Relevant bibliographies by topics / Face-to-face practice

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Face-to-face practice'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Face-to-face practice"

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Gray, Denis Pereira, Kate Sidaway-Lee, Alex Harding, and Philip Evans. "Reduction in face-to-face GP consultations." British Journal of General Practice 70, no. 696 (June 25, 2020): 328. http://dx.doi.org/10.3399/bjgp20x710849.

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Blackmon, Shanda H. "Expanding your practice goes beyond face-to-face." Journal of Thoracic and Cardiovascular Surgery 151, no. 6 (June 2016): 1465. http://dx.doi.org/10.1016/j.jtcvs.2016.02.045.

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Atherton, Helen, Heather Brant, Sue Ziebland, Annemieke Bikker, John Campbell, Andy Gibson, Brian McKinstry, Tania Porqueddu, and Chris Salisbury. "Alternatives to the face-to-face consultation in general practice: focused ethnographic case study." British Journal of General Practice 68, no. 669 (January 29, 2018): e293-e300. http://dx.doi.org/10.3399/bjgp18x694853.

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BackgroundNHS policy encourages general practices to introduce alternatives to the face-to-face consultation, such as telephone, email, e-consultation systems, or internet video. Most have been slow to adopt these, citing concerns about workload. This project builds on previous research by focusing on the experiences of patients and practitioners who have used one or more of these alternatives.AimTo understand how, under what conditions, for which patients, and in what ways, alternatives to face-to-face consultations present benefits and challenges to patients and practitioners in general practice.Design and settingFocused ethnographic case studies took place in eight UK general practices between June 2015 and March 2016.MethodNon-participant observation, informal conversations with staff, and semi-structured interviews with staff and patients were conducted. Practice documents and protocols were reviewed. Data were analysed through charting and the ‘one sheet of paper’ mind-map method to identify the line of argument in each thematic report.ResultsCase study practices had different rationales for offering alternatives to the face-to-face consultation. Beliefs varied about which patients and health issues were suitable. Co-workers were often unaware of each other’s practice; for example, practice policies for use of e-consultations systems with patients were not known about or followed. Patients reported benefits including convenience and access. Staff and some patients regarded the face-to-face consultation as the ideal.ConclusionExperience of implementing alternatives to the face-to-face consultation suggests that changes in patient access and staff workload may be both modest and gradual. Practices planning to implement them should consider carefully their reasons for doing so and involve the whole practice team.
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Gené, Joan, Inmaculada Campamà, Javier Gómez, Ignacio Sáenz, Rosana Bas, and Inmaculada Garcia. "Intervention to improve face to face health education in type II diabetic patients." European Journal of General Practice 1, no. 1 (January 1995): 15–20. http://dx.doi.org/10.3109/13814789509160748.

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Chadwick, Ruth. "General practice: How important is the face‐to‐face consultation?" Bioethics 36, no. 7 (August 19, 2022): 733–34. http://dx.doi.org/10.1111/bioe.13083.

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Johannessen, Lars E. F. "Beyond guidelines: discretionary practice in face‐to‐face triage nursing." Sociology of Health & Illness 39, no. 7 (April 20, 2017): 1180–94. http://dx.doi.org/10.1111/1467-9566.12578.

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MOORE, ROBERT J. "When names fail: Referential practice in face-to-face service encounters." Language in Society 37, no. 3 (May 12, 2008): 385–413. http://dx.doi.org/10.1017/s004740450808055x.

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ABSTRACTReferential practice – the variety of ways in and through which speakers refer to things in social interaction – involves a range of very different methods. When referring to physical objects or processes in face-to-face interaction, people may choose from a variety of resources, including verbal categories, names, pointing, verbal descriptors, depictive gestures, and prop demonstrations. This raises the question: Under what circumstances do speakers choose particular resources over others? To address this question, this study examines referential practice in a particular kind of face-to-face workplace setting, the service counter of a quick print shop. At the service counter, not only do customers use alternative resources in referring to the document services they want, but these resources appear to be ordered relative to one another in terms of a preference for minimization. In referring to document services, customers first try the most minimal form, the official name, but if that fails or is unknown, customers fall back on more expanded forms of reference, such as pointing or depicting.
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Rat, Cédric, Erik L. Werner, Jacques Pivette, Rémy Senand, and Jean-Michel Nguyen. "Hypnotic prescription without face to face contact: A report from French family medicine." European Journal of General Practice 19, no. 3 (March 20, 2013): 158–61. http://dx.doi.org/10.3109/13814788.2013.777423.

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Hewitt, Heather, Joseph Gafaranga, and Brian McKinstry. "Comparison of face-to-face and telephone consultations in primary care: qualitative analysis." British Journal of General Practice 60, no. 574 (May 1, 2010): e201-e212. http://dx.doi.org/10.3399/bjgp10x501831.

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Nair, Deepak. "Saving face in diplomacy: A political sociology of face-to-face interactions in the Association of Southeast Asian Nations." European Journal of International Relations 25, no. 3 (January 22, 2019): 672–97. http://dx.doi.org/10.1177/1354066118822117.

