Pub Date : 2021-10-02DOI: 10.1080/15244113.2021.1978353
Alex Pomson, Nettie Aharon
ABSTRACT This paper examines data gathered from Jewish day school students in North America, Europe and Argentina about their experiences of remote schooling during the first 4 months of the COVID-19 pandemic. Data report on student access to technology, student satisfaction with the remote-learning pedagogies their schools employed, students’ feelings about what they gained from this experience, and how Judaic studies and general studies compared when delivered remotely. The paper provides an opportunity to probe cultural and structural differences between day school education in different cultural contexts and especially the differences between more communitarian and more individualistic school orientations.
{"title":"Beyond Borders: Glimpsing the Underlying Purposes of Day School Education in the Midst of a Pandemic","authors":"Alex Pomson, Nettie Aharon","doi":"10.1080/15244113.2021.1978353","DOIUrl":"https://doi.org/10.1080/15244113.2021.1978353","url":null,"abstract":"ABSTRACT This paper examines data gathered from Jewish day school students in North America, Europe and Argentina about their experiences of remote schooling during the first 4 months of the COVID-19 pandemic. Data report on student access to technology, student satisfaction with the remote-learning pedagogies their schools employed, students’ feelings about what they gained from this experience, and how Judaic studies and general studies compared when delivered remotely. The paper provides an opportunity to probe cultural and structural differences between day school education in different cultural contexts and especially the differences between more communitarian and more individualistic school orientations.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"284 - 300"},"PeriodicalIF":0.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45353441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/15244113.2021.1978243
A. Lester
Even before the COVID-19 pandemic, social and emotional learning (SEL) was in high demand. From multiple fields, including education, psychology, and economics, research has demonstrated SEL’s effectiveness for supporting students’ academic performance and long-term success. For decades, secular educators have been focused on SEL while Jewish educators’ interest has lagged. Now with a pandemic that has greatly affected the lives of children and family members across the US, both secular and Jewish educational institutions are searching for ways to support learners during and after this emotionally difficult time. SEL is being appreciated as a way of caring for students as well as a way of helping learners in their growth as individuals and as members of a community. A new book, Nurturing Students’ Character: Everyday Teaching Activities for Social-emotional Learning, by Kress and Elias (2020), offers a straightforward guide for teachers to support learners’ emotional, moral, and relational needs. It is rare to find a resource that is grounded in theory, integrates across the subdisciplines of education and developmental psychology, and provides excellent strategies for practitioners. Nurturing Students’ Character is not intended exclusively for a Jewish audience, and yet, it has much to teach Jewish educators. As a former special education teacher and inclusionbehavior specialist, and as a current researcher in Jewish educational studies, I was intrigued by the authors’ approach to SEL as a lens through which all learning ought to be viewed.
{"title":"Book Review Essay","authors":"A. Lester","doi":"10.1080/15244113.2021.1978243","DOIUrl":"https://doi.org/10.1080/15244113.2021.1978243","url":null,"abstract":"Even before the COVID-19 pandemic, social and emotional learning (SEL) was in high demand. From multiple fields, including education, psychology, and economics, research has demonstrated SEL’s effectiveness for supporting students’ academic performance and long-term success. For decades, secular educators have been focused on SEL while Jewish educators’ interest has lagged. Now with a pandemic that has greatly affected the lives of children and family members across the US, both secular and Jewish educational institutions are searching for ways to support learners during and after this emotionally difficult time. SEL is being appreciated as a way of caring for students as well as a way of helping learners in their growth as individuals and as members of a community. A new book, Nurturing Students’ Character: Everyday Teaching Activities for Social-emotional Learning, by Kress and Elias (2020), offers a straightforward guide for teachers to support learners’ emotional, moral, and relational needs. It is rare to find a resource that is grounded in theory, integrates across the subdisciplines of education and developmental psychology, and provides excellent strategies for practitioners. Nurturing Students’ Character is not intended exclusively for a Jewish audience, and yet, it has much to teach Jewish educators. As a former special education teacher and inclusionbehavior specialist, and as a current researcher in Jewish educational studies, I was intrigued by the authors’ approach to SEL as a lens through which all learning ought to be viewed.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"444 - 452"},"PeriodicalIF":0.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44820909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/15244113.2021.1977095
Daniel Olson
ABSTRACT In 2020, COVID-19 compelled Hillel to offer its Jewish Learning Fellowship (JLF) online. This paper examines how educators adapted one element of JLF’s pedagogy – the Mic Drop, or closing class – to online teaching. Class recordings and interviews with educators from four campuses were obtained. A flexible coding approach was applied, followed by analytic coding to determine the functions of Mic Drops. Codes were developed inductively (based on new adaptations of online teaching) and deductively (based on existing pedagogical frameworks). The paper describes four types of Mic Drops used and suggests ways to strengthen educator training for online teaching in Hillel and beyond.
