Install Software using “Software Center”

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Technology services has a new tool to deploy software to district owned machines that does not require the end user to have administrative rights. The tool is called Microsoft Software Center. For staff and students to use this tool please use the directions below.

Go to Start, Type Software Center.

 

 

 

 

 

 

 

 

 

 

 

 

If there is nothing listed here hit F5 or FN+F5 (depending on laptop model). Check program name and click “Install Selected” in the lower right hand corner.

 

 

 

The program will now disappear from the “Available Software” tab and jump to the “Installation Status” tab. You should see a status of “Downloading (%)” and “Installing“. Do not shutdown or logoff during this process. Once the status turns to “Installed” you are good to go.

The program will then be located in the “Installed Software” tab.

 

Graduating Seniors and Moving your Documents

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CVHS Seniors

How to Move your Documents that are stored on your laptop

These are your personal documents that you may move from the CVSD laptop to a cloud storage area  if you would like to keep them for the  future.

  • Step  ONE Locate Documents on
    • C Drive (Local Disk)
  • Step  TWO Locate Documents on
    • your Network Drive (Firstname_lastname)
  • Step THREE
    • Move documents to DropBox, Box or a Personal Google Drive Account
  • Step Four
    • Your Google Drive Documents – Use the Google TAKE OUT tool to archive all documents.
    • This archive can be placed in a personal Google Account or a DropBox or a Box cloud storage account
  • Step Five
    • If you would like to move Your CV Wikispace – Please see below for information to Contact Wikispaces

More directions are listed below for each of the Steps

drives.PNG

Step  ONE Locate Documents on C Drive (Local Disk)

  • start button.PNGStart Menu
  • Computer
  • Local C: or This Computer
  • Locate the  — Users Folder
  • Locate Your Named Folder inside the Users Folder
  • and then look in the following locations for your any of your files
    • Desktop
    • Downloads
    • My Documents
    • My Music
    • My Pictures
    • My Videos

These are items you will want to move to an alternate location like Box, Drop Box or Google Drive

Step  TWO Locate Documents on your Network Drive (Firstname_lastname)

  • Then open your FirstName Last Name Folder and locate your files that are stored there.
  • Move all documents to one of the options below. DropBox, Box or Google Drive

Step Three – How to Move your Stored Documents into a Cloud Storage Location like Dropbox or Box or Google Drive

Choice A. DROP BOX

Create a Drop Box account with 3GB of Storage at dropbox.com

  • do NOT try to download the program to your CVSD laptop.
  • You can use it from the web version.

You will be able to upload 3 GB of storage space for free

Click the upload button and add the files you need to add to your dropbox account.

Choice B. BOX

Create a  Box.com account with 10 GB of Storage at Box.com

  • do NOT try download the program to your CVSD laptop.

  • You can use it from the web version.

You will be able to upload 10 GB of storage space for free

Click the upload button and add the files or folders you need to add to box.

Choice C. Google Drive

Step Four:  Migrate your data away from CVSD Google Drive to a personal Google Drive account

Google Drive accounts are available for anyone with a Gmail Account. Please create a Gmail account that is not on the CV Domain … So create a new Google Account or Use an exsiting Google Account that is not @conestogavalley.org account.

15GB free (to be shared across Google Drive, Gmail and Google + photos

1. Google Takeout – Create an Archive of your google DATA and move it out of CVSD.

https://www.google.com/settings/takeout

  • This will create an archive folder

  • Open the archive folder

  • Back up this archive to your new Google Account or a Box or DropBox account

 

google takeout.PNG

 

Step Five- Wikispaces

Wikispaces can copy your whole wiki for you:

  1. You will need to Create blank wikis that you would like to copy the existing wiki into.

  2. send us the URLs of all the new blank wikis, along with the URL of the master wiki you would like to copy. Be sure to indicate which is which. This email must come from the address associated with your Wikispaces account.

By default, we’ll copy all of your pages (including their full history), files, discussions, and tags. Let us know if you would not like all of these features to be copied. We will notify you when the wiki has been copied.

If you were not the creator of the original wiki, we will need to receive an email from the creator as well, granting you permission to copy their content.

