Find Academic Supervisors

Injung LeeView profile

Assistant Professor

• Counselor Professional Development
• Ethnic and Cultural Minority Populations in Counselor Education
• Trauma-Informed Teaching
• +6 more

Injung Lee, Ph.D., NCC, is an Assistant Professor in the Department of Counseling and Higher Education at Northern Illinois University's College of Education, where she has been serving since fall 2022. Her academic background includes a Ph.D. in Counselor Education and Supervision from the University of Iowa, an M.A. in Educational Counseling, and a B.A. in French Language Education from Seoul National University. Ph.D. in Counselor Education and Supervision, University of Iowa M.A. in Educational Counseling, Seoul National University B.A. in French Language Education, Seoul National University Her research focuses on counselor professional identity development, cultural and ethnic diversity in counselor education, trauma-informed teaching practices, and wellness/burnout among counselors. She employs both qualitative and quantitative methodologies to explore these areas, with a strong emphasis on social justice, equity, and inclusion in counseling education. Dr. Lee's recent publications span topics such as dissertation completion challenges, group therapy dynamics, intersectionality in academia, feminist-multicultural counseling, STEM career development, and ethical decision-making in culturally diverse contexts. These works reflect a consistent commitment to advancing counselor training and addressing systemic barriers in education and mental health. She serves on the editorial boards of Counselor Education and Supervision (CES) , Journal of Counselor Preparation and Supervision (JCPS) , and Journal of Asia Pacific Counseling (JAPC) , contributing to the scholarly rigor of the field. Dr. Lee has advised and mentored doctoral and graduate students through her roles at NIU and Purdue University Northwest, though specific student names are not listed. Her work is supported through academic appointments and scholarly activity funding, though no external grants are mentioned in the provided text. She contributes to the academic community through editorial service and active research dissemination. She is actively involved in professional service and scholarly leadership, particularly in advancing international and multicultural perspectives in counseling through journal editorial work and research.

Stephen M. TonksView profile

Professor

• Reading Motivation
• Reading Engagement
• Measurement of Motivation
• +7 more

Stephen M. Tonks is a Professor in the Department of Leadership, Educational Psychology and Foundations at Northern Illinois University, College of Education. His research focuses on reading motivation, engagement, and the measurement of motivational constructs, grounded in expectancy-value and self-determination theories. He also conducts cross-cultural studies, particularly on Japanese education and motivation. His educational background includes a Ph.D. in Human Development and Educational Psychology from the University of Maryland and a B.A. in Psychology and German from the University of Michigan. Dr. Tonks’s research interests center on understanding how students’ beliefs about competence and task value influence reading comprehension and engagement. He explores how motivation can be measured effectively across cultures and educational contexts, with a special focus on adaptive assessments and the role of metacognition in literacy development. His work bridges cognitive, motivational, and cultural perspectives in education. The recent publications reflect a strong trend in educational psychology, particularly in reading motivation, adaptive measurement, and inference processes during reading. His work often integrates theory with practical assessment tools, emphasizing the multidimensionality of motivation and its impact on academic success. Dr. Tonks has not been publicly listed with any scientific awards or fellowships in the provided text. He has advised or collaborated with several researchers and students, including prominent scholars like Allan Wigfield and Jacquelynne Eccles. While no formal grant details are listed, his research output suggests involvement in funded projects related to reading motivation and assessment development. He has contributed to major handbooks and journals, indicating leadership in the field. He is actively involved in teaching graduate and undergraduate courses such as EPS 300, EPS 418, and EPS 718, focusing on educational psychology, motivation, and human development.