{"title":"Dropping the Mic Online: How Educators End Class Well","authors":"Daniel Olson","doi":"10.1080/15244113.2021.1977095","DOIUrl":"https://doi.org/10.1080/15244113.2021.1977095","url":null,"abstract":"ABSTRACT In 2020, COVID-19 compelled Hillel to offer its Jewish Learning Fellowship (JLF) online. This paper examines how educators adapted one element of JLF’s pedagogy – the Mic Drop, or closing class – to online teaching. Class recordings and interviews with educators from four campuses were obtained. A flexible coding approach was applied, followed by analytic coding to determine the functions of Mic Drops. Codes were developed inductively (based on new adaptations of online teaching) and deductively (based on existing pedagogical frameworks). The paper describes four types of Mic Drops used and suggests ways to strengthen educator training for online teaching in Hillel and beyond.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"394 - 416"},"PeriodicalIF":0.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41872038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/15244113.2021.1951146
Esty Teomim-Ben Menachem, Zohar Livnat
ABSTRACT This study focuses on the metaphors used by modern Orthodox Israeli women aged 18-30 who studied in seminars in Israel where havruta learning is practiced to refer to their learning experience. It is assumed that these metaphors reflect the students’ unmediated perception of havruta and highlight the significance of interpersonal relationships, sensitivity and accountability to the partner, the value of seeing a text from different viewpoints, and validation of one’s experience. Moreover, the metaphors emphasize the interaction between the learners and the text and the learners’ desire to be part of the dialogic interpretation process presented in the Talmudic text itself.
{"title":"Bits of Gold: Women’s Metaphors to Describe Havruta Study","authors":"Esty Teomim-Ben Menachem, Zohar Livnat","doi":"10.1080/15244113.2021.1951146","DOIUrl":"https://doi.org/10.1080/15244113.2021.1951146","url":null,"abstract":"ABSTRACT This study focuses on the metaphors used by modern Orthodox Israeli women aged 18-30 who studied in seminars in Israel where havruta learning is practiced to refer to their learning experience. It is assumed that these metaphors reflect the students’ unmediated perception of havruta and highlight the significance of interpersonal relationships, sensitivity and accountability to the partner, the value of seeing a text from different viewpoints, and validation of one’s experience. Moreover, the metaphors emphasize the interaction between the learners and the text and the learners’ desire to be part of the dialogic interpretation process presented in the Talmudic text itself.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"208 - 225"},"PeriodicalIF":0.4,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49282631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/15244113.2021.1959273
Jane L. Kanarek
ABSTRACT Although Talmud study is central to rabbinical school curriculums, rabbinical students’ experiences with Talmud study remain understudied. This article draws on interviews with students from five seminaries to argue that students describe Talmud study as a process of acquiring both knowledge and authenticity. These two goals intersect with a particular tension: a desire to cover large amounts of Talmudic material quickly and a desire to study smaller amounts more slowly. Rather than viewing the latter two as a binary, Talmud teachers should recognize the complex ways in which coverage and comprehension interact with one another, cultivating student and teacher metacognition.
