Relevant bibliographies by topics / Humanistic curriculum

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

Academic literature on the topic 'Humanistic curriculum'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Humanistic curriculum"

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Copes, Larry, and Beverly Stratton. "Augsburg's Humanistic Curriculum Project." Humanistic Mathematics Network Journal 1, no. 6 (May 1991): 42–44. http://dx.doi.org/10.5642/hmnj.199101.06.10.

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Giuliani, Meredith Elana, Maria Athina (Tina) Martimianakis, Janet Papadakos, Michaela Broadhurst, Erik Driessen, and Janneke Frambach. "Humanism in global oncology curricula: An emerging priority." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): 10505. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10505.

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10505 Background: Training in humanism provides the skills to achieve shared decision making with patients and their families, to navigate systems level challenges and to function positively within the healthcare team. However, there is potentially a lack of attention to humanistic competencies in global oncology curricula due to the dominance of the biomedical model in curriculum design, the challenge of assessing humanistic competencies and global cultural considerations. The aims of this study were to explore to what extent humanistic competencies are included in global oncology curricula and the nature of the humanistic competencies included. Methods: Sixteen global oncology curricula identified in a prior systematic review were analysed. The curricula were coded using the Gold Foundation’s I.E.C.A.R.E.S (Integrity, Excellence, Collaboration & compassion, Altruism, Respect & Resilience, Empathy and Service) humanistic competency framework and the CanMEDS framework. Descriptive statistics were used to describe the proportion of items attributed to each aspect of the framework. Results: 7733 curricular items were identified in the 16 curricula and 729 (9%) aligned with the I.E.C.A.R.E.S framework. The proportion of humanistic items in individual curricula ranged from 2% to 26%. The proportion of humanistic items has been increasing from the curricula published in 1980-1989 (3%) to the curricula published in 2010-2017 with a mean of 11% (4 to 25%). There was a higher proportion of humanistic competencies in curricula from the European region (9%) than in other regions. Of the humanistic items 35% were under respect, 31% under compassion, 24% under empathy, 5% were under integrity, 2% under excellence, 1% under altruism, and 1% under service. The majority of the humanistic items also aligned with the professional (35%), medical expert (31%) or communicator (26%) CanMEDS domains. Conclusions: The proportion of humanistic competencies has been increasing in global oncology curricula over time however the overall proportion remains low. Humanism is largely represented by competencies of respect, compassion and empathy and there exists a conflation between humanism and professionalism. Future global curricular efforts may benefit from attention to incorporating all aspects of humanistic competencies.
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Pratt, David. "Curriculum design as humanistic technology." Journal of Curriculum Studies 19, no. 2 (March 1987): 149–62. http://dx.doi.org/10.1080/0022027870190204.

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Monaziroh, Anika, and Choirudin Choirudin. "THE DEVELOPMENT DESIGN OF CURRICULUM 2013 FOR FIQIH LEARNING THROUGH A HUMANISTIC APPROACH." AL-TANZIM: Jurnal Manajemen Pendidikan Islam 5, no. 1 (March 31, 2021): 140–53. http://dx.doi.org/10.33650/al-tanzim.v5i1.1675.

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This study aims to describe the design of the 2013 curriculum development and the humanistic approach through the 2013 curriculum (Core Competencies and Basic Competencies) in Islamic jurisprudence subjects at Madrasah Ibtidaiyah (MI). The authors consider that it can later be the best solution for learning Fiqh through a humanistic approach. This research method uses content analysis. Content analysis is a research that is an in-depth discussion of the content of information contained in a mass media (analysis of the content of the object is mainly mass media). This study indicates several curriculum designs in 2013, including scientific discipline curriculum design, community-oriented curriculum design, student-oriented curriculum design, technological curriculum design, and Fiqh curriculum material. A balance must be reached between the materials that describe the principles of humanistic education. In this study, the authors also provide a solution that the concept of Fiqh learning uses a humanistic approach.
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Maslamah, Maslamah. "Nilai-Nilai Karakter dalam Kurikulum Humanistik di FITK IAIN Surakarta." At-Tarbawi: Jurnal Kajian Kependidikan Islam 1, no. 2 (December 31, 2016): 157. http://dx.doi.org/10.22515/attarbawi.v1i2.530.