Wessam AbouarghoubView profile

Academic

• Maritime Economics
• Shipping Risk Management
• Shipping Finance
• +9 more

Dr. Wessam Abouarghoub is a Reader in Logistics and Operations Management at Cardiff Business School, Cardiff University, and serves as the Co-ordinator for the Transport, Shipping, Port and Maritime Research Group (TRANSPAM). He joined the university in June 2013 as a Lecturer after completing his PhD at Bristol Business School. He is actively engaged in research, teaching, and postgraduate supervision. PhD in Economics, Bristol Business School, University of the West of England (2013) MSc in Shipping Trade & Finance, Cass Business School, City University London (2006) Bachelor in Maritime Navigation (Honours), Academy of Maritime Studies, Tripoli, Libya (1998) Certificate of Competency as Chief Mate Unlimited, UK Maritime Coastguard Agency (2005) Dr. Abouarghoub's research is centered on Maritime Economics, with a focus on Shipping Risk Management, Shipping Finance, Applied Business Data Analytics, and the maritime industry in developing nations. His work employs advanced quantitative techniques, including Markov-switching models, time-series analysis, and econometric modeling, to study freight market dynamics, volatility, and risk exposure. He has also contributed to interdisciplinary research on port sustainability, GHG emissions, blockchain adoption in maritime supply chains, and human resource management in the shipping sector. His teaching includes courses such as Shipping Economics, Advanced Operations Management, and Strategic Operations Management at undergraduate and postgraduate levels. The recent publications highlight a strong trend toward sustainability in maritime logistics, with multiple studies on GHG emissions, port sustainability, and environmental impact assessment. Other key themes include data quality enhancement, blockchain integration, and risk modeling in shipping markets. His collaborative work spans institutions and countries, reflecting a global research network. Fellow of the Higher Education Academy (FHEA) Member of the Nautical Institute (MNI) Member of the International Association of Maritime Economists (IAME) External Examiner, American College of Greece and Liverpool John Moores University (2016–2020) Dr. Abouarghoub has supervised and collaborated with numerous researchers and has been involved in external examination and academic review roles. He has not received specific scientific awards mentioned in the text. He leads and contributes to research on maritime sustainability, risk, and digital transformation, often in collaboration with international scholars. His industry experience as a seafarer enhances the practical relevance of his academic work.

Julia EberleView profile

Assistant Professor

• Adult Education in Higher Education
• Digital Learning Technologies
• Collaborative Learning
• +5 more

Julia Eberle is an Assistant Professor at the Department of Educational Science at the University of Salzburg since 2024. She is also Co-Chair of the Education Committee of the International Society of the Learning Sciences. Her academic journey includes studies in Education, Psychology, and Statistics at Ludwig-Maximilians-Universität München, followed by a doctorate on 'Support for Newcomers’ Learning in Communities of Practice.' She held visiting professorships at LMU Munich (2020-2022) and Ruhr-Universität Bochum (2022-2024). Her research focuses on adult education in higher education, digitally supported pedagogical methods, fostering young academics, and social integration in academic communities. She explores collaboration dynamics, learning analytics, and reflective learning strategies. Key contributions include studies on collaborative learning processes, the impact of scripts/group awareness tools, and social network analysis in academic communities. Her work bridges educational technology and empirical research design, addressing challenges in both traditional and digital learning environments. Education: Doctorate in Learning Sciences (LMU Munich) Positions: Visiting Professorships in Munich and Bochum Awards: Not explicitly mentioned in text Her lab, the Digital Learning Research Group (DLRG), investigates educational technology applications and collaborative learning strategies. Current projects emphasize learning analytics and interdisciplinary research collaboration.

John RappView profile

Professor

• Behavior Analysis
• Applied Behavior Analysis
• Autism Spectrum Disorders
• +7 more

