Hannah Cole McGrew, Lidia Regino, M. Bleecker, M. Téllez, Blanca Pedigo, Denisse Guerrero, Virginia Sandoval, Loida Varela, Janet Page-Reeves
Our philosophical framework for research with low-income Latino patients with diabetes prioritizes hiring research staff who share the culture and language of the population of study. Inclusive research design requires an active role by patient stakeholders with training opportunities in a collaborative learning environment to allow patient stakeholder data collectors (PSDCs) to build on existing strengths and expertise. To develop this manuscript, our team reflected on our collective experiences in implementing research-specific trainings for PSDCs. Although our population of study is known to be difficult to recruit and retain, our PSDCs have successfully enrolled participants on schedule, and attrition is low. Although language, institutional requirements, and funding restrictions presented training challenges, we overcame these by using a flexible approach and by incorporating the data collectors’ expertise in refining our protocols. We propose that our success in recruiting and retaining participants is a reflection of our engaged research strategy and framework and demonstrates that engagement promotes better science. However, our experience also demonstrates research institutions need to make policy and infrastructural improvements to reduce barriers and make engaged approaches more feasible.
{"title":"Training Patient Stakeholders Builds Community Capacity, Enhances Patient Engagement in Research","authors":"Hannah Cole McGrew, Lidia Regino, M. Bleecker, M. Téllez, Blanca Pedigo, Denisse Guerrero, Virginia Sandoval, Loida Varela, Janet Page-Reeves","doi":"10.54656/czlo2473","DOIUrl":"https://doi.org/10.54656/czlo2473","url":null,"abstract":"Our philosophical framework for research with low-income Latino patients with diabetes prioritizes hiring research staff who share the culture and language of the population of study. Inclusive research design requires an active role by patient stakeholders with training opportunities in a collaborative learning environment to allow patient stakeholder data collectors (PSDCs) to build on existing strengths and expertise. To develop this manuscript, our team reflected on our collective experiences in implementing research-specific trainings for PSDCs. Although our population of study is known to be difficult to recruit and retain, our PSDCs have successfully enrolled participants on schedule, and attrition is low. Although language, institutional requirements, and funding restrictions presented training challenges, we overcame these by using a flexible approach and by incorporating the data collectors’ expertise in refining our protocols. We propose that our success in recruiting and retaining participants is a reflection of our engaged research strategy and framework and demonstrates that engagement promotes better science. However, our experience also demonstrates research institutions need to make policy and infrastructural improvements to reduce barriers and make engaged approaches more feasible.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"13 1","pages":"99 - 106"},"PeriodicalIF":0.0,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43692940","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}
Bibiana M. Mancera, A. Sy, Cynthia S. Williams, Margaret B. Hargreaves
In 2017, the National Institutes of Health (NIH) All of Us Research Program announced a funding opportunity for community partners to “educate, motivate, and facilitate enrollment” of volunteers. In response to this opportunity, four institutions from the Research Centers in Minority Institutions (RCMI) Translational Research Network (RTRN) formed the Precision Medicine Research (PreMeR) Diversity Consortium. This multi-institutional collaboration proposed to employ evidence-based best practices to engage, recruit, and retain diverse populations in the All of Us program. The PreMeR approach was premised on the notion that engagement, recruitment, and retention strategies in community and biomedical research must be viewed as community-engaged public health interventions and utilize the same theoretical principles and approaches. To that end, social influence theories were key in conceptualizing approaches to engaging diverse populations in research, as they helped PreMeR members better understand how people’s beliefs and opinions could be modified to effect change and lead to action (Stokols, 1996). PreMeR adopted the social-ecological model (SEM) for health promotion (Dahlberg & Krug, 2006) from Stokols (1996) and community-based participatory research (CBPR) models (Israel et al., 1998, 2005; Wallerstein & Duran, 2010) to guide proposed engagement, recruitment, and retention strategies. The processes of contextualizing engagement strategies across the individual, interpersonal, organizational, community, and policy spheres of influence necessitated the incorporation of multiple methods to reach diverse audiences. This article provides a model for applying a theory-driven approach to research engagement, recruitment, and retention.