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This research was conducted to find the values of the character in curriculum based Humanistic. Humanistic curriculum is a model curriculum with emphasis on student-centered learning. By way of this curriculum, educationcan return to its original role and function, which is to increase human dignity and. The catagory ofthis research is leterary and took place in FITK (Faculty of Education), IAIN (State Islamic Institut). The data of research were handouts and reference books that used by lecturers of humanistic-based subjects. The results of this research are: 1) the majority of the subject materials based on humanistic in FITK contains muchcharacter values, such as: love peace, tolerance, empathy, solidarity, asceticism, sincere and so on; 3) in addition, character values are also internalized through a learning process; 3) The values of character that nothing comes from the teachings of Islam, philosophy and civilization of community.Keywords: Character Values, Humanistic Curriculum.
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Nuessel, Frank, and Arthur Van Stewart. "Minority Humanistic Perspectives on Aging Curriculum." Gerontology & Geriatrics Education 20, no. 3 (June 22, 2000): 3–23. http://dx.doi.org/10.1300/j021v20n03_02.

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Suprihatin, Suprihatin. "PENDEKATAN HUMANISTIK DALAM PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM." POTENSIA: Jurnal Kependidikan Islam 3, no. 1 (June 13, 2017): 82. http://dx.doi.org/10.24014/potensia.v3i1.3477.

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Curriculum is a tool to achieve educational goals as well as guidance in the implementation of teaching in all types and levels of education. The development (developers) have discovered several approaches in curriculum development that is intended approach with how the strategy and the correct method by following these steps systematic development in order to obtain a better curriculum. One approach developed by the developer is a humanistic approach. Humanistic curriculum developed by education experts humanistic. The curriculum is based on the concept of the flow of private education (personalized education). This stream is more giving to the students the main venue. They proceed from the assumption that a child or student is first and foremost in education. He is a subject that became the center of education. They believe that students have potential, have the ability and strength to thrive. Humanistic education is expected to restore the role and function of man is to restore man to his nature as the best of creatures (khairu ummah). The purpose of emphasizing the humanistic curriculum in terms of personal development, integration and autonomy of the individual. This objective can be seen as a means of asserting themselves.
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Lau, Grace. "The Promises and Challenges of Implementing Humanistic Pedagogy in the Curriculum of Hong Kong Kindergartens." International Journal of Educational Reform 18, no. 3 (July 2009): 250–67. http://dx.doi.org/10.1177/105678790901800305.

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This article reports on two case studies of teachers’ managing the challenges associated with gaining acceptance for child-centeredness curriculum practices in the Hong Kong Special Administrative Region. These teachers intended to respond to the newly published Guide to the Preprimary Curriculum (Education and Manpower Branch, 2006) by adopting a more humanistic pedagogical approach in their teaching and learning practices. The research revealed a gap between what the teachers expected as promises associated with the teaching practices and the actual challenges they faced while implementing the humanistic curriculum. Implications of these findings, both the challenges and the promises, are discussed to provide references for practitioners in the field, namely by explaining what worked for the teachers and what did not when readjusting their ideal school-based curriculums. The reactions of the practitioners to educational reform in England and Sweden are discussed as cross-reference to the findings of the research.
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Griffith, James L. "Neuroscience and Humanistic Psychiatry: a Residency Curriculum." Academic Psychiatry 38, no. 2 (March 14, 2014): 177–84. http://dx.doi.org/10.1007/s40596-014-0063-5.

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이인기. "Reshaping Humanistic Values in the English Curriculum." Journal of English Language and Literature 55, no. 5 (December 2009): 821–41. http://dx.doi.org/10.15794/jell.2009.55.5.003.

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Dissertations / Theses on the topic "Humanistic curriculum"

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Chik, Mei-ling. "An evaluation of project assessment in environmental education : the case of environmental studies module in the liberal studies curriculum in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710249.

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Leung, Chi-yan. "Curriculum interpretation of advanced supplementary level liberal studies in secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42182475.

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Wilson, Fuge Blythe Ariana. "Confluent education: Curriculum developed to create connections for students." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3334.

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The purpose of this project is to develop a confluent interdisciplinary unit for use by other teachers. Confluent education focuses on teaching the affective and cognitive domains in a seamless approach in which the education of both domains are part of the objectives in the lessons. Includes lesson plans.
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Olla, Venus. "An enquiry into citizenship education curriculum and pedagogy : the role of technology and student voice." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13696/.