John Rapp is a full Professor in the Department of Psychological Sciences within the College of Liberal Arts at Auburn University. He also serves as the Project Director for the Alabama Psychiatric Medication Review Team with the Alabama Department of Human Resources, highlighting his applied work in behavioral health systems. Education: PhD in Behavior Analysis – University of Florida (2003) MS – North Dakota State University BS – St. Mary’s University Dr. Rapp's research focuses on applied behavior analysis, particularly the assessment and treatment of automatically reinforced behaviors such as stereotypy , methodological sensitivity in discontinuous recording techniques , and the production of false positives in single-subject designs . He has increasingly extended behavioral interventions to nontraditional populations, including foster care youth and detained adolescents , demonstrating a commitment to real-world application. His publication record includes over 90 peer-reviewed articles, with recent work emphasizing behavioral interventions in autism, methodological rigor in single-case designs, and clinical applications in juvenile and developmental settings. The research spans disciplines such as clinical psychology, special education, and behavioral neuroscience, with subfields including joint attention training, compliance strategies, and parent-implemented interventions. Scientific Awards and Recognitions: No awards explicitly mentioned in the provided text. Dr. Rapp actively mentors graduate students, many of whom appear as co-authors on his publications, indicating strong advising and collaboration. He serves on the editorial boards of several leading journals including the Journal of Applied Behavior Analysis , Behavioral Interventions , Behavior Modification , Education and Treatment of Children , and The European Journal of Behavior Analysis , underscoring his influence in the field. While no specific grants are listed, his role as project director suggests involvement in funded initiatives. He does not appear to lead a named lab or research center in the provided text.

• Sociology of Work
• Sociology of Organizations
• Human Resource Management
• +12 more

Paulo Pereira de Almeida is an Assistant Professor at the School of Sociology and Public Policy (ESPP), University Institute of Lisbon (ISCTE-IUL), and a researcher at the Center for Research and Studies in Sociology (CIES-IUL). He is affiliated with the Department of Sociology and holds an Aggregation in Sociology with emphasis in Human Resources. He coordinates the postgraduate program in Trade Unionism and Labor Relations, demonstrating academic leadership and engagement in labor studies. Academic Background: Aggregation in Sociology (Human Resources), IUL - Lisbon University Institute, 2010 Postgraduate Program in Management, NOVA University Lisbon, 2008 PhD in Sociology (Human Resources), IUL - Lisbon University Institute, 2003 His research focuses on the Sociology of Work and Organizations , Human Resource Management , Organizational Behavior , Labor Relations , and Public Security . He has extensively studied the 'servicelization' of labor and the transformation of work in modern economies. His work bridges theoretical sociology with practical applications in public policy and organizational management. He has contributed to debates on competence models, job performance, and innovation in public services. The analysis of his recent publications reveals a consistent focus on the evolution of work in service-based economies, the impact of technology on labor, and the sociological dimensions of organizational change. His articles span journals such as Portuguese Journal of Social Science , Sociology, Problems and Practices , and Sociedade e Trabalho , indicating a strong national and international academic presence. Scientific Awards: Organizational Innovation Award 2004 Paulo Pereira de Almeida has been actively involved in academic guidance, particularly through his coordination of postgraduate programs. While specific student names are not listed, his role implies mentorship of graduate students in labor relations and sociology. He has not received public grants mentioned in the text, but his sustained publication output and leadership in academic programs suggest ongoing research activity. He has also contributed to public discourse as a columnist for Diário de Notícias , Jornal de Notícias , Expresso , and Público . He is affiliated with CIES-IUL, a prominent research center in social sciences, where he contributes to collective research projects in sociology and public policy. His work often intersects with policy development, particularly in crime prevention and labor reform.