Safari Montage Player

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“The use of rich digital media, like video, has become critically important for supporting the instructional needs of visual learners today. In fact, most educators use digital visual resources in their classrooms on a regular basis. Developed specifically for K-12 educators and for use with the SAFARI Montage system, the SAFARI Montage Media Player allows teachers to better use their digital video through functionality not available in other players. These tools maximize the instructional value of digital resources and potential impact on student learning and retention.” From website

Safari Montage is available to teachers inside the district and in addition Safari Montage is offering “Content from home” from now until December 31, 2012 as a trial for IU#13 Teachers. For teachers this means you can access Safari Montage at home during the trial period not just at school to assist you with your planning and preparing for your curriculum and lessons. And if many teachers utilize the “Content at home” feature during the trial period then the IU#13 will consider purchasing these rights for the future use of this product. This is a much requested feature that has previously been unavailable to us.

Content that is available from Safari Montage includes videos from PBS, Library Video Company, Schlessinger Media, School House Rock, Disney Education Productions, Magic School Bus, National Geographic, NASA , Bill Nye the Science Guy, History Channel,  Reading Rainbow, BBC Shakespeare, Bio. the Biography Channel, and Weston Woods are just a few of the video publishers in Safari Montage services.

Publishers maintain their rights to the videos while you can stream the video content to your classroom.  This does mean you cannot download the videos to your machine but you can play them in class. This feature of Digital Rights Management is the key to Safari’s success with video publishers.

Remember Safari Montage is a video resource, so your web browser will need to be up-to-date and you will need the latest Safari Montage Media Player. Safari Montage currently supports Internet Explorer and Firefox browsers but is moving toward HTML5 implementation next year.

Directions :

  • You can access Safari Montage from the CV Staff page and using your log in credentials to access the service. Through your account you can save links and create playlist for videos you would like to use later.
  • When you are logged in to Safari Montage
  •  Select HELP in the tool bar across the top
  • then on the left menu choose the Browsers and Plug In link
  •  If you have a Window 7 machine you will need to download the Safari Montage Media Player version 5.4.9 for Windows 7.

Safaru Plugins

 

  • The program will download to your machine as a file
  • and you will need to  click on the file to install
  • and restart your web browser

Troubleshooting Tips: Try a different web browser and keep your web browser and plug ins like Java, Flash, Adobe and Quicktime up to date!

Atomic Learning iPad App or CV Website

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The Atomic Learning iPad app is now available for free download in the iTunes Store.  The link below will get you there. http://itunes.apple.com/us/app/atomic-learning/id556363952?ls=1&mt=8

Steps to follow:

  1.  Go to the Atomic Learning iPad App
  2. Click login
  3. Enter your user name (same as your windows login)
  4. Enter your password (same as your windows login)
  5. Click “Advanced”
  6. Enter the Realm Name:  cvsd
  7. Tap “Go”

 

 

Or you can access Atomic Learning from our CV Faculty/Staff, Student or Parent Website. Search the Atomic Learning Database for Suggested Workshops, Suggested Projects or Suggested Tutorials for your professional development opportunities.

To review the video on how to find tutorials and use the Atomic Learning Interface please view this Tutorial Video.  Remember to log into Atomic Learning before clicking on the Tutorial Video link.

 

In the module Browse Available Training and Projects, you can select a tab across the top row for Suggested  Spotlights, Workshops, Projects or Tutorials!

Workshops are topic based and look at several tools that can be used in the classroom. Some of the workshop topics  include, Adapting a 21st Century Skills Project to the Classroom, APA Research Paper Basics, Internet Safety Workshop, and Netbooks in the Classroom.

Projects include lesson plans that can be adapted for your classroom based on the tool you would like students to utilize.

Tutorials are for specific tools and will focus on how to get started to very advanced. When you search for Excel you will find 11 versions of Excel and every type of training from Intro to Statistical Analysis Training.

Spotlights are often newer training modules !