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The research in this thesis explores Citizenship Education pedagogy at secondary school level in Ontario, Canada. Citizenship Education is a complex subject area and its teaching and learning within the classroom is contentious. The literature indicates the value of student voice and technology; however the ways in which these pedagogical tools can be incorporated into the Citizenship Education classroom have not been explored in great detail. This study uses a Practitioner Inquiry approach within an Action Research model to investigate the research question; how can student voice and technology be used in the engagement of students within the subject area of Citizenship Education in the classroom. The methods developed and used to collect the data for the study served a dual purpose of engaging and empowering the participants within the research and were based on the ethical considerations of researching with young people. The thesis uses an adapted interpretive ecological framework for the conceptualization, interpretation, and analysis of the findings from the study. It provides a rich and detailed description of the context, processes, and considerations that are involved in incorporating student voice and technology within the Citizenship Education classroom through the Action Research design. The results show that student voice and technology can be used pedagogically to help young people construct their own meanings of citizenship and a Critical Citizenship Education framework was developed to support adoption of these approaches more widely. Future directions for research into the use of innovative approaches to the teaching and learning of Citizenship Education in the classroom are considered.
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Chik, Mei-ling, and 戚美玲. "An evaluation of project assessment in environmental education: the case of environmental studies module inthe liberal studies curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957778.

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Yu, Ho-wai. "Preparation for the new senior secondary liberal studies curriculum the perception of school practitioners in a direct subsidy scheme school in Hong Kong /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/b40203360.

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Hollway, Michael C. "College student humanitarian values a comparison of the impact of two liberal arts core curricula /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054150509.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains viii, 144 p.; also includes graphics. Includes bibliographical references (p. 114-125). Available online via OhioLINK's ETD Center.
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Leung, Chi-yan, and 梁子茵. "Curriculum interpretation of advanced supplementary level liberal studies in secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42182475.

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Pfahlert, Jeanine Ann. "THE SOCIOLOGICAL HITCH." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1150841109.

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Johns, Emily M. Busiek. "Investigating factors relevant to a multicultural HIV/AIDS Curriculum for Assemblies of God." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1306.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2009.
The HIV/AIDS crisis in South Africa has reached pandemic levels, with over 1 000 deaths per day. The church in South Africa represents a largely untapped resource for addressing this problem. One of the largest Evangelical church groups in South Africa is the Assemblies of God (AOG/SA). This church group consists of three culturally distinct fraternals: The Group (white), The Association (coloured), and The Movement (black). Although they function under one executive committee, these fraternals have remained organizationally distinct even after the dismantling of apartheid laws in 1991. On the issue of HIV/AIDS, all three fraternals have remained largely quiet and uninvolved. They have made no attempt to strategize on a unified response to the pandemic, nor have they attempted to promote culturally relevant curricula capable of empowering their pastors and theological students to respond effectively to this crisis. The research consisted of two phases, following Rothman and Thomas's Intervention Research model (1994), with special emphasis on the design and development component. The first phase identified and assessed educational, cultural, and religious factors relevant to the development and delivery of a clergy-focused multicultural curriculum intervention addressing the HIV/AIDS pandemic in South Africa. Data-gathering strategy for the first phase consisted of semi-structured interviews with ethnographic notions. The target groups for the first phase of the research included 15 credentialed AOG/SA pastors and the three fraternal leaders. The leaders and fraternal members participated in semistructured interviews designed to establish cultural and religious points of divergence pertaining to topics surrounding the AIDS pandemic (e.g. sickness, death, sexuality and gender roles). The second phase of the research consisted of the development and delivery of a curriculum intervention. Integrating the cultural and religious factors identified in the first phase of the research, the nine-day curriculum intervention was presented to 34 tertiary-level theological students in two culturally distinct venues. The content of the curriculum primarily emphasized aspects of gender, tradition, and culture as they relate to HIV/AIDS and surrounding issues. The intervention utilized three curriculum theories that were deemed relevant to the educational context of South Africa: humanistic curriculum theory, social reconstructionist curriculum theory and dialogue curriculum theory. Data-gathering strategies for the second phase of the research utilized both quantitative and qualitative instruments with ethnographic notions. The quantitative instruments included the Scale of Basic HIV/AIDS Knowledge (SHAK), Personal Reflections of Men with HIV/AIDS (PRM) and Personal Reflections of Women with HIV/AIDS (PRW). Reflective journaling was used to acquire qualitative data from student participants. Scores significantly improved on the SHAK in both venues. Scores on the PRW improved in both venues, significantly so in one. Unexpectedly, scores on the PRM declined at both venues, although not significantly so. Males with HIV/AIDS were viewed more negatively by both genders at the end of the intervention in both venues. Reflective journal entries indicated that students at both venues clearly perceived a need for the church to be involved in the pandemic; many proposed that sex education should be taking place within the context of church youth ministry. Affective responses were markedly positive for those suffering with AIDS, particularly females. The data clearly indicated that the curriculum was effective in two culturally distinct venues.
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Books on the topic "Humanistic curriculum"

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Sclarow, Allender Donna, ed. The humanistic teacher: First the child, then curriculum. Boulder, Colo: Paradigm Publishers, 2008.