• Competition Law
• Arbitration
• Mediation
• +12 more

Ruben Bahamonde is an Assistant Professor in the Department of Political Economy at the School of Social Sciences, ISCTE – Instituto Universitário de Lisboa (ISCTE-IUL), Portugal. His academic work spans competition law, arbitration, mediation, compliance, intellectual property, and digital regulation, with a focus on Portuguese, Brazilian, and European legal frameworks. PhD in Law, Faculty of Law, University of A Coruña (2012) Diploma of Advanced Studies in Law, University of A Coruña (2007) Postgraduate in Commercial Law, Catholic University of Portugal (2006) Bachelor's Degree in Law, Complutense University of Madrid (2005) His research focuses on the intersection of law and economics, particularly in competition law, consumer arbitration, corporate governance, and compliance. He has extensively published on antitrust, digital platforms, intellectual property, and access to justice. His recent work addresses emerging issues such as AI and copyright, whistleblowing, and sustainability in business law. Ruben Bahamonde's publications from 2022 to 2025 show a strong engagement with contemporary legal challenges, including digital regulation, corporate compliance, and Lusophone comparative law. His work appears in journals, books, and conference proceedings, often analyzing Portuguese and Brazilian legal contexts in a global framework. Ruben Bahamonde has served as editor of Galileu – Revista de Direito e Economia and coordinated multiple academic publications, including books and conference proceedings. He has also contributed numerous editorials and book chapters, demonstrating active academic leadership. He is involved in research and academic service, with no indication of retirement or former status. He has not received any explicitly mentioned scientific awards in the provided text. His work is associated with editorial boards and academic events, particularly in the Lusophone legal community. Ruben Bahamonde contributes to academic discourse through conference communications, particularly in Lusophone forums on constitutional and commercial law. His research often bridges theory and practice, especially in ADR mechanisms and compliance frameworks.

• Science Education
• Teacher Training
• Didactics of Experimental Sciences
• +7 more

Jose Rafael Canto Domenech is an Associate Professor in the Department of Didactics of Experimental Sciences at the Faculty of Teacher Training, University of Valencia. His academic work is deeply rooted in science education and initial teacher training, with a strong emphasis on integrating sustainability and the United Nations Sustainable Development Goals (SDGs) into pedagogical practices. His research focuses on enhancing science education in early childhood and primary education through innovative teaching strategies. Key areas include the use of socioscientific issues, field trips, inquiry-based learning, and the integration of sustainability principles into teacher training curricula. He actively explores pre-service teachers' knowledge and perceptions regarding science, sustainability, and the SDGs, aiming to improve educational outcomes through evidence-based didactic proposals. The analysis of his recent publications reveals a consistent thematic focus on teacher education, science didactics, and sustainable development. His work bridges theory and practice, offering practical tools such as teaching guides, itinerant exhibitions on SDGs, and contextualized learning situations for young children. He emphasizes curriculum innovation and the development of pedagogical competencies in future teachers. Dr. Canto Domenech is actively involved in educational research and has contributed significantly to the field through numerous publications. While no specific scientific awards are mentioned in the provided text, his sustained scholarly output and leadership in curriculum development underscore his impact in science education. He supervises academic work and contributes to the professional development of future educators. His research group, 'didacies Research group in science education and science teacher training,' supports collaborative inquiry into effective teaching methods. Projects often involve interdisciplinary approaches, such as using school gardens or 3D printing to enhance academic and professional competencies.

• High-Pressure Mineral Physics
• Phase Stability and Polymorphism
• Colloidal Science
• +7 more

Raquel Chulia Jordan is a Lecturer in the Department of Didactics of Experimental Sciences at the Faculty of Teacher Training, University of Valencia. Her work bridges experimental materials science and science education, with a focus on high-pressure mineral behavior and sustainability education. Research Interests: Her research spans high-pressure mineral physics , phase stability of carbonates , colloidal systems , and the integration of sustainability (particularly SDG 7) into teacher training. She combines experimental techniques with computational modeling. Publication Trends: Her recent work emphasizes structural transformations in carbonate minerals under extreme conditions, negative compressibility, and photoluminescence in perovskites. A parallel thread explores using media as educational tools for energy sustainability. Scientific Awards: No awards listed in the provided data. Advising and Grants: While no specific students or grants are mentioned, her role as a thesis supervisor and active research output suggest involvement in academic mentoring and project-based research. Labs and Teams: No specific labs or collaborative teams are mentioned in the provided text.