 

Speak Up 2011 Technology Survey Results Part 3

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Part 3 and the final part of the 3 part series reviewing and reflecting on the 2011 Project Tomorrow, Speak Up Survey focuses on mobile devices and our stakeholders perception about current technology and what they would like to see provided and supported in the future. Again, this is just my reflection and analysis of the data. I did report on all the questions that where asked nor do I show all the responses. I tried to highlight the higher percentages or those that were significantly different from the national averages collected by Project Tomorrow. I encourage you to review the data yourself by clicking here.

Current Technology Perceptions

Technology in education always seems to be a passionate discussion. From the amount it’s uses, to how it’s used, to how much money is being spent on it, technology in education has been a major part of public education since the beginning of the 21st Century. The need for hardware, software and connectivity continues to grow every year. While the form factor may be changing from full sized computer to the handheld mobile device, the need for applications, support, funding and training has not changed. The information reflected on this section is a gathering perception data on how our stakeholders perceive CVSD is doing in providing technology services and what we should be looking to provide and support in the future. I particularly found the perceptions on what tools have the greatest impact on student learning to be valuable. There are areas of agreement; internet connectivity, interactive whiteboards, and computer for every student. There were also some areas where our stakeholders seem to be a little disconnected. Ideas like chat rooms for discussion, collaboration tools and student use of mobile devices.

What keeps you from using technology at school?

44% of 5th Graders say computers are not available or easy to get to.

6-8th Graders

  • 58% Not allowed to use their own mobile device
  • 46% To many rules against using technology
  • 45% The internet is Slow
  • 39% Teachers limit our use

How could CVSD make it easier for you to use technology?

5th Graders

  • 32% Get to school work online from home
  • 36% provide me with a laptop I can use at school
  • 25% let me use my mobile device
  • 25% make it easier to get to the internet

6-8th Graders

  • 61% allow greater access to the websites I need
  • 58% let me use my mobile device.
  • 51% provide unlimited wireless access in school

CVSD is doing a good job of using technology to enhance student achievement

6-8th Graders

Teachers

Admin

Parents

If you were designing a 21st century which tools would you include to have the greatest positive impact on learning?



Mobile Devices and Learning

Mobile devices are defined in this survey as smartphones (iPhone, Droid, Blackberry) tablet computer (iPad) or cell phone. The feedback provided on mobile devices and mobile learning provide insight to how our students use them and what others perceive students would, could or should do with them. The data on what types of mobile devices are students have was reviewed in Part 1.

If students could use their own mobile device at school for school work what would they use it for?

5th Grade Students

  • 69% Play educational Games
  • 65% Take Notes in Class
  • 62% Look up info on the Internet

6th-8th Grade Students

  • 75% Check Grades
  • 72% Look up info on the internet
  • 70% Take Class notes
  • 68% setup/receive reminders about upcoming assignments and tests
  • 42% access social networking sites

Teachers Feedback on Mobile Devices

Benefits for incorporating student mobile devices

  • 77% Increase student engagement in school and learning
  • 61% access to online textbooks
  • 26% Increases teacher productivity (44% national avg)
  • 58% personalized instruction for each student
  • %55 after school review of course content.

Biggest concern about mobile devices

  • 72% distracted and doing other things (texting, games, etc)
  • 72% not all students have mobile devices
  • 34% cheating on tests

Parent Feedback on Mobile Devices

Benefits for incorporating student mobile devices

  • 54% Increase student engagement in school and learning
  • 63% access to online textbooks
  • 47% personalized instruction for each student
  • 59% after school review of course content.

58% of parents surveyed would be likely or very likely to provide a mobile device for their student to use at school.

42% of parents would purchase a data plan to use with that mobile devices

Admin Feedback on Mobile Devices

Benefits for incorporating student mobile devices

  • 95% Extend learning beyond the school day
  • 86% increase student engagement in school and learning
  • 67% personalized instruction for each student

What is preventing the allowance of student mobile devices?

  • 56% challenges with different hardware and software
  • 56% network security
  • 80% Digital equity issues
  • 85% Student internet safety.

66% of administrators are very likely or likely to allows students to use their mobile devices for instructional purposes at school

A big thank you goes out to all of our participants of the survey and to all of you who have read the reviews and commented on the posts. I encourage all of you to look into the results yourself by clicking here.