{"title":"Utilizing a Social-Ecological Health Promotion Framework to Engage Diverse Populations for Recruitment in the All of Us Research Program","authors":"Bibiana M. Mancera, A. Sy, Cynthia S. Williams, Margaret B. Hargreaves","doi":"10.54656/azhh6032","DOIUrl":"https://doi.org/10.54656/azhh6032","url":null,"abstract":"In 2017, the National Institutes of Health (NIH) All of Us Research Program announced a funding opportunity for community partners to “educate, motivate, and facilitate enrollment” of volunteers. In response to this opportunity, four institutions from the Research Centers in Minority Institutions (RCMI) Translational Research Network (RTRN) formed the Precision Medicine Research (PreMeR) Diversity Consortium. This multi-institutional collaboration proposed to employ evidence-based best practices to engage, recruit, and retain diverse populations in the All of Us program. The PreMeR approach was premised on the notion that engagement, recruitment, and retention strategies in community and biomedical research must be viewed as community-engaged public health interventions and utilize the same theoretical principles and approaches. To that end, social influence theories were key in conceptualizing approaches to engaging diverse populations in research, as they helped PreMeR members better understand how people’s beliefs and opinions could be modified to effect change and lead to action (Stokols, 1996). PreMeR adopted the social-ecological model (SEM) for health promotion (Dahlberg & Krug, 2006) from Stokols (1996) and community-based participatory research (CBPR) models (Israel et al., 1998, 2005; Wallerstein & Duran, 2010) to guide proposed engagement, recruitment, and retention strategies. The processes of contextualizing engagement strategies across the individual, interpersonal, organizational, community, and policy spheres of influence necessitated the incorporation of multiple methods to reach diverse audiences. This article provides a model for applying a theory-driven approach to research engagement, recruitment, and retention.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70839767","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}
Community-university partnerships offer the potential for a number of mutual benefits, yet working with institutions of higher education can pose unique challenges for community participants. To better understand the community perspective, this paper explores community partners’ satisfaction with their involvement in various forms of community-based learning (e.g., service-learning, internships, community-based research). Drawn from a larger, mixed-methods study of community partners across 13 states, the current analysis assesses community agency representatives’ (N = 201) satisfaction with their community-university partnerships in general as well their satisfaction with specific elements of these collaborations. While the findings reflect generally positive levels of satisfaction overall, several areas of concern are identified, including communication with and presence of faculty, commitment and efficacy of students, and partnership equality and recognition of agency contributions. These findings provide a starting point for improving the community partner experience.
{"title":"Community Partners’ Satisfaction with Community-Based Learning Collaborations","authors":"R. Karasik, Elena Hafner","doi":"10.54656/ddvw5450","DOIUrl":"https://doi.org/10.54656/ddvw5450","url":null,"abstract":"Community-university partnerships offer the potential for a number of mutual benefits, yet working with institutions of higher education can pose unique challenges for community participants. To better understand the community perspective, this paper explores community partners’ satisfaction with their involvement in various forms of community-based learning (e.g., service-learning, internships, community-based research). Drawn from a larger, mixed-methods study of community partners across 13 states, the current analysis assesses community agency representatives’ (N = 201) satisfaction with their community-university partnerships in general as well their satisfaction with specific elements of these collaborations. While the findings reflect generally positive levels of satisfaction overall, several areas of concern are identified, including communication with and presence of faculty, commitment and efficacy of students, and partnership equality and recognition of agency contributions. These findings provide a starting point for improving the community partner experience.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70840407","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}
{"title":"Imagining Just and Empowered Futures in Harjo’s Spiral to the Stars","authors":"Sarah E. Stanlick","doi":"10.54656/lfie3994","DOIUrl":"https://doi.org/10.54656/lfie3994","url":null,"abstract":"","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70842882","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}
Certain groups are more vulnerable to climate change than others and will likely feel its effects more severely. These groups include children, older adults, refugees, minoritized racial and ethnic groups, and people living in poverty. To safeguard vulnerable groups, their knowledge and perspectives need to be integrated into climate change adaptation planning. Institutions of higher education have many resources to contribute to this effort. To inform and promote engaged scholarship focusing on adaptation planning in collaboration with vulnerable groups, this research presents a case study evaluation of a project conducted by researchers at Antioch University New England with the older-adult community of Bridgeport, Connecticut. The evaluation explores attributes of the project that contributed to both positive outcomes and challenges. Key themes include the value of developing a primary partnership with a local organization, fostering an accessible and inclusive process, connecting subject matter with participants’ concerns, using an iterative process to build capacity, collaborating with multiple other local organizations, recognizing ongoing community efforts, and generating initial actions. This evaluation also explores potential transferability to other contexts.