• Digital Health
• Nursing Education
• Critical Thinking
• +7 more

Andréa Aparecida Goncalves Nes is a Professor in the Department of Caring and Ethics at the Faculty of Health Sciences, University of Stavanger (UiS), Norway. She is actively involved in teaching, research, and academic leadership, with a strong emphasis on digital innovation in nursing education and clinical practice. Her work bridges technology and healthcare delivery, particularly in enhancing student learning outcomes through digital tools. Her research interests focus on digital health , technology-supported learning , critical thinking development , self-efficacy in clinical performance , and telehealth in palliative care . She has led multiple psychometric validation studies of assessment instruments and developed innovative digital guidance models such as the TOPP-N application. Her research employs diverse methodologies including scoping reviews, feasibility studies, and qualitative interviews. The recent articles highlight a consistent trend toward leveraging technology to improve nursing education and clinical training. Her publications span high-impact journals like Journal of Medical Internet Research (JMIR) , Nurse Education in Practice , and Texto & Contexto Enfermagem , with a strong focus on simulation-based learning, digital assessment tools, and telehealth applications. These works reflect interdisciplinary collaboration across Norway and Brazil. Scientific Awards: No scientific awards mentioned in the provided text. Advising and Grants: While specific grant funding and student advising relationships are not explicitly detailed, her role as a Professor and frequent co-authorship on student-involved research (e.g., focus groups with nursing students) suggests active mentorship. She collaborates extensively with researchers across institutions, indicating involvement in collaborative grants and research projects, particularly in digital health and nursing education innovation. Labs and Research Teams: Dr. Nes is part of a dynamic research environment focused on digital health and nursing education at UiS. She collaborates with teams working on telehealth, simulation-based learning, and psychometric validation. Her work involves interdisciplinary groups including nursing educators, palliative care specialists, and health informatics researchers, contributing to a robust network in health sciences research.

• Engineering Education
• Materials Science
• Additive Manufacturing
• +7 more

Alexander Gregg is a Senior Lecturer in the Department of Mechanical & Aerospace Engineering at Monash University, Faculty of Engineering. He is actively involved in research and educational innovation, with a strong focus on engineering pedagogy and materials science. His work contributes to the UN Sustainable Development Goals, particularly in Quality Education and Industry, Innovation, and Infrastructure. Research Interests: Dr. Gregg's research spans Engineering Education , Additive Manufacturing , Residual Stress Analysis , and MAB phase materials . His work combines experimental techniques like neutron and X-ray diffraction with pedagogical studies to improve teaching quality and material performance in extreme environments. Recent Research Trends: His recent publications (2023–2024) show a dual focus: (1) advancing materials science through studies of Inconel and MoAlB phases, and (2) transforming engineering education by analyzing video engagement, teaching capabilities, and institutional policies. This reflects a growing trend toward interdisciplinary research bridging technical and educational domains. Scientific Awards: No awards explicitly mentioned in the text. Advising and Grants: Dr. Gregg serves as a Chief Investigator on two active research projects funded by Monash University and QUT. These include an interactive lab prototype for system identification and a national study on quality teaching in engineering education. While specific student advisees are not listed, his role in educational research suggests active mentorship and curriculum development. Labs and Teams: He collaborates with researchers in neutron diffraction, materials characterization, and engineering education. His involvement in the 'Interactive Labs Prototype' project suggests leadership in developing hands-on learning tools for mechanical systems. He is also part of a multi-institutional team studying teaching quality across Australian engineering schools.

• Medical Ultrasound
• Point-of-Care Ultrasound (POCUS)
• Emergency Medicine
• +7 more

Bob Jarman is a Professor in Medical Ultrasound at Teesside University, affiliated with the School of Health and Life Sciences and the Allied Health Professions department. His work bridges clinical practice, education, and research in point-of-care ultrasound (POCUS), with a strong focus on emergency medicine and echocardiography. Research Interests : His primary research areas include diagnostic accuracy of bedside echocardiography, POCUS applications in cardiac arrest, lung and aortic imaging, and innovations in ultrasound training. He is particularly interested in rethinking educational paradigms through digital tools like mobile logbooks and competency frameworks. The recent publications demonstrate a clear trend toward evidence synthesis (systematic reviews and meta-analyses), clinical decision-making in emergencies, and the integration of technology into ultrasound education. His work spans both clinical validation and pedagogical innovation. Scientific Engagement : Active contributor to high-impact journals such as Ultrasound Journal and European Journal of Emergency Medicine . Advocate for reform in ultrasound training methodologies. Developer and evaluator of mobile health applications for clinical logging. Advising and Grants : While specific students or funded grants are not mentioned in the available text, his role as a professor and active researcher suggests involvement in mentoring and research supervision. His collaborations span multiple institutions and countries, indicating a network engaged in emergency ultrasound research. Labs and Teams : Though no formal lab name is provided, Bob Jarman participates in a collaborative research environment focused on ultrasound innovation and education, likely involving interdisciplinary teams in health sciences and digital health.