Speak Up 2011 Technology Survey Results Part 2

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The second part of the Speak Up 2011 survey review focuses on the how students, teachers, administrators and parents use all the technology they have access to. In Part 1 I identified how much access our stakeholders have and to what type of devices. This part is an overall view into what our stakeholders use their technology for and how they do it. I tried to break the review down into 2 main parts; internet/technology use and online learning. As your review the information you will notice some text in a blue font color. I utilized that contrast to draw attention to areas were CV was significantly different than what the national averages are for that area.

Since this is just an overview, I strongly encourage all readers to view the results in more detail themselves by clicking here. I also encourage readers to make comments and ask questions based on their own review of the data. Readers can do so by clicking on the “Post a Comment” option at the bottom of this post.

Internet/technology Use

This information focuses on what our stakeholders do with all the technology they have access to both for school and personal use.

School Work

Personal Use

5th grade student use of Internet/technology

  • 44% Complete writing assignments
  • 18% Create a presentation (Half the national average)
  • 6% do online experiments for science (1/3 the national average)
  • 62% play educational games
  • 55% practice math problems
  • 59% use the internet for research

6th-8th grade student use of Internet/technology

  • 67% access class information (grades, teacher notes, etc.)
  • 52% communicate with students via email, IM or text
  • 74% conduct internet research
  • 76% writer papers
  • 55% play educational games
  • 29% post to blogs or wikis (2x the national average)
  • 13% use online textbooks or online curriculum (31% is the national average)

Teacher and admin use of Internet/technology

  • 99% communicate with peers or parents using email, IM or text messaging
  • 37% communicate with peers or parents using email, IM or text messaging
  • 91% conduct internet research
  • 60% create and upload videos, music or photos
  • 52 % create multimedia presentations
  • 20% participate in professional online learning communities (half the national average)
  • 65% Read online texts
  • 32% update social networking profile
  • 77% upload class information (grades, homework, class notes, etc.)

Teacher use of technology to facilitate student learning

  • 57% create graphic organizers
  • 53% homework and practice
  • 45% create physical models or use pictures to represent knowledge
  • 42% create cues, questions or advanced organizers
  • 27% facilitate group collaboration and structure
5th grade student use of Internet/technology

  • 61% internet research on topics that interest them (national avg 44%)
  • 60% Play video games
  • 56% watch videos
  • 52% download and listen to music

6th-8th grade student use of Internet/technology

  • 67% communicate with others using email, IM or text messaging
  • 51% update social networking site
  • 47% participate in online games
  • 44% communicate with others in discussion boards, social networking sites, chat, etc.

Teacher and Admin use of Internet/technology

  • 91% communicate with peers or parents using email, IM or text messaging
  • 48% update social networking profile
  • 44% communicate with others in discussion boards, social networking sites, chat, etc.
  • 31% write collaboratively with others (2x the national average)

Parent use of Internet/technology

  • 92% communicate with peers or parents using email, IM or text messaging
  • 61% update social networking profile
  • 48% communicate with others in discussion boards, social networking sites, chat, etc.
  • 42% upload or download videos, podcasts, photos

Online Learning and Assessments

The review this information focuses on how stakeholders perceive online learning and assessments as well as provide insight to their willingness to participate in online learning environments.

Online Classes/Learning

Online Assessments

Who has participated?

5th grade students

  • 3% have taken an online class

6th -8th grade students

  • 15% have taken an online class

Teachers

  • 62% learn how to do something from an online video
  • 28% take an online class(38% national average)

Admin

  • 56% have taken an online class

Parents

  • 26% have taken an online class

Who has participated?

5th Grade students

  • 36% have taken an online test

6th -8th grade students

  • 52% have taken an online test

Teachers

  • 16% have taken an online test

Who Wants to participate?