{"title":"Enhancing Vulnerable Groups’ Resilience to Climate Change: Lessons Learned from a Case Study with Older Adults","authors":"Jason Rhoades, James S. Gruber, Bill Horton","doi":"10.54656/occq6889","DOIUrl":"https://doi.org/10.54656/occq6889","url":null,"abstract":"Certain groups are more vulnerable to climate change than others and will likely feel its effects more severely. These groups include children, older adults, refugees, minoritized racial and ethnic groups, and people living in poverty. To safeguard vulnerable groups, their knowledge and perspectives need to be integrated into climate change adaptation planning. Institutions of higher education have many resources to contribute to this effort. To inform and promote engaged scholarship focusing on adaptation planning in collaboration with vulnerable groups, this research presents a case study evaluation of a project conducted by researchers at Antioch University New England with the older-adult community of Bridgeport, Connecticut. The evaluation explores attributes of the project that contributed to both positive outcomes and challenges. Key themes include the value of developing a primary partnership with a local organization, fostering an accessible and inclusive process, connecting subject matter with participants’ concerns, using an iterative process to build capacity, collaborating with multiple other local organizations, recognizing ongoing community efforts, and generating initial actions. This evaluation also explores potential transferability to other contexts.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70843904","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}
{"title":"Lessons Learned: Three Student Leaders Reflect on Their Experiences in the Berry College ESL Program","authors":"M. Albritton, E. Mather, V. Millard","doi":"10.54656/xhgx5886","DOIUrl":"https://doi.org/10.54656/xhgx5886","url":null,"abstract":"","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70847701","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}
As post-secondary institutions across the globe have identified community engagement as a central component of their visions and missions, the interest in measurement and evaluation at the institutional level has increased over the past few decades. Yet the complex, distributed, dynamic and ever-changing nature of community-university engagement poses a number of evaluation challenges. The purpose of this paper is to explore a possible evaluation match called Principles-Focused Evaluation (Patton, 2018) that uses principles as the core evaluand as opposed to specific projects, programs, or initiatives as the focus of evaluation. Principles, when clearly and meaningfully articulated, welcome complexity and provide direction to guide action and behaviour towards desired results within a variety of contexts, without prescribing specific activities or models for what should be done and how. The focus of the article is to articulate a set of effectiveness principles for community-university partnerships that reflect both university and community interests, which is the first step in a principles-focused formative evaluation process. Next steps for a principles-focused evaluation are outlined in order to determine to what extent the process of engaging in community-university partnerships in a principled way is contributing towards the desired results of community-university engagement at the institutional level.
{"title":"Developing Evaluable Principles for Community-University Partnerships","authors":"Rachel E. Nelson","doi":"10.54656/jdgk9182","DOIUrl":"https://doi.org/10.54656/jdgk9182","url":null,"abstract":"As post-secondary institutions across the globe have identified community engagement as a central component of their visions and missions, the interest in measurement and evaluation at the institutional level has increased over the past few decades. Yet the complex, distributed, dynamic and ever-changing nature of community-university engagement poses a number of evaluation challenges. The purpose of this paper is to explore a possible evaluation match called Principles-Focused Evaluation (Patton, 2018) that uses principles as the core evaluand as opposed to specific projects, programs, or initiatives as the focus of evaluation. Principles, when clearly and meaningfully articulated, welcome complexity and provide direction to guide action and behaviour towards desired results within a variety of contexts, without prescribing specific activities or models for what should be done and how. The focus of the article is to articulate a set of effectiveness principles for community-university partnerships that reflect both university and community interests, which is the first step in a principles-focused formative evaluation process. Next steps for a principles-focused evaluation are outlined in order to determine to what extent the process of engaging in community-university partnerships in a principled way is contributing towards the desired results of community-university engagement at the institutional level.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70842379","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}
As universities around the world face plunging revenues coupled with rising expenses, many argue that today’s post-secondary sector is in crisis (Anderson et al., 2020). In some regions, budgetary challenges are exacerbated by performance-based funding models that place an increased focus on impacting local economics and communities more broadly (e.g., Blue Ribbon Panel on Alberta’s Finances, 2019). In response to growing public, personal, and institutional demands for post-secondary institutions to improve their relevance and impact, increasing numbers of academics are pursuing community-engaged approaches to their research. In this paper, two Canadian researchers provide a collaborative autoethnographic account that reflects on and examines their experiences with meaningful and authentic community-engaged research partnerships. The authors explore themes associated with navigating personal, professional, institutional, and relational dimensions of faculty community engagement. In doing so, they draw on and present a modified version of Wade and Demb’s (2009; Demb & Wade, 2012) faculty engagement model that includes relational factors informed by Bringle and Hatcher’s (2002) theoretical framework of relationships. The results of this collaborative autoethnography have broad implications for the practice of research, including implications for work-life balance, tenure and promotion, how service is recognized/categorized, and institutional ethics review board processes.