• Trauma-Informed Practice
• Criminology
• Rehabilitation
• +12 more

Dr Alexandria Bradley is a Senior Lecturer in the School of Humanities and Social Sciences at Leeds Beckett University, specializing in trauma-informed and responsive practices within the criminal justice system. She leads and co-leads key criminology modules, including experiential learning initiatives within HMP Full Sutton, and serves as Employability Lead for Criminology. Her research focuses on trauma-informed approaches in prisons, probation, and community services, with a strong commitment to gender justice and marginalized populations. She has partnered with One Small Thing to develop the national Working With Trauma Quality Mark and co-leads a research project on Muslim women leaving prison with Sheffield Hallam University and the Muslim Women in Prison Project. The recent articles reflect a consistent focus on trauma, desistance, women in prison, and innovative dissemination through film. Her work emphasizes qualitative methods, collaborative research, and translating findings into practice and policy. Trustee and Vice-Chair, Together Women Member, Violence Against Women and Girls Women’s Independent Advisory Group, West Yorkshire Police Quality Standards Assessor, One Small Thing Dr Bradley actively mentors students through her teaching and research, integrating real-world trauma specialists into her modules. Her collaborative approach extends to securing access and impact, with partnerships enhancing both academic rigor and practical outcomes. She has no listed formal research grants but demonstrates significant project leadership and community engagement. She is involved in the Muslim Women in Prison research team, which produces academic texts and public-facing films, and contributes to national conversations on trauma and justice reform through blogs and events.

Kathy MartynView profile

Senior Lecturer

• Nutrition
• Human Nutrition
• Nutritional Education
• +12 more

Kathy Martyn is a Principal Lecturer at the School of Education, Sport and Health at the University of Brighton, actively contributing to academic research and teaching in nutrition, healthcare education, and inclusive pedagogy. She holds a PhD in 'Brokering Inclusion' and is affiliated with key organizations including NNEdPro, Nutritank, and Culinary Medicine UK. University: University of Brighton School: School of Education, Sport and Health Academic Rank: Senior Lecturer Education: PhD in Brokering Inclusion (Awarded 1 July 2015) Her research focuses on human nutrition, nutritional education for healthcare professionals, and evidence-based nutritional care to address the triple burden of malnutrition in primary and secondary care. She also explores inclusive design in professional education, support for people with disabilities, and the use of technology like PARO in dementia care. Her teaching emphasizes collaboration, problem-based learning, and co-creation of materials that integrate service-user narratives, particularly for students from non-traditional and disadvantaged backgrounds. The recent articles reflect a strong trend in nutrition education within medical curricula, patient-centered nutritional care for older adults, and interdisciplinary approaches to healthcare training. Her work bridges clinical practice, educational innovation, and public health, with a consistent emphasis on equity and inclusion. Scientific Awards and Recognitions: No formal awards listed in the provided text. Kathy Martyn actively supervises research in professional education, nutrition, and inclusion. She has contributed to editorial work as a reviewer for BMJ Nutrition, Prevention & Health and served as Chair of NNEdPro Global Centre for Nutrition and Health. Her external collaborations include roles in DiPPN, ERiMNN, and NNEdPro, reflecting her leadership in national and international networks. She has been involved in developing curricula and evaluating interventions aimed at improving nutritional competence among future doctors. Labs and Research Teams: She collaborates with NNEdPro, a global center for nutrition and health, and