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Face-saving is a ubiquitous yet under-theorized phenomenon in International Relations. Prevailing accounts refer to face-saving as a shorthand for status and reputation, as a “cultural” trait found outside Euro-American societies, and as a technique for defusing militarized inter-state crisis, without, however, an explanation of its source and repertoire. In this article, I argue that it is possible to recover face-saving from cultural essentialism, and that face-saving practices geared to avoid embarrassment are micro-level mechanisms that produce international institutions like diplomacy. Drawing on the work of sociologists Erving Goffman and Pierre Bourdieu, I propose a theory of face-saving that accounts for its source, effects, and variation. I evaluate this theory with a study of the Association of Southeast Asian Nations (ASEAN), a diplomacy that has long espoused a discourse of “saving face” couched in Asian cultural exceptionalism. I combine a political sociology of ASEAN’s ruling regimes with an ethnography of its diplomats based on 13 consecutive months of fieldwork in Jakarta, Indonesia, to substantiate this wider theoretical argument. I demonstrate that, first, ASEAN’s face-saving practices are rooted in the legacies of authoritarianism rather than essentialist “culture,” and, second, that face-saving practices enable performances of sovereign equality, diplomatic kinship, and conflict avoidance among ASEAN’s diplomats. This article grants a distinct conceptual space to face-saving in International Relations, contributes to international practice theory by situating practices in the context of state–society relations, and offers a novel interpretation of what the “ASEAN Way” of doing diplomacy looks like in practice.
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Dissertations / Theses on the topic "Face-to-face practice"

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Coleman, Lucinda. "Sites of justice: Face-to-face encounters through dance-making in Meeting Places." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1964.

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The Australian performing arts collective, Remnant Dance, has a partnership with the charity organisation, MyKids Incorporated, which supports a community of orphaned and abandoned youth at the Andrew Youth Development Centre (AYDC) in Yangon, Myanmar. During 2013-2014, young people from the AYDC were invited to make a contemporary dance film together with Remnant Dance artists. The film, called Meeting Places, evolved as part of a developing body of visual and performance art works that sought to explore collaboration in a dance collective. The dance film was set at the AYDC and in the disused Nagar Glass Factory in Yangon, using glass as a metaphor for a surface that invites reflection as well as open transparency between participants. My initial research question, ‘where is my front?’ was situated in the dance of interconnectivity, and referred to the primary site of communication with others. I wanted to investigate how this ‘front’ shifts, and alters in response to others and in particular how the frontline separates performers from their audience. The contemporary dance film, Meeting Places, became the centrepiece in a body of interdisciplinary art work that was devised through cross-cultural collaborations. My research into dance as a dialogue of interconnectedness led me to expand the idea of frontlines, asking how examination of dance-making can be a site for social justice arts praxis. Driven by a reflexive practice-led research methodology, this research delves into dance-making as a mechanism for social engagement, whilst illuminating the problem of how to articulate dance research as an intuitive inquiry. The spaces between the bodies of the participants, both the children and professional dancers, allowed unique connectivity and exchanges of corporeal knowledge across cultural boundaries, inviting conversations that, I suggest, overcame linguistic differences. The language of dance ruptured dualistic notions of knowledge production, creating a hybrid space through tacit, non-linguistic experiences of movement. The research began with an exploration of connectivity through practice in the dance studio, as well as an analysis of collaboration and the effectiveness of the collective practice. The dance film, Meeting Places, emerged as an invitation to engage with dance as a form that argues for the body as a site of agency, unpacking Emmanuel Lévinas’ concepts of the ‘face’ as a critical encounter with being. The idea of the ‘front’ thus became invested with new meaning, and with this shift, the reflective capacity for examining what I refer to as moments of consensus and dissensus within the collective was enhanced. The process of making the contemporary dance film has been examined through a philosophical frame informed by the work of theorists such as Mikhail Bakhtin, Judith Butler, Gilles Deleuze, Michel Foucault, Elizabeth Grosz, Gayatri Chakravorty Spivak, Slavoj Zizek and particularly, Emmanuel Lévinas, along with contemporary thinkers on social justice in the arts. The cultural exchange between Remnant Dance artists and youth at the AYDC in Myanmar revealed that the social justice imperative, rather than being merely a by-product of artistic engagement, was actually the heart of the dance-making. The significance of arts research in this context includes knowledge creation in the body, with others, and that a space of agency is created for ethical engagement, specifically through the language of dance. The creation of new dance through cross-cultural, multi-arts forms and interdisciplinary contexts enabled space for narratives of justice to emerge along the frontline of dance’s particular mode of communication.
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Yip, Kitty. "Exploring Barriers to Knowledge Sharing : A Case Study of a Virtual Community of Practice in a Swedish Multinational Corporation." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-15402.

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This thesis reports on the results of a quantitative study of various barriers to knowledge sharing in a virtual community of practice within Sigma Kudos, a Swedish multinational organization. The study was undertaken to investigate the under-utilization of a virtual "teamroom". Members' views showed that the biggest barrier involved the way in which people chose to share their knowledge; the respondents preferred sharing knowledge in their existing face-to-face networks. Face-to-face sharing mainly seemed to occur between individuals who had a common ground and shared experiences, and between individuals who were in convenient proximity to each other. Time constraints in combination with perceived lack of intranet site structure implied a redundancy of the teamroom as yet another internal site. Another prominent set of barriers that emerged from the findings was related to aspects of uncertainty and unfamiliarity with the teamroom. Additionally, survey comments revealed the use of teamroom features to be a barrier. To enable co-evolved knowledge structures to occur via the community, it is necessary for management to understand face-to-face sharing behavior in terms of implicit and tacit knowledge. It is vital to change the perception of teamroom sharing as an extra task requiring more time. Moreover, the teamroom needs to be distinguished in context of the greater intranet structure, as well as when it comes to the different sections of the community itself. To foster knowledge sharing in the teamroom, it is also important to define and communicate the strategic meaning of it.
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McRae, Lynda. "‘You can’t hear a child you don’t see’ : Frontline workers’ perspectives on engaging young people in out-of-home care in the decisions affecting their lives." Thesis, Federation University Australia, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/174038.

