that appears to the right of the object. In the drop down menu, select Delete.

Paste
The Paste command allows you to copy an object from one location in the document to another, or from another MS Office Program into MS Word 2010. You can use the Cut or Copy feature to move an item to the clipboard, then use Paste to place it elsewhere into a document.
There are three ways to Paste text or an object into a document:
1.Move the cursor to the point in your document where you want to place the item and click the Pasteicon .
2.Move the mouse pointer to the place you wish to insert the item and click the right mouse button. Select Paste Options from the menu. We’ll discuss the options in just a minute.
3.Move the cursor to the point in your document where you wish to place the item and press CTRL + V.
Ordinarily, MS Word pastes the most recently copied item. To paste an object that was copied earlier, position the cursor at the point in your document you wish to paste the item, then open the clipboard and click the item you wish to paste. You can also move the mouse pointer over the item to be pasted, and click the arrow that appears to the right of that item. Then select Paste Options.
Paste Options is what you see when you right click your mouse to paste into a document. It’s the method of pasting that you should use if it’s important for you to keep or remove formatting for the selected text.
Let’s explain what we mean. This course is typed using the Verdana font. Let’s say for example, that we want to paste a paragraph of this lesson into another lesson with a different font size, or into another document with a different font. MS Word 2010 gives us the option of preserving formatting, making the formatting match the area of the document where we paste our text, or pasting text only and not any images that we cut or copied.
Again, Paste Options only appears when you right click your mouse to paste. Once you’ve copied or cut selected text, then right click, you’ll see this:

Paste using original formatting of pasted text.
Paste using the formatting of the majority of the text in the document.
Allows you paste text only. Any graphics or images will not be pasted, only text.
Paste using the formatting of the destination text, or the text where you paste into.
Inserting Text
You can insert text anywhere in a document simply by moving the cursor to the desired location and typing.
Word automatically moves all text to the right of the cursor over as you type. If, however, you’d rather replace the text as you type, Word 2010 gives you two options:
1.Select the text you’d like to replace and start typing. This deletes the highlighted text and positions the cursor in its place.
2.Use Overtype Mode. To turn on overtype mode, click on the File tab, then select Word Options.

3.Next, select Advanced.

4.Check “Use the Insert key to control overtype mode” or the “Use overtype mode” box.

If you select the “Use the Insert key to control overtype mode” box, you can toggle overtype mode on or off by pressing the Insert key. If you select only “Use overtype mode” you must manually turn it off by deselecting it.
The Navigation Pane
The Navigation Pane is a new feature in MS Word 2010. The Navigation Pane does away with having to scroll through paragraphs and paragraphs of text to copy and paste sections manually. Instead, you can navigate through the document easily and use drag and drop to move the sections you want to move.
You can’t see the Navigation Pane when you have MS Word 2010 open. It’s hidden by default. To see it, click the View tab on the ribbon, then check the box beside Navigation Pane.

Here is a zoom of the location of the Navigation paneThe Navigation Pane will then open on the left side of your screen, as shown below.
Toward the top of the Navigation pane, you’ll see three tabs with icons on them.

The first tab (from left to right) allows you to browse headings in your document(as shown in the former snapshot above). The second tab allows you to browse your document by page.

The third allows you to search for text in the document by using the search box at the top of the Navigation Pane.
Using the Navigation Pane, finding text within your document becomes a lot easier than in previous versions of Word. Let’s say you want to move Lesson 2 so it comes before Lesson 1 (we’re using the snapshots above). We’d simply click on the Headings tab, then drag and drop Lesson 2 in the navigation pane up and above Lesson 1. MS Word 2010 would move the entire lesson for us.
You can also right click on any heading and either promote it or demote it. (A heading is a style you can give to text. Headings are often used when you want to create chapters or sections within a document, and a requirement if you want to create a Table of Contents. We’ll learn all about headings later in this course). To promote or demote a heading, right click on the heading in the Navigation Pane, then select promote or demote. Perhaps, for example, you want to make a section title a chapter title instead. To do that, you’d promote it.
Find and Replace
Find and Replace can also be used to edit words or sections of a document. If you want to find a certain word or phrase within your document, instead of scrolling through it, you can go to the Home tab, then click Find on the far right.

You’ll then see the Navigation Pane open on the left with all instances highlighted under the Headings and Pages tabs. Under the Search tab, you’ll see sections of text that contain your word and phrase.
You can also replace words or parts of texts by using the Replace feature. To use this, click Replace (right under Find).
You’ll then see this window: By clicking More we were able to obtain even more options.
(Please note: you can also use Find using this window. If you’re used to previous versions of Word, you can simply click Replace to use Find as you had in prior versions.)
Next, type in the word or phrase you’re looking for in the Find What box. This is the word or phrase that you want to replace.
Now, type in the new word or phrase that you want to insert into your document instead in the Replace With box.

When you’re finished, either click on Find Next to find the next instance of the words or phrase you want to replace, then click Replace. This gives you the power to make sure only the changes you want made are made. Or click Replace All to have MS Word 2010 make all replacements for you at once.
Auto Correct
AutoCorrect automatically corrects some errors you make. For example, by default, MS Word will start the first letter of every new paragraph with a capital letter. It also may recognize certain words and make corrections for you without ever having to use Spell Check. However, you can customize AutoCorrect to find certain errors or to leave certain “errors” that you make alone.
To customize Auto Correct, click on the File tab, then click Options on the left. Click on Proofing on the left.
Then click the AutoCorrect Options button. The screen you will see will look like the one below.