5th grade students

  • 21% would take an online class
  • 29% maybe would take an online class

6th -8th grade students

  • 45% have not taken an online class, but are interested in doing so
  • 44% are not interested in taking an online class

    Student benefit for online learning

    • 51% control of their learning
    • 55% to work at their own pace
    • 47% class could better fit their schedule
    • 46% to get extra help in harder subjects
    • 36% to earn college credit (national average was 47%)

      Subjects they are most interested in taking online

    • 40% Math
    • 39% Foreign Language

      Mandatory online course requirement

    • 46% agree
    • 28% disagree
    • 25% no opinion

Teachers

  • 12% prefer an all online course (30% national average)
  • 16% prefer a blended online course.
  • 10% prefer podcasts or webcasts

Benefits

  • 77% fits my schedule
  • 39% ability to customize their learning

Admin review of online courses

Benefits

  • 89% believe it will keep students motivated and engaged and offer remediation options
  • 78% offer after school enrichment
  • 67% believe it has potential to eliminate textbook costs, offer homebound instruction, scheduling alternatives, at-risk programs,

Challenges

  • 75% believe providing online courses is our most challenging issue.

Parents review of online courses

Benefits for students

  • 56% ability to work at own pace
  • 53% ability to review materials multiple times
  • 48% take a class not offered at school

    Mandatory online course requirement

    • 40% agree
    • 38% disagree
    • 22% no opinion

Who Wants to participate?

5th grade students

  • 49% would take an online test
  • 17% maybe would take an online test

6th -8th grade students

  • 44% very comfortable taking an online test
  • 26% somewhat comfortable taking an online test

Admin

Benefits

  • 75% believe it will increase student motivation and engagement
  • 50% believe it has potential cost savings, reduce handling of secure documents, and reduce reporting times

Challenges

  • 75% determining technology infrastructure needs
  • 50% increase technology support staff, train teachers and need more computers, provide adaptive technology, reduction in test administration errors

Parents

  • 33% think we should be investing in online assessments
  • 66% are comfortable with their students taking annual achievement test online.

As you can see there is a lot of data to review and a lot of good feedback our participants have provided us. Some areas of focus for me and the technology department will be

  • preparing our infrastructure and devices for both online testing
  • determine ways for students to safely use video websites
  • support, develop and training administration, teachers and students with online learning curriculum, management systems, policy and pedagogy.
  • electronic textbooks
  • improving on line professional learning community opportunities

Stay tune for part 3 of 3 that will focus on mobile learning and future predictions and guidance of our district wide technology plan.

Speak Up 2011 Technology Survey Results Part 1

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Many of you may recall our district wide push at the end of the 2011 calendar year to get our staff, students and parents to partake in the Project Tomorrow, Speak Up Survey to help create and implement CV’s vision for 21st Century Learning. The survey was a list of questions uniquely targeted to all of the stakeholders of a school district and the results are tallied and even compared nationally. The students were given time during the school day to participate in this survey and therefore we were able to gather results from most of our student population.

I wanted to take a few minutes to write and thank all of the staff, student and parents who participated, and to share some of the highlights of all that data. This post will be the first of a few highlighting the information we learned as a result of the Project Tomorrow, Speak Up Survey. Part 1 will focus on the hardware and technology access information, Part 2 will focus on the use of technology, and Part 3 will focus on generalities and consistencies observed across all survey participants. There are many other aspects to this survey data I chose these 3 parts to highlight some things I felt important and data that stood out to me. I encourage all of you to look through the results yourself. You will find student learning preferences, personality traits and even what keeps CV administrators up at night. To view a detail of all of the results click here. Be sure to look at each tab, located at the bottom of the spreadsheet, to view the data from each demographics survey.

This part 1 blog post will convey what we learned about technology internet and hardware access, but first the participation. We had a great participation rate from our 5th-8th Grade Students, librarians, administration and a majority of our teachers. Here is a chart of the overall surveys submitted and with the percentage of who completed the survey.

The second standout is the amount of access our students have to technology, both at home and end at school. While this may come as no surprise to many of us, it is refreshing to have factual data to back up our perceptions and helpful for identifying areas we need to continue work on.

Internet access outside of school.

  • 41 students grades 5-8 only have internet access at school. That is 3.4% of those students.
  • 70% of students grade 5-8 have high speed internet at home and 18% have dial up.
  • 48% of students grade 6-8 have access to the internet 3G/4G mobile device.