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Traditionally, young people in out-of-home care have been marginalised from the most important decision-making processes that affect their lives. A compelling, contemporary evidence base confirms that this dilemma persists despite the ratification of young people’s participation rights in legislation and policy, which has grave implications for young people’s wellbeing, the quality of decisions and subsequent interventions. This place-based, participatory action research drew on the perspectives of case and program managers at the frontline of out-of-home care service delivery in Inner Gippsland to provide unique insights into the barriers and opportunities to increased inclusion of young people in the decisions being made about them. The study was supported through a university–industry research collaboration within the Inner Gippsland Children and Youth Area Partnership. This thesis contends that a confluence of factors in response to unprecedented demand on the Inner Gippsland child welfare service system has significantly eroded the time and opportunity for face-to-face practice between workers and young people, which is fundamental to the facilitation of young people’s engagement in decision-making. The research process was underpinned by a blend of critical theory and the capability approach. New insights were developed to advocate for diverse, context-specific interventions and broader system reforms to expand the capacity for workers to engage in face-to-face practice with young people. An authorising environment that legitimises participatory practice is required to support connections between workers and young people. This thesis argues that the alignment of rights-based participation principles with critical components of the system—policy, performance management regimes, compliance and administrative practices and professionalisation strategies—could transform decision-making processes for young people. This is especially vital for a growing cohort of young people who live in out-of-home care. Keywords: participation, decision-making processes, face-to-face practice, children, young people, critical theory, capability approach, action research, out-of-home care research
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Mahrous, Doaa S. "BUILDING A COMMUNITY OF PRACTICE FOR ENGLISH-AS-A-FOREIGN LANGUAGE TUTORS DURING PRIVATE TUTORING." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/260.

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The creation of a community of practice of tutors--a shared practice among a group of people who share the same domain--enables second-language learners to facilitate their acquisition of English by embracing new learning strategies while they learn the target language. The community of tutors’ perspective allows for the incorporation of the individual’s particular second-language-acquisition needs and goals. This presentation presents a proposed study that took place at the Yasuda Center at California State University, San Bernardino in the summer of 2015. Students in the English Language Program housed in the College of Extended Learning were asked to participate in tutoring sessions offered by tutors who participated in a community of tutors. Tutors embraced new teaching strategies that they acquired through participating within a community of practice, sharing their background knowledge and teaching experience, and demonstrating new teaching techniques to each other by using collaborative and hybrid strategies during activities embedded in a rich learning context. The provision of community of practice for tutors in the English Language Program enabled learners to develop meaning-making and communication skills as well as language and literacy skills to address the informational and problem-solving needs of their tasks and assignments.
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Vorobel, Oksana. "A Case Study of Peer Review Practices of Four Adolescent English Language Learners in Face-to-Face and Online Contexts." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4788.

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Peer review is a complex collaborative activity, which may engage English language learners in reading, writing, listening, and speaking and carry many potential benefits for their language learning (Hu, 2005). While many research studies focused on peer review practices of adult language learners in academic settings in the USA or abroad in language classes (Grami, 2010; Zhao, 2010), little attention was paid to adolescent L2 writers participating in peer review in face-to-face K-12 and online contexts. This multiple case study aimed at describing and explaining peer review practices of four adolescent ELLs in face-to-face and online contexts from the ecological perspective. In particular, I aimed at exploring (a) four adolescent ELLs' perceptions of peer review in face-to-face and online contexts, (b) affordances they chose to employ during peer review in face-to-face and online contexts, and (c) revisions the participants chose to make due to peer review in face-to-face and online contexts. The multiple observations, semi-structured interviews, researcher's and participants' e-journals, and written artifacts yielded data for within-case and cross-case analysis. The findings of the study afforded situating adolescent ELLs' peer review practices in the face-to-face and online contexts as a part of L2 literacy, redefining L2 literacy and peer review in L2, and discussing the important role of peer review in adolescent ELLs' literacy development. The implications of the study provided teachers with suggestions on how to enhance adolescent ELLs' peer review practices. Further, I elaborated on the lessons learned about technology use for peer review in K-12 contexts. Finally, I addressed possible future research directions based on the findings of the study.
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Murphy, Kathy. "Factors Associated with Successful High School Distance Education Programs." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1025.

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The purposes of this research project were to identify the extent to which online courses are available to high school students in Tennessee, to describe the characteristics of current online programs, to identify barriers to the implementation of online courses in school systems that are not currently offering such programs, and to offer recommendations that could facilitate implementation of these programs. The research went in two directions. A study of past and current online educational programs was completed in order to learn the nature of successful programs across the country. Then, a survey was constructed and sent to appropriate technology personnel in Tennessee schools to evaluate both their current online programs and to determine those needed in the state. There are only two school systems in Tennessee that allow students to earn online credits to be used towards high school graduation. One is a larger school system and the other is a medium sized school system; both are in the eastern region of the state. One survey respondent summed it up by saying: I really think the State Department of Education should step up and provide some direction. Florida has a vanguard program; I’d like to see the same type of program implemented in Tennessee. If individual school districts are left to design their own programs, then there is going to be a lot of duplicated effort, a wide range of implementation strategies, and varying degrees of quality. That’s likely to breed confusion and disillusionment.
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Lundberg, Christoffer. "CoFramer : Ett diskussionsformat för djupa diskussioner på publika forum med låg Information Overload inspirerat av Philosophy for Children." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-76277.