由于世界各地的大学都面临着收入下降和费用上升的问题，许多人认为今天的高等教育部门正处于危机之中(Anderson et al.， 2020)。在一些地区，基于绩效的融资模式加剧了预算挑战，这些模式更加注重更广泛地影响当地经济和社区(例如，2019年艾伯塔省财政蓝丝带小组)。为了应对公众、个人和机构对高等教育机构提高相关性和影响力的日益增长的需求，越来越多的学者正在寻求社区参与的研究方法。在本文中，两位加拿大研究人员提供了一个合作的自我民族志帐户，通过有意义和真实的社区参与研究伙伴关系来反思和检查他们的经历。作者探讨了与教师社区参与的个人、专业、机构和关系维度相关的主题。在此过程中，他们借鉴并呈现了韦德和登布(2009;Demb & Wade(2012))的教师敬业度模型，该模型包含了由Bringle和Hatcher(2002)的关系理论框架提供信息的关系因素。这种协作性的自我民族志的结果对研究实践具有广泛的影响，包括对工作与生活平衡、任期和晋升、服务如何被认可/分类以及机构伦理审查委员会流程的影响。
{"title":"Navigating Personal, Professional, Institutional, and Relational Dimensions of Community-Engaged Research","authors":"E. Milne, Leah Hamilton","doi":"10.54656/jgkp9815","DOIUrl":"https://doi.org/10.54656/jgkp9815","url":null,"abstract":"As universities around the world face plunging revenues coupled with rising expenses, many argue that today’s post-secondary sector is in crisis (Anderson et al., 2020). In some regions, budgetary challenges are exacerbated by performance-based funding models that place an increased focus on impacting local economics and communities more broadly (e.g., Blue Ribbon Panel on Alberta’s Finances, 2019). In response to growing public, personal, and institutional demands for post-secondary institutions to improve their relevance and impact, increasing numbers of academics are pursuing community-engaged approaches to their research. In this paper, two Canadian researchers provide a collaborative autoethnographic account that reflects on and examines their experiences with meaningful and authentic community-engaged research partnerships. The authors explore themes associated with navigating personal, professional, institutional, and relational dimensions of faculty community engagement. In doing so, they draw on and present a modified version of Wade and Demb’s (2009; Demb & Wade, 2012) faculty engagement model that includes relational factors informed by Bringle and Hatcher’s (2002) theoretical framework of relationships. The results of this collaborative autoethnography have broad implications for the practice of research, including implications for work-life balance, tenure and promotion, how service is recognized/categorized, and institutional ethics review board processes.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70842392","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}
Kristin Haglund, Angela Ortiz, Johanna de los Santos, Mauricio Garnier-Villarreal, Ruth Belknap
In this paper, we discuss how we cultivated a sustainable community-academic partnership and describe how our community-based participatory research project, Bembé Drum and Dance, contributed to youth development. Bembé Drum and Dance is an Afro-Latino performing arts program based on the positive youth development theory. Thirteen children ages 9–13 participated in the ensemble. We used a multimethod descriptive design. Data were gathered using surveys, participant observation, and interviews. Increases in the Five Cs (competence, confidence, connection, character, and caring) were noted among youth, most notably in competence and confidence. Recognizing that the project belonged to the community and supporting this sense of ownership were imperative to the project’s success. Forging and sustaining a community-academic partnership was a challenging and rewarding way to directly exchange knowledge and expertise among youth, adult community members, and academic partners and to contribute to the flourishing of young people.
{"title":"An Engaged Community-Academic Partnership to Promote Positive Youth Development","authors":"Kristin Haglund, Angela Ortiz, Johanna de los Santos, Mauricio Garnier-Villarreal, Ruth Belknap","doi":"10.54656/lnwp6978","DOIUrl":"https://doi.org/10.54656/lnwp6978","url":null,"abstract":"In this paper, we discuss how we cultivated a sustainable community-academic partnership and describe how our community-based participatory research project, Bembé Drum and Dance, contributed to youth development. Bembé Drum and Dance is an Afro-Latino performing arts program based on the positive youth development theory. Thirteen children ages 9–13 participated in the ensemble. We used a multimethod descriptive design. Data were gathered using surveys, participant observation, and interviews. Increases in the Five Cs (competence, confidence, connection, character, and caring) were noted among youth, most notably in competence and confidence. Recognizing that the project belonged to the community and supporting this sense of ownership were imperative to the project’s success. Forging and sustaining a community-academic partnership was a challenging and rewarding way to directly exchange knowledge and expertise among youth, adult community members, and academic partners and to contribute to the flourishing of young people.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70842561","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}
{"title":"Green Transformation Must Involve Everyone","authors":"Pulkit Garg","doi":"10.54656/luek9657","DOIUrl":"https://doi.org/10.54656/luek9657","url":null,"abstract":"","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70842719","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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