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David, Conway. Liberal education and the national curriculum. London: Civitas, 2010.

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Institute for the Study of Civil Society, ed. Liberal education and the national curriculum. London: Civitas, 2010.

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Blackman, Sandra. Perspectives on the humanities and school-based curriculum development. New York, N.Y: American Council of Learned Societies, 1994.

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Higginbotham, Elizabeth. Integrating all women into the curriculum. Memphis, Tenn: Memphis State University, Center for Research on Women, 1990.

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Conference, Association for Core Texts and Courses. Reforming liberal education and the core after the twentieth century: Selected papers from the eight annual conference of the Association for Core Texts and Courses, Montreal, Canada, April 4-7, 2002. Lanham, MD: University Press of America, 2006.

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Martin, Jane Roland. Transforming the liberal curriculum: Rewriting the story of Sophie and Emile. Wellesley, Mass: Wellesley College, Center for Research on Women, 1985.

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Martin, Jane Roland. Transforming the liberal curriculum: Rewriting the story of Sophie and Emile. Wellesley, Mass: Wellesley College, Center for Research on Women, 1985.

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Morgen, Sandra. To see ourselves, to see our sisters: The challenge of re-envisioning curriculum change. Memphis, Tenn: Center for Research on Women, Memphis State University, 1986.

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1945-, Proctor Robert E., ed. Defining the humanities: How rediscovering a tradition can improve our schools : with a curriculum for today's students. 2nd ed. Bloomington: Indiana University Press, 1998.

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Book chapters on the topic "Humanistic curriculum"

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Christison, MaryAnn, and Denise E. Murray. "A Humanistic Curriculum." In What English Language Teachers Need to Know Volume III, 278–91. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429275746-23.

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Roegiers, Xavier. "Can a Competency-based Curriculum be a Humanistic Curriculum?" In Competence and Program-based Approach in Training, 57–79. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119507307.ch2.

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Thompson, Richard T. "Testing, Standards, and the Curriculum." In Scientific and Humanistic Dimensions of Language, 149. Amsterdam: John Benjamins Publishing Company, 1985. http://dx.doi.org/10.1075/z.22.24tho.

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Lekić, Mirna, and André Brégégère. "Echoes of Exile: Genocide and Displacement Studies in the Undergraduate Music Curriculum." In Humanistic Pedagogy Across the Disciplines, 259–72. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95025-9_15.

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Magrini, James M. "The Phenomenology of Nature and the Ēthos (ηθoζ) of Earthly Dwelling in Jardine and Bonnett: Ecopedagogy, Transcendence, and the Post-Humanist Integrated Curriculum-of-life (Curriculum Vitae)." In New Approaches to Curriculum as Phenomenological Text, 76–110. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137573186_4.

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García-Huidobro S.J., Juan Cristóbal. "What Are Latin American Catholic Schools Teaching? The Urgent Challenge of a Christian-Humanist Curriculum Integration." In Catholic Education in Latin America, 13–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75059-6_2.

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Lee, Jack T., and Rajani Naidoo. "Complicit Reproductions in the Global South: Courting World Class Universities and Global Rankings." In Evaluating Education: Normative Systems and Institutional Practices, 77–91. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_6.

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AbstractThe proliferation of global rankings has led to vigorous debates about the dominance of world-class universities and the encroaching institutional isomorphism in higher education. Specifically, the narrow metrics of rankings celebrate STEM research and institutional reputation at the expense of the humanist roots of higher education: teaching, self-cultivation, and community engagement. This critique on global rankings faces an equally vocal demand that a country must develop world-class universities in order to remain economically competitive in the global era – an instrumental logic that attracts devotees in both advanced economies as well as developing economies. Ironically, policymakers in both contexts simultaneously lament the prevalence of rankings and calibrate strategies to promote success in league tables. Although rankings attract scrutiny in both higher education policymaking and research, the implications of these metrics on higher education in the Global South receive little attention. The discourse is largely focused on top and mid ranking institutions, which are often located in the Global North. In the Global South, global rankings and the concept of world-class universities act through subtle yet powerful mechanisms to shape the contours of higher education. For many institutions and states in the Global South, the fervour is less about creating a world-class university and more about establishing links with well ranked universities (domestically and internationally). Therefore, while the explicit goal is not to build a world-class university, policymakers are nevertheless complicit in reproducing the hegemony of global rankings. This chapter will examine the activities in which global rankings exert tremendous pressure on the Global South: curriculum development, student mobility, faculty recruitment, research partnerships, and strategic planning. In mapping out the mechanisms of reproduction, the goal is to highlight the pervasive influence of global rankings and the complicity in reproduction rather than paint a binary division between the global and local dimensions of higher education.
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"A Humanistic Curriculum." In What English Language Teachers Need to Know Volume III, 213–22. Routledge, 2014. http://dx.doi.org/10.4324/9780203072196-28.