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Syftet med studien är att presentera ett designkoncept för publika diskussioner på nätet med målet att uppnå djupare diskussioner och minska mängden information overload. Arbetet använder metoden Concept Driven Interaction Design (CDID) som går ut på att skapa ett designkoncept utifrån flera olika teorier som appliceras genom interaktionsdesign. Ett designkoncept innehåller tre delar: ett namn, ett syfte och huvudprinciper. CDID innehåller sju steg som arbetet är utformat efter: 1.      Concept Generation – Summeras i en tabell som jämför diskussioner i forum (med flera antagande) och diskussioner med hjälp av metoden Philosophy for Children (P4C), samt annan teori. 2.      Concept Exploration – Åtta olika designaspekter identifieras utifrån jämförelsetabellen. 3.      Internal Concept Critique – Designaspekterna jämförs med två snarlika diskussionsformat. 4.      Design of Artifacts – Designkoncept version 1 skapas. 5.      External Design Critique – Intervjuer utförs för att undersöka intervjupersonerna generella erfarenheter av online diskussioner, testar antagandena från jämförelsetabellen och ge direkt feedback på första versionen av designkonceptet. 6.      Concept Revisited – Ändringar görs baserat på intervjumaterial och direkt feedback. 7.      Concept Contextualization – Designkonceptet kopplas tillbaka till litteraturen. Studien resulterar i ett designkoncept kallat CoFramer och stödjer dessa huvudprinciper som ställs i kontrast till material som identifierats genom intervjuerna: Tabell 1: CoFramers huvudprinciper och faktorer från intervjuer om diskussioner på forum. CoFramers huvudprinciper | Från intervjuer om diskussioner på forum Strukturerad början och slut | Diskussion utan tydligt slut Begränsat antal deltagare | Stor mängd deltagare Minimum antal deltagare | Många inaktiva åskådare Explicita deltagare | Lite information om deltagare Gemensamma förutsättningar | Otydlighet kring deltagares förutsättningar Begränsad informationstäthet per inlägg | Långa inlägg och/eller snabba inlägg Den röda tråden och parallella trådar | Oftast parallella trådar Aktiv samtalsledare | Outredda missförstånd Studien indikerar på att CoFramer bör resultera i mer strukturerade diskussioner och som utsätter användaren för en lägre mängd information overload och mindre grounding cost jämfört med vad som vanligtvis uppstår i publika diskussioner online.
The focus of this essay is to develop a design concept for online public discussions with deep discussions and low information overload. The method used is Concept Driven Interaction Design (CDID) which involves constructing a design concept by applying a variety of theories in tangible interaction design. A design concept has three basic parts: a name, high-level goals and outlines generic principles. CDID includes seven steps which is used in this work: 1.      Concept Generation – Formatted into a table that compare forum discussion (with several hypothesis) compared to discussions with the method Philosophy for Children (P4C) and other theories. 2.      Concept Exploration – Eight distinct design aspects are identified from the comparison table. 3.      Internal Concept Critique – The design aspects are compared to three similar discussion formats. 4.      Design of Artifacts – Design concept version 1 is created. 5.      External Design Critique – Interviews are conducted to explore their general experience of online discussions, investigate the hypothesis from the comparison table and to seek direct feedback on the first draft of the design concept. 6.      Concept Revisited – Changes are made to the design concept based on the interview material and the direct feedback. 7.      Concept Contextualization – The design concept is related to the original literature. The result of the study is a design concept named CoFramer. CoFramer’s generic principles are summarized and contrasted against factors identified from the interview material in this table: Tabell 2: CoFramer’s generic principles and interviews about online discussions. CoFramer’s generic principles | From interview material on forum discussion Organized start and ending | Discussions without clear ending Limited number of participants | Large number of participants Minimum number of participants | Large number of inactive spectators Explicit participants | Low information about participants Common conditions | Vagueness in participants conditions Limited information density per post | Long posts and/or fast posts The red thread and parallel threads | Often parallel threads Active facilitator | Unresolved misunderstandings The study indicates that CoFramer would create more structured discussions with a lower amount of information overload and less grounding cost compared what normally arise in public online discussions.
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Ramnath, Prudence. "Are traditional African practices relating to child marriages in the face of HIV/AIDS in violation to the South African legal framework?" Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/5124.

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Magister Philosophiae - MPhil
The main aim of this study is to analyse how traditional African practices relating to child marriages violate the South African legal framework in the face of HIV/AIDS, as well as assessing it's response to child marriage in compliance with international and regional human rights standards. The specific objectives are: 1) To analyse traditional African practices in relation to child marriages in South Africa. 2) To discuss international and regional standards on the protection of child marriages linked to harmful cultural practices. 3) To show how different traditional African practices relating to child marriages violate the South African legal framework in light of international human rights standards.
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Adams, Delecia Leigh. "The challenges that unmarried fathers face in respect of the right to contact and care of their children: can amendments to the current law make enforcement of these rights more practical?" University of the Western Cape, 2016. http://hdl.handle.net/11394/5348.

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Cassel, Stacy Gallese. "Patient Responses To Swallowing Safety Cues: A Comparison Of Traditional Face-to-Face And Tele-Dysphagia Instructional Methods." Thesis, 2016. https://doi.org/10.7916/D8MP5330.

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An estimated 15 million individuals in the United States have been formally diagnosed with dysphagia, defined as swallowing dysfunction -- the fifth leading cause of death in Americans over the age of 65. Statistical findings indicate that at least 50% of these individuals have limited access to treatment. However, despite the rapid expansion of telepractice (defined as the use of telecommunications technology to provide services at a distance) as a statistically valid online method for the provision of medical and clinical intervention to those without access, telepractice has yet to consistently incorporate online dysphagia service delivery (referred to as tele-dysphagia) into its clinical scope. This investigation compared the outcomes of traditional face-to-face intervention to online tele-dysphagia intervention by measuring the correct and incorrect responses to visual and auditory cues presented by a clinician during dysphagia intervention sessions. Data analysis conducted via t-test indicated that there was no significant difference in the mean scores from tele-dysphagia method (M = 9.67, SD = 3.74) as compared to face-to-face method (M = 9.00, SD = 2.70), t (28) = - 0.56, p = 0.580. Additionally, inter-rater reliability scores were obtained by determining a Cohen’s kappa coefficient in order to measure the degree of agreement between the two raters. Findings indicated a kappa statistic of k=1 for all items, given a 100% agreement for all trials. Additionally, results of a mixed-design analysis of variance suggested a significant within-subject effect with the use of cues, but there were no significant main effects of between-subject factors (gender, delivery type, etiology, or age) on the patients’ responses. Given that there was no significant statistical difference between the two delivery methods and inter-rater reliability scores demonstrated perfect agreement, we can suggest that the online tele-dysphagia method can potentially yield clinical outcomes similar to a traditional face-to-face method. Results from a mixed-design analysis of variance additionally suggested that there is a significant within-subject effect given the use of cues (F (1, 29)=14.99, p = .001) on patients’ responses. However, there were no significant main effects of between-subject factors (gender, delivery type, etiology, or age) on the patients’ responses. It is hoped that the results of this study will lend validity and direction to future attempts to provide much-needed dysphagia intervention via online service methods. Such attempts, in turn, would have the potential to promote increased longevity and quality of life in those populations currently unable to access such services.
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Books on the topic "Face-to-face practice"