{"title":"Coverage and Comprehension: Rabbinical Students and the Study of the Babylonian Talmud","authors":"Jane L. Kanarek","doi":"10.1080/15244113.2021.1959273","DOIUrl":"https://doi.org/10.1080/15244113.2021.1959273","url":null,"abstract":"ABSTRACT Although Talmud study is central to rabbinical school curriculums, rabbinical students’ experiences with Talmud study remain understudied. This article draws on interviews with students from five seminaries to argue that students describe Talmud study as a process of acquiring both knowledge and authenticity. These two goals intersect with a particular tension: a desire to cover large amounts of Talmudic material quickly and a desire to study smaller amounts more slowly. Rather than viewing the latter two as a binary, Talmud teachers should recognize the complex ways in which coverage and comprehension interact with one another, cultivating student and teacher metacognition.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"192 - 207"},"PeriodicalIF":0.4,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49631174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/15244113.2021.1951088
rafa kern
{"title":"Jonathan Boyarin, Yeshiva Days: Learning in the Lower East Side","authors":"rafa kern","doi":"10.1080/15244113.2021.1951088","DOIUrl":"https://doi.org/10.1080/15244113.2021.1951088","url":null,"abstract":"","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"262 - 264"},"PeriodicalIF":0.4,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44020289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/15244113.2021.1964057
Ari Y. Kelman
I write this during the summer of 2021. The global pandemic that has kept most of us in our homes and out of our workplaces, synagogues, and just about anywhere else where you might expect to find community and camaraderie, has begun to ease, and at times, it feels like there might even exist a different “normal” that is just around the corner. Many of us can breathe easier owing to the availability of vaccines, though even for many vaccinated people, eating in restaurants, teaching in classrooms, and getting on airplanes still seem like either a distant memory or a dream of some distant future. Over the past 18 months, the question I have been asked more than any other has been about the experience of teaching online. Perhaps people are genuinely curious, and perhaps they are just making conversation, but the overwhelming sense is that, however learning online might differ from or resemble learning in face-to-face settings, it is qualitatively different, even if we cannot yet articulate just how those differences matter or manifest. I can say that my teaching has bent around the demands of the video-mediated classroom environments, as it has had to become more rigidly planned and structured to suit the demands of fatigue, pacing, and breakout rooms. The upshot is that many people in and around education, at nearly all levels, are thinking about their shared enterprise in new and different ways. The three articles in this issue of the Journal of Jewish Education, though not focused on COVID-19, or online learning explicitly are wonderful examples of what we can learn by attending to the ways in which people think about learning. Thinking about learning, or what psychologists and learning scientists call “metacognition” is nothing new. But these three articles offer a fresh array of approaches to understanding not just the importance of metacognition in reinforcing or enhancing learning but its place in making learning possible across a variety of settings. In “Coverage and Comprehension: Rabbinical Students and the Study of the Babylonian Talmud,” Jane Kanarek presents data from interviews with rabbinical students about their experience learning Talmud. Kanarek hypothesized that an important dimension of their studies would be the speed at which they covered material from the Bavli, and that “fast” and “slow” would become significant variables in students’ perception of their own learning. She found that they spoke about speed, but not in the ways that she expected. Instead, they expressed their desire and ability to learn both JOURNAL OF JEWISH EDUCATION 2021, VOL. 87, NO. 3, 189–191 https://doi.org/10.1080/15244113.2021.1964057
{"title":"Thinking about Learning","authors":"Ari Y. Kelman","doi":"10.1080/15244113.2021.1964057","DOIUrl":"https://doi.org/10.1080/15244113.2021.1964057","url":null,"abstract":"I write this during the summer of 2021. The global pandemic that has kept most of us in our homes and out of our workplaces, synagogues, and just about anywhere else where you might expect to find community and camaraderie, has begun to ease, and at times, it feels like there might even exist a different “normal” that is just around the corner. Many of us can breathe easier owing to the availability of vaccines, though even for many vaccinated people, eating in restaurants, teaching in classrooms, and getting on airplanes still seem like either a distant memory or a dream of some distant future. Over the past 18 months, the question I have been asked more than any other has been about the experience of teaching online. Perhaps people are genuinely curious, and perhaps they are just making conversation, but the overwhelming sense is that, however learning online might differ from or resemble learning in face-to-face settings, it is qualitatively different, even if we cannot yet articulate just how those differences matter or manifest. I can say that my teaching has bent around the demands of the video-mediated classroom environments, as it has had to become more rigidly planned and structured to suit the demands of fatigue, pacing, and breakout rooms. The upshot is that many people in and around education, at nearly all levels, are thinking about their shared enterprise in new and different ways. The three articles in this issue of the Journal of Jewish Education, though not focused on COVID-19, or online learning explicitly are wonderful examples of what we can learn by attending to the ways in which people think about learning. Thinking about learning, or what psychologists and learning scientists call “metacognition” is nothing new. But these three articles offer a fresh array of approaches to understanding not just the importance of metacognition in reinforcing or enhancing learning but its place in making learning possible across a variety of settings. In “Coverage and Comprehension: Rabbinical Students and the Study of the Babylonian Talmud,” Jane Kanarek presents data from interviews with rabbinical students about their experience learning Talmud. Kanarek hypothesized that an important dimension of their studies would be the speed at which they covered material from the Bavli, and that “fast” and “slow” would become significant variables in students’ perception of their own learning. She found that they spoke about speed, but not in the ways that she expected. Instead, they expressed their desire and ability to learn both JOURNAL OF JEWISH EDUCATION 2021, VOL. 87, NO. 3, 189–191 https://doi.org/10.1080/15244113.2021.1964057","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"189 - 191"},"PeriodicalIF":0.4,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49324232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1080/15244113.2021.1928571
M. Reingold
ABSTRACT A Jewish high school adopted different models of online Zoom learning for the 2020-2021 schoolyear; research was conducted in two Israel studies classes that taught the same content, but one class was fully online and the other was a blended learning environment. The purpose of the study was to understand whether meaningful learning can be conducted online. The qualitative results showed that meaningful learning happened in both cohorts. The significance of the findings are relevant to educators in many disciplines as they show that despite a change in learning site, effective and meaningful education is attainable in online learning settings.