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Taylor, Philip H. "Humanistic Trends and the Curriculum Field." In New Directions in Curriculum Studies, 5–12. Routledge, 2018. http://dx.doi.org/10.4324/9780429453953-3.

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Johnson, Earl S. "Science, Society, and the Curriculum." In The Humanistic Teachings of Earl S. Johnson, edited by John D. Haas, 157–65. Routledge, 2019. http://dx.doi.org/10.4324/9780429311673-13.

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Conference papers on the topic "Humanistic curriculum"

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A.N. Lee, John. "Humanization of the Computer Science Curriculum." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2522.

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Computer science programs in many universities are reacting to pedagogical initiatives to improve and broaden the education, particularly in the domain of adding less quantitative and more humanistic studies to a curriculum that is predominately technical. Integrating these concepts into the syllabus of computer science courses can be extremely difficult especially in the light of the lack of preparedness of many faculty. This paper examines some of these initiatives and suggests solutions to take the greatest advantage of these opportunities while at the same time improving the caliber of computer science graduates.
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Lv, Ning. "“Three-Joint, Three-Connection” Humanistic Quality Curriculum System Construction and Teaching Reform." In Proceedings of the 2nd International Conference on Humanities Education and Social Sciences (ICHESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ichess-19.2019.44.

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Li, Fang, and Junfang Dong. "On the Construction of Humanistic Quality Curriculum System in Application-Oriented Universities to Push forward the Reform of the Humanities Curriculum and Improve the Humanistic Qualities of College Students." In Proceedings of the 2018 3rd International Conference on Education, E-learning and Management Technology (EEMT 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceemt-18.2018.117.

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Liu, Ye, and Wanbing Shi. "A Historical Analysis of The Elective Curriculum Reform For Humanistic Quality in University." In 2020 3rd International Conference on Humanities Education and Social Sciences (ICHESS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.604.

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Conner, Lindsey. "Integrating STEMM in Higher Education: a proposed curriculum development framework." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11058.

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Educational systems around the world are trying to grapple with the need forexperts in science, technology, engineering, mathematics and medicine (STEMM),who have expert knowledge and combined skills for working in collaborativeteams to find solutions to local and global issues. Employers seek disciplinaryexperts as well as people who can act as connectors for groups and ideas and whoshare and communicate them effectively. Integration of the STEMM disciplineswithin teaching programmes is in its infancy, but there is recognition for providingextraordinary experiences in learning that develop collaboration and synthesis ofdivergent ways of thinking. A framework is presented for designing integratedSTEMM course work in higher education. It includes authentic, student-centered,evidence-based, inquiry, problem-based learning through situated, immersive andexperiential approaches that can support the deliberate development of skills forintegrating thinking, problem-solving and for creating humanistic solutions forlocal and global issues.
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Guangcai, Li. "A Study on the Synergistic Development of Instrumental and Humanistic Strategies in College English Curriculum." In 7th International Conference on Education, Management, Information and Computer Science (ICEMC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemc-17.2017.102.

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Yu Xiu-tao. "Notice of Retraction: The current situation and countermeasure to our hidden curriculum construction on physical courses under the idea of humanistic Olympics." In 2011 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC 2011). IEEE, 2011. http://dx.doi.org/10.1109/aimsec.2011.6009800.

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Effendi, Moh Mahfud. "Analysis of Humanist Education on VHS Mathematics Curriculum." In Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.89.

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Peláez, José Ignacio, Patricia Witt, Francisco E. Cabrera, and Gustavo Vaccaro. "HUMANISTIC AND SOCIAL SCIENCES IN HIGHER EDUCATION CURRICULA: A FACTOR THAT BRINGS TANGIBLE VALUE TO PRODUCTIVE COMPANIES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2295.

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