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Datta, Ella. Face to face: Art practice of A. Ramachandran. Mumbai: Guild Art Gallery, 2007.

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Office, General Accounting. Social security: Selective face-to-face interviews with disability claimants could reduce appeals : report to the chairman, Subcommittee on Social Security, Committee on Ways and Means, House of Representatives. [Washington, D.C.]: The Office, 1989.

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Office, General Accounting. Drug control: U.S.-Mexican counternarcotics efforts face difficult challenges : report to congressional requesters. Washington, D.C: The Office, 1998.

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Office, General Accounting. Drug control: U.S.-Mexican counternarcotics efforts face difficult challenges : report to Congressional requesters. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.

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Office, General Accounting. Drug control: U.S.-Mexican counternarcotics efforts face difficult challenges : report to Congressional requesters. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.

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Office, General Accounting. Drug control: U.S.-Mexican counternarcotics efforts face difficult challenges : report to Congressional requesters. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): U.S. General Accounting Office, 1998.

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Office, General Accounting. Risk-focused bank examinations: Regulators of large banking organizations face challenges : report to Congressional requesters. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 2000.

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Williams, Edwin F. Comprehensive facial rejuvenation: A practical and systematic guide to surgical management of the aging face. Philadelphia: Lippincott Williams & Wilkins, 2004.

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Office, General Accounting. Drug control: U.S. counternarcotics efforts in Colombia face continuing challenges : report to Congressional requesters. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.

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Office, General Accounting. Drug control: U.S. counternarcotics efforts in Colombia face continuing challenges : report to Congressional requesters. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.

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Book chapters on the topic "Face-to-face practice"

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Stakland, Steve. "Face-to-Face Learning Is a Focal Practice." In Exploring What is Lost in the Online Undergraduate Experience, 146–54. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003349051-17.

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Bal, Mieke. "The Commitment to Face." In Commitment and Complicity in Cultural Theory and Practice, 120–36. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230236967_7.

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Gray, Benjamin. "Health and Social Care Policy and Practice." In Face to Face with Emotions in Health and Social Care, 25–29. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3402-3_3.

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Dalla Valle, Anna. "Reshaping of AEC Firm Management to Face Environmental Sustainability." In Change Management Towards Life Cycle AE(C) Practice, 1–10. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69981-9_1.

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Yassin, Amr Abdullatif, Norizan Abdul Razak, Tg Nor Rizan Tg Mohamad Maasum, and Qasim AlAjmi. "Effectiveness of Face-to-Face Computer Assisted Cooperative Learning in Teaching Reading Skills to Yemeni EFL Learners: Linking Theory to Practice." In International Conference on Information Systems and Intelligent Applications, 257–77. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-16865-9_21.

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Boumbarov, Ognian, Plamen Petrov, Krasimir Muratovski, and Strahil Sokolov. "An Application of Mean Shift and Adaptive Control to Active Face Tracking." In Intelligent Systems: From Theory to Practice, 161–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13428-9_7.

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Prince, EmmaSue. "Face-to-Face Communication." In Practical Business Communication, 65–76. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60606-8_5.

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Ward, Harriet, Lynne Moggach, Susan Tregeagle, and Helen Trivedi. "Conclusion: Implications for Policy and Practice." In Outcomes of Open Adoption from Care, 267–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76429-6_9.

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AbstractThe book focuses on a study of 210 children in out-of-home care in Australia who were adopted over a 30-year period; 93 were traced for an average of 18 years after placement. The requirement for regular face-to-face contact with birth parents was considered beneficial by 69% of participants. Other findings show the adoptees’ extreme vulnerability, improved stability post adoption and the importance of adoptive parents’ commitment in facilitating positive outcomes. They also imply that child protection policy should focus on strengthening family support and more timely decision-making when parents cannot overcome their difficulties. Policy for children in long-term foster care should focus on reducing instability, increasing the quality of care and providing better care leaving support. Internationally, adoption policy needs to reflect the increased similarities between adoption and fostering engendered by open adoption from care, and acknowledge their implications for recruitment, training, contact arrangements and post-adoption support.
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Pic, Marc Michel, Gaël Mahfoudi, Anis Trabelsi, and Jean-Luc Dugelay. "Face Manipulation Detection in Remote Operational Systems." In Handbook of Digital Face Manipulation and Detection, 413–36. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87664-7_19.