{"title":"Meaningful Zoom Israel Education?: A 2020 Coronavirus Case Study on Emotionally Engaging Israel Learning","authors":"M. Reingold","doi":"10.1080/15244113.2021.1928571","DOIUrl":"https://doi.org/10.1080/15244113.2021.1928571","url":null,"abstract":"ABSTRACT A Jewish high school adopted different models of online Zoom learning for the 2020-2021 schoolyear; research was conducted in two Israel studies classes that taught the same content, but one class was fully online and the other was a blended learning environment. The purpose of the study was to understand whether meaningful learning can be conducted online. The qualitative results showed that meaningful learning happened in both cohorts. The significance of the findings are relevant to educators in many disciplines as they show that despite a change in learning site, effective and meaningful education is attainable in online learning settings.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"417 - 443"},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45147938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/15244113.2020.1854062
Helena Miller, Alex Pomson
ABSTRACT In 2011 we started following a cohort of 1,000 Jewish 11-year-olds as they entered Jewish and non-Jewish secondary schools in Britain. We were interested in finding out about their Jewish behaviors, attitudes and identity, milestones, and significant events. What follows in this article is an analysis of six family stories, which show how we have been charting change over time in three ways—through themes that develop within a single family over time, themes that develop across the sample of six families over time, and themes that resonate with all six families at one moment in time.
{"title":"The View Along the Way: A Longitudinal Study of Jewish Lives","authors":"Helena Miller, Alex Pomson","doi":"10.1080/15244113.2020.1854062","DOIUrl":"https://doi.org/10.1080/15244113.2020.1854062","url":null,"abstract":"ABSTRACT In 2011 we started following a cohort of 1,000 Jewish 11-year-olds as they entered Jewish and non-Jewish secondary schools in Britain. We were interested in finding out about their Jewish behaviors, attitudes and identity, milestones, and significant events. What follows in this article is an analysis of six family stories, which show how we have been charting change over time in three ways—through themes that develop within a single family over time, themes that develop across the sample of six families over time, and themes that resonate with all six families at one moment in time.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"144 - 161"},"PeriodicalIF":0.4,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42489980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/15244113.2021.1926376
A. Keysar, J. Kress
ABSTRACT In this paper, we present data from the most recent wave of theLongitudinal Study of Young Jews Raised in Conservative Synagogues. Participants were part of the b'nai mitzvah class of 1994–1995 (or, the year 5755 in the Hebrew calendar) and members of Conservative synagogues in the US and Canada. Approximately 400 panel members took part in this follow-up. We explore the degree to which adolescents’ educational experiences carry weight into adulthood, specifically as parents making educational choices for their own children, with particular interest in the role of gender. Results show that respondents attribute a variety of lasting effects to their past Jewish education, particularly those receiving formal education. Correlations were stronger for females than for males. One’s past affective appraisal of one’s Jewish education appears to be associated as well, as does marital status (interfaith or not). Results are discussed in terms of the social-affective goals of Jewish education and parental decision-making.
{"title":"Educational Choices for My Own Children: The Bar/Bat Mitzvah Class of 5755","authors":"A. Keysar, J. Kress","doi":"10.1080/15244113.2021.1926376","DOIUrl":"https://doi.org/10.1080/15244113.2021.1926376","url":null,"abstract":"ABSTRACT In this paper, we present data from the most recent wave of theLongitudinal Study of Young Jews Raised in Conservative Synagogues. Participants were part of the b'nai mitzvah class of 1994–1995 (or, the year 5755 in the Hebrew calendar) and members of Conservative synagogues in the US and Canada. Approximately 400 panel members took part in this follow-up. We explore the degree to which adolescents’ educational experiences carry weight into adulthood, specifically as parents making educational choices for their own children, with particular interest in the role of gender. Results show that respondents attribute a variety of lasting effects to their past Jewish education, particularly those receiving formal education. Correlations were stronger for females than for males. One’s past affective appraisal of one’s Jewish education appears to be associated as well, as does marital status (interfaith or not). Results are discussed in terms of the social-affective goals of Jewish education and parental decision-making.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"162 - 182"},"PeriodicalIF":0.4,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15244113.2021.1926376","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44475995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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