Technology Devices of Students in grades 5-8

  • 40% have a cell phone
  • 28% have a smart phone
  • 78% have a computer or laptop at home
  • 21% have a tablet (iPad) device
  • 78% have a music/video device
  • 68% have a handheld gaming device
  • 84% have a video gaming console

The third highlight is the access our staff has, both at home and at school. It appears that our staff is connected to technology.

Staff Access to Technology Devices

  • 55% have a cell phone
  • 48% have a smart phone
  • 90% have a personal laptop or computer
  • 31% have a tablet (iPad) device
  • 23% have a digital reader (kindle)
  • 68% have a music/video device

Who should educate students about appropriate online behavior?

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According to the Federal Communications Commission (FCC), schools are required to educate students about appropriate online behavior and they must include that they are doing so on their Acceptable Use and and Internet Safety Policy. Specifically, they passed a law in 2008 called, “Protecting Children in the 21st Century Act,” which was updated in August 2011 to state, “… educating minors about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms and cyber-bullying awareness and response.” This law will go into effect July 1, 2012 for the Erate Funding year of 2012. Conestoga Valley is an Erate funding participant and uses those funds to supplement the cost of equipment, connections, and data transfer speeds for our current internet service. The supplement costs from Erate funding saves our taxpayers 10’s of thousands of dollars per year.

As a service to Pennsylvania public schools the PAIUNET, has partnered with iSafe, a non profit internet safety organization that provides instructional resources to schools, “… to educate and empower youth to make their internet experiences safe and responsible.” A few of our elementary buildings have utilized the iSafe curriculum and all of our librarians are familiar with and implemented their resources before.

As a result of the partnership we now have the ability for all of our staff to access, view and use these materials in their instruction. Our administrative and curriculum teams are currently working out the best way for CV to utilize these resources to meet these new federal requirements.

In the meantime if you are interested in previewing the materials and information available from iSafe please contact your supervising administrator for the log in information.

Welcome Dylan

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I am pleased to announce that Monday September 26th, Dylan Probst will be joining our CV team and as a Building technician for the middle school and Smoketown Elementary. Dylan comes to with a degree from YTI and experience working at LGH, Boyd’s auction, and Darrenkamps.
He will be spending a few weeks shadowing our current technicians, meeting, staff and learning our systems. Please extend him a warm CV welcome as he begins his new position.

Delicious Social Bookmarking Update

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The beginning of April we posted that Delicious was going away and recommend using Diigo. Diigo is still our suggestion for social bookmarking because of its ability to highlight, capture, collect and share websites. Only half of those features are available in Delicious and they are not as user friendly. But, for those of you who like things to stay the same…

At the end of April Yahoo and Delicious announced

Delicious has been acquired by the founders of YouTube, Chad Hurley and Steve Chen. As creators of the largest online video platform, Hurley and Chen have firsthand expertise enabling millions of consumers to share their experiences with the world. Delicious will become part of their new Internet company, AVOS.

To continue using Delicious, you must agree to let Yahoo! transfer your bookmarks to AVOS. After a transition period and after your bookmarks are transferred, you will be subject to the AVOS terms of service and privacy policy.

Reasons to let Yahoo! transfer your bookmarks.

• Continue uninterrupted use of Delicious.

• Keep your Delicious account and all your bookmarks.

• Enjoy the same look and feel of Delicious today plus future product innovations.

What happens if you do not transfer your bookmarks?

• Delicious in its current form will be available until approximately July 2011.

• After that, you will no longer be able to use your existing Delicious account and will not have

access to your existing bookmarks or account information.

About AVOS

AVOS is a new Internet company founded by Chad Hurley and Steve Chen who, in 2005, founded YouTube, the world’s largest online video platform. Before YouTube, Hurley and Chen were early employees at PayPal, a leading online payment service that is now part of eBay. Delicious will become a part of AVOS, based in San Mateo, California.

Learn more about moving your bookmarks.

Thank you for using Delicious. Yahoo! has appreciated having you with us, and we are pleased to be able to transfer Delicious to an incredible new owner — you’re in good hands.

The Yahoo! Delicious Team


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