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AbstractIn this chapter, we present the various categories of Face Manipulation and their use within different remote operational systems. We then use the example of remote identity document onboarding systems to illustrate how each category can be used in practice to compromise such a system. After a definition of the different Face Manipulation categories and the common algorithms used to produce them, we go through the various manipulation detection algorithms and common image and video forgery datasets. We then introduce some known counter-forensics methods that can be used by an attacker to avoid detection. Knowing the detection methods and the counter-forensic, we present how we can build up a safer system by using the correct methods at the correct time. But also how knowledge about the tampering process could be used to design the user experience to make the systems harder to compromise. We complete this review by the standardisation effort and legal aspect on the matter. And we conclude by discussing the remaining challenges and perspectives for better use of nowadays detection methods in practical usage.
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Bracke, S., M. Hinz, M. Inoue, E. Patelli, S. Kutz, H. Gottschalk, B. Ulutas, C. Hartl, P. Mörs, and P. Bonnaud. "Reliability engineering in face of shorten product life cycles: Challenges, technique trends and method approaches to ensure product reliability." In Risk, Reliability and Safety: Innovating Theory and Practice, 2884–91. Taylor & Francis Group, 6000 Broken Sound Parkway NW, Suite 300, Boca Raton, FL 33487-2742: CRC Press, 2016. http://dx.doi.org/10.1201/9781315374987-438.

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Conference papers on the topic "Face-to-face practice"

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Cruz, Mario Aquino, Herwin Alayn Huillcen Baca, Manuel J. Ibarra, Jose Abdon Sotomayor Chahuaylla, Flor de Luz Palomino Valdivia, and Yonatan Mamani-Coaquira. "Research in teaching practice in non-face-to-face education." In 2021 XVI Latin American Conference on Learning Technologies (LACLO). IEEE, 2021. http://dx.doi.org/10.1109/laclo54177.2021.00082.

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Morales, Carlos. "THE ROLE OF AN ONLINE CAMPUS DURING THE TRANSITION FROM FACE-TO-FACE TO REMOTE LEARNING: RECOMMENDATIONS FROM PRACTICE." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.2238.

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Froelund, Lars, Lars Alroe, and Flemming K. Fink. "From Best Practice to Next Practice - Creating Knowledge Partnerships to Face the Challenges of Tomorrow." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Singapore: Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p176.

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Valeeva, Galina Viktorovna. "Innovative Educational Technologies for Teaching the "Philosophy" Discipline in a Hybrid Learning Model." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86253.

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The article discusses educational technologies used in teaching the discipline "Philosophy" in a hybrid learning model. Technologies of distance learning (video lectures, presentations, e-textbooks, online course, etc.) and face-to-face training (case technology, portfolio technology) are highlighted, and their implementation is shown.
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Cochrane, Thomas, James Birt, Neil Cowie, Chris Deneen, Paul Goldacre, Vickel Narayan, Lisa Ransom, David Sinfield, and Tom Worthington. "A collaborative design model to support hybrid learning environments during COVID19." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0119.

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COVID-19 has catalyzed online learning environment design across all university disciplines, including the traditionally practice-based disciplines. As we move from a rapid response triage mode of online learning towards a more sustained engagement with a mix of online and face-to- face learning environments (particularly for practice-based learning) we face some unique challenges. This concise paper explores an example of collaborative co-creation and co-design of a resource guide as a response to the challenges of COVID-19 for best practices for designing hybrid learning environments to facilitate distributed learning environments (face-to-face and remote students). The co-creative co-design of the resource guide highlights some of the identified key design principles behind facilitating distributed learning communities.
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Senn, Gary. "Comparison of Face-To-Face and Hybrid Delivery of a Course that Requires Technology Skills Development." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3358.

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Online learning continues to be among the fastest-growing sectors of higher education. K-12 teachers and education professionals outside of the K-12 classroom are among the consumers taking interest in online learning. With many opportunities for technology-enriched learning, educators are becoming more interested in educational technology programs that will provide them with credentials necessary to serve in the growing areas of educational technology incorporation and online learning. A degree program in educational technology was established that offered classes through a variety of delivery methods. Classes were delivered in face-to-face, online, and hybrid formats. Hybrid classes were offered with some portions online, some face-to-face and, in some cases, twoway, interactive video. To address needs for an increasing number of students who traveled for some distance to participate in the degree program, the faculty began moving the entire program online. Two classes were particularly difficult to move to an online format. These two design and development tools classes required the learning of skills related to specific software packages that were unfamiliar to most students. The classes required much practice with the software packages and much instructor support that included demonstration of skills and troubleshooting during the learning process.
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Unzueta, Gorka, and Jose Alberto Eguren. "Training in higher education in the Covid-19 context: A case study of operation management training in a Business Innovation and Project Management Master." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12896.

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The main objective of this paper is to describe the programme followed for the development and acquisition of quality engineering (QE)-related competences in the context of the Covid-19 pandemic through the use of information and communication technologies (ICT). In a 100% face-to-face context, different products (such as catapults and paper helicopters) were used to apply the theoretical concepts of Six Sigma in an real environment, which would be impossible in an online or blended context. To overcome the difficulties derived from the Covid-19 pandemic, a new programme has been defined that includes the continuous use of ICT using a simulator of an injection process to generate the necessary data to develop the practice. The changes made to the programme, and the simulator used, have successfully replaced the practices and products previously used in a 100% face-to-face environment, allowing students to acquire QE-related competences in a practical way in a non-face-to-face environment.
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Fernandez, Paulo Eduardo Lahoz, Guilherme Diogo Silva, and Eduardo Genaro Mutarelli. "Studies across subspecialties of neurology (SON) report noninferiority of telemedicine (TM) compared with face-to-face intervention (FTF-I)." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.680.