Click on the AutoCorrect options button, and you can specify words or even math that you want MS Word to correct as you type.
Undo and Redo
But let’s say you accidently delete something or deleted it and then decided that you want it back. You grit your teeth and start to grumble, trying to remember the exact wording. It’s a lost cause, right? Wrong. The makers of Word anticipated this problem and supplied an easy solution. The Undo button!
The Undo button can be found in the upper left corner of the program window in what Microsoft calls the “Quick Access Toolbar” (You’ll learn how to add your own most commonly used commands to the Quick Access Toolbar in a later lesson.) The Undo button is the blue arrow shaped like a comma. If you are not sure you’ve got the right button, you can move your mouse over it and wait and a small box that reads “Undo (Ctrl-z)” will appear. Word allows you to undo up to 100 actions.
The Redo button is to the right of the Undo button. It looks like the recycle symbol you might see on trashcans at the airport. The redo button allows you redo an action that you just undid or to repeat the last action. If Word cannot redo the last action, the button will be faded.
Hyphenation
MS Word 2010 can hyphenate words at the end of lines for you, or you can choose to do it yourself. By default, hyphenation is turned off, which means MS Word won’t hyphenate words that are at the end of a line. Instead, it will just move the word to the next line.
To use the hyphenation feature in MS Word 2010, click on the Page Layout tab, then go to the Page Setup group on the ribbon. You’ll see Hyphenation, as shown below.

If you click the downward arrow beside Hyphenation, you’ll see that None is selected. This means no hyphenation (default.) If you want Word to hyphenate words for you, select Automatic. This means that MS Word 2010 will hyphenate words that appear at the end of a line rather than moving it down to the next line to keep your text within the margins. MS Word will use its settings to decide how to hyphenate words. Just keep in mind, it does NOT mean Word will hyphenate words such as ‘how-to.’ It won’t.
You can also select Manual. This box will pop up and ask you to specify how you want words hyphenated. Word will search your text for words that can be hyphenated and ask you how you wanted hyphenated. See the snapshot below:

You can also set options to tell Word the maximum amount of space to allow between the word and the right margin. This is called the Hyphenation Zone. To set the amount of space yourself, go to Hyphenation, click the downward arrow, then click on Hyphenation Options. In this window, you can also select to automatically hyphenate the entire document, hyphenate words that are in CAPS, and manually set hyphens as we just learned to do.

Basic Editing

University of Central Oklahoma Project Management Discussion

University of Central Oklahoma Project Management Discussion.

Reflect on the assigned readings for the week. Identify what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding.Also, provide a graduate-level response to each of the following questions:Think of a successful project and an unsuccessful project with which you are familiar. What distinguishes the two, both in terms of the process used to develop them and their outcomes?Additional ResourceAssigned Readings:Chapter 1. Introduction: Why Project Management? Overview:Projects are defined, as well as the benefits and challenges of effective project management. Different ways to access project success are examined. The four phases of the project lifecycle are: conceptualization, planning, execution, and termination. Each phase consists of specific activities. The best practices and benchmarking of these activities are represented in project management maturity models. These are important concepts for students because project management skills are employable skills valued by public and private organizations.Learning Objectives:Understand why project management is becoming such a powerful and popular practice in business.Recognize the basic properties of projects, including their definition.Understand why effective project management is such a challenge.Understand and explain the project life cycle, its stages, and the activities that typically occur at each stage in the project.Understand the concept of project “success,” including various definitions of success, as well as the alternative models of success.Understand the purpose of project management maturity models and the process of benchmarking in organizations.Recognize how mastery of the discipline of project management enhances critical employability skills for university graduates.
University of Central Oklahoma Project Management Discussion

Hey everyone, can someone please help me with my business project

Hey everyone, can someone please help me with my business project.

I’m working on a communications project and need support to help me learn.

Complete the formal analytical report that you described in your proposal. The report must do the following:define a problem,analyze the criteria for a satisfactory solution,propose one or more alternative solutions, andargue for the solution that satisfies the criteria best.The problem may involve an institutional, technical, or public policy issue that you are working on or have worked on in your other courses; or it may be something related to an organization to which you belong, or it may be related to a job that you’ve held or now hold, or it may be a new area that you are interested in.The solution to the problem may involve coming up with an original design, choosing between available alternatives, or providing needed information. See this report as a place to demonstrate everything that you’ve learned so far about communication in writing in this course.This report will be done over the next few weeks with specific parts you will submit each week. Week 10: Introduce topic, discuss report writing in a broader context, work on problem statement and factoring. Use Discussion for the student to post factors. (you will turn in a rough draft of this) -Week 11: Focus on research. Search terms. Sources. Incorporate library modules(turn in a draft of at least 3-5 references you have found to support your research a list of references turned in on a word doc will be sufficient.-Week 12: Focus on organizing data. Work on writing. Parts of the report. (Turn in a rough draft of all the info meaning it’s not perfect this is just to see you start to put the work together and show a working draft). I will give you feedback to make final changes for your final to turn in. Week 13: Report due.I have attached tips sheets below on how to write this with examples on this approach.
Hey everyone, can someone please help me with my business project

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