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Background: Studies across subspecialties of neurology (SON) report noninferiority of telemedicine (TM) compared with face-to-face intervention (FTF-I). Clinical scales (CS) are important tools for outcome measures in clinical care. However, which CS in FTF-I can be used in teleneurology is unclear. Objectives: Define the most used CS in studies comparing TM with FTF-I in different SON. Design and Setting/Methods: We searched PubMed and Embase for randomized controlled trials, published from 2011 to April 2021, with Key words ‘’telemedicine’’ cross-referenced with ‘’neurology’’ or neurological diseases, considering the synonyms. Results: 43 eligible studies in 400 records, from 12 countries, with 5600 patients and 8 SON: stroke (10), headache (4), epilepsy (6), cognitive disorders (7), demyelinating diseases (8), movement disorders (3), neuromuscular diseases (3), and vestibular diseases (2). The most used CS: National Institute of Health Stroke Scale (NIHSS) and Modified Rankin Scale (MRS) for stroke impairment and limitation; Headache Impact Test (HIT-6) and Migraine Disability Assessment Scale (MIDAS) for headache disability; Quality Of Life in Epilepsy Inventory (QOL-31) for seizure burden; Mini-Mental State Exam (MMSE) and Zarit Burden Interview (ZBI) for cognitive function and caregiver burden in dementia care; Expanded Disability Status Scale (EDSS) and Fatigue Impact Scale (FIS) for disability and fatigue in Multiple Sclerosis; Parkinson’s disease Questionnaire (PDQ-39) and Unified Parkinson’s Disease Rating Scale (UPDRS) for QOL and disability in PD; Amyotrophic Lateral Sclerosis Functional Rating Scale Revised (ALSFRS-R) for severity in ALS; and Vertigo Symptom Scale Short form (VSS-SF) for vertigo. Conclusions: We present feasible CS usually applied in teleneurology that can be used as important tools for future findings in TM research and practice.
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Buchanan, Renay, and Robert McDougall. "Techniques for Mirroring Practice Online." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2638.

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In this paper we describe the creative and innovative work that has emerged from the collaboration between content experts and creative designers. The project detailed here focuses on enhancing the current range of online learning opportunities for students studying a level one business mathematics course. We highlight some of the positives and negatives encountered when converting existing print-based materials to quality online educational tools and the mapping of face-to-face instruction into the electronic medium. A discussion of some of the major challenges encountered when creating resources such as these for distribution in an online environment is included. The conference presentation for this work will demonstrate the two primary online resources, worked examples with audio enhancement and simulations.
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Cartei, Giulia. "The impacts of MiFID II product governance requirements on financial intermediaries and a Blockchain solution to face POG requirements." In New challenges in corporate governance: Theory and practice. Virtus Interpress, 2019. http://dx.doi.org/10.22495/ncpr_41.

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Reports on the topic "Face-to-face practice"

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Ciapponi, Agustín, and Sebastián García Martí. Do educational outreach visits improve health professional practice and patient outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170107.

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Educational outreach visits entail the use of a trained person from outside the practice setting to meet with healthcare professionals in their practice. They provide information that may include feedback about professional performance with the intent of improving practice. This type of face-to-face visit is also called academic detailing and educational visiting. The intervention may be tailored based upon previously identified barriers to change or combined with other interventions, including reminders or interventions targeted directly at patients, such as recall clinics
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Walker, Brooke, Douglas Krafft, Brian McFall, Hande McCaw, and Scott Spurgeon. Current state of practice of nearshore nourishment by the United States Army Corps of Engineers. Engineer Research and Development Center (U.S.), August 2022. http://dx.doi.org/10.21079/11681/45280.

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This US Army Corps of Engineers (USACE) special report prepared by the US Army Engineer Research and Development Center, Coastal and Hydraulics Laboratory, provides an overview of the current state of practice for nearshore nourishment with dredged sediment. This special report was completed with responses and input from professionals across the dredging and placement teams from each of the USACE Coastal and Great Lakes districts, providing comprehensive overviews of the decision trees these districts utilize in the placement of their dredged sediment. This report describes the general practice of nearshore nourishment, the impediments and concerns faced by nearshore nourishment projects, and the practical methods utilized by the Coastal and Great Lakes districts for their nearshore nourishment projects. Understanding the current state of practice, along with the general and specific impediments the districts face, enables further research in and development of best practices for use across the USACE and better communication of the practice to other stakeholders.
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Zimmerman, Emily, and Jana Smith. Behavioral tactics to support providers in offering quality care: Insights from provider behavior change research and practice. Population Council, 2022. http://dx.doi.org/10.31899/sbsr2022.1043.

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This document offers a synthesis of insights from recent research and design activities conducted by ideas42 through Breakthrough RESEARCH, Breakthrough ACTION, and other projects across nine different low- and middle-income settings about the behavioral roots of challenges health care providers face in providing high quality services. We discuss how the physical and social environment in which they work and live sends signals to providers about what is important, how they can navigate difficulties, and how well they are performing. We discuss how experiences outside the health facility impact how providers approach their professional duties. We also discuss how pervasive time and resource constraints create a cognitive and emotional burden that gets in the way of what they can do, even within these constraints. For each challenge, we also share lessons emerging from this research about about how global health practitioners can address these challenges through program design and implementation.
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Rast, Jessica E., Tamara Garfield, Anne M. Roux, Kaitlin H. Koffer Miller, Lisa M. Hund, Sha Tao, Connor M. Kerns, Kashia A. Rosenau, Emily Hotez, and Kristy A. Anderson. National Autism Indicators Report: Mental Health. A.J. Drexel Autism Institute, August 2021. http://dx.doi.org/10.17918/nairmentalhealth2021.

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The purpose of this report is to catalogue indicators of mental health and mental health care to highlight areas of needed improvement in practice and policy. Mental health care is an urgent priority and this report documents barriers that individuals and families face when trying to access mental health care. Good health and wellbeing require effective interventions and supportive policy to ensure that mental health needs of autistic children and adults are effectively addressed.
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Mahat, Marian, and Vivienne Awad. The 2022 Sophia Program. University of Melbourne, February 2023. http://dx.doi.org/10.46580/124373.

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The Sophia Program is a one year professional learning program established by Sydney Catholic Schools in collaboration with the University of Melbourne. The professional learning program is unique, in that it not only involves the acquisition of knowledge and theory of school learning environments but also action-oriented evidence-based research within a professional learning community where groups of educators work collaboratively at the school- and system-level to improve student outcomes. Thirty five participants from six Sydney Catholic Schools participated in the 2022 program. This report provides a summary of aggregated findings around teacher efficacy, teacher mind frames, student learning and student engagement, perceptions of students on the prototype learning environments and furniture, as well as overall evaluation of the program by participants in the inaugural cohort. Lessons learnt from the Sophia Program have found seven important characteristics of effective professional learning. In summary, effective professional learning is one that is: ● contextualised, i.e. aligned with school goals, priorities and values, and addresses the learning needs of staff and students. ● includes the engagement of a strong leader with a committed group of educators. ● is longer in duration, reinforced over a longer period of time. ● includes establishing a prototype that enables educators and students to test and evaluate both design and pedagogy. ● includes multiple forms of active learning. ● includes forms of action research that enable evidence-based improvements. ● can be delivered virtually and face-to-face. In essence, the world-first Sophia program illustrates what a high-quality professional learning could look like—one that is ongoing, connected to both content knowledge and teacher practice, incorporates active learning and research-based practices, and encourages networking, collaboration, mentoring and time for practice, feedback, and reflection. The report concludes with directions for future practice that provides important school- and system-level implications.
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Nassar, Sylvia C., and Aisha Al-Qimlass. Career Builders: Key Components for Effective Global Youth Career and Workforce Development. RTI Press, September 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0045.1709.

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Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.
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Maubert, Camille, Jeremy Allouche, Irene Hamuli, Eustache Kuliumbwa Lulego, Gauthier Marchais, Ferdinand Mushi Mugumo, and Sohela Nazneen. Women’s Agency and Humanitarian Protection in North and South Kivu, DRC. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/ids.2022.076.

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This Working Paper analyses the role and practices of women’s groups in relation to women’s protection in the provinces of North and South Kivu in the Democratic Republic of the Congo (DRC). Contrasting qualitative materials from communities in Congo with the literature on women’s agency, we explore the spaces, strategies, and repertoires used by women to increase their participation in community protection structures. Using case studies from North and South Kivu, including protection projects supported by ActionAid and Oxfam, we show how women’s leadership groups can constitute an empowering space and vehicle for women’s collective negotiation for protection which spans across several interrelated spheres: domestic, community, and professional, as well as legal, religious, and customary. Through our analysis of how women’s groups shape protection discourses and progressively change practices, we aim to contribute to a more nuanced understanding of what a women-led approach to protection means in practice as well as the challenges and opportunities that women face in order to expand their agency in a conflict-affected and patriarchal context.
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Falfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin, and Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4442.

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on the Principal Component Analysis data processing we can conclude that students’ satisfaction and positive e-learning perception are in a good correlation with quality of e-learning resources and set of apps which are used while e-learning and distance education. Also, education style, methods, and manner predict willingness of students to self-study. The self-motivation, time-management, lack of practice, digital alienation, positive attitude towards ICT, and instruction strategy belong to the most important challenges of COVID-19 lockdown based on the students and academic staff interviews. Online learning on daily purpose should be used in the favor of strengthening of classical higher education rather than replacing the former. Blended education is the best alternative to face-to-face education, because the communication with mentor in a live environmental even virtual should have ushered the learners to complete online learning and improve its results.
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O'Donnell, Emily. Delivering multiple co-benefits in Blue-Green Cities. Royal Geographical Society (with IBG), June 2021. http://dx.doi.org/10.55203/pclw1513.

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Global cities face a range of water challenges, driven by increasingly frequent and extreme storm events, drier summers, accelerating urbanisation and reductions in public green space. Blue-Green Infrastructure (BGI) and Nature-Based Solutions (NBS) are increasingly being used to address challenges across the full water spectrum while tackling social, economic and environmental issues. In April 2021, the Royal Geographical Society (with IBG) hosted an online knowledge exchange event to explore the multiple co-benefits of Blue-Green Cities, and how these can overcome the biophysical, socio-political and societal barriers to innovation in urban flood and water management. This briefing paper draws together discussion from that event, framed by geographical research in the Blue-Green Cities (www.bluegreencities.ac.uk) and Urban Flood Resilience (www.urbanfloodresilience.ac.uk) projects, to give recommendations to enable greater implementation of BGI in policy and practice.
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Munoz, Laura, Giulia Mascagni, Wilson Prichard, and Fabrizio Santoro. Should Governments Tax Digital Financial Services? A Research Agenda to Understand Sector-Specific Taxes on DFS. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/ictd.2022.002.

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Digital financial services (DFS) have rapidly expanded across Africa and other low-income countries. At the same time, low-income countries face strong pressures to increase domestic resource mobilisation, and major challenges in taxing the digital economy. A growing number are therefore advancing or considering new taxes on DFS. These have generated much debate and there are significant disagreements over the rationale for the taxes and their likely impacts. This paper examines three key questions that could help governments and other stakeholders to better understand the rationale for, and impacts of, different decisions around taxing DFS – and to arrive at policies that best meet competing needs. First, what is the rationale for imposing specific taxes on money transfers or mobile money in particular? Second, and most importantly, what is the likely impact of DFS taxes? Third, how do the policy processes through which taxes on DFS and money transfers are introduced function in practice? The paper looks at the core principles of good taxation and presents the existing debate around whether taxes on DFS observe them. It explains why understanding the landscape of financial services is essential to designing suitable tax policies and lays out a framework for developing the necessary analysis of the impacts of taxes on DFS. It also highlights the importance of better understanding the processes that give rise to these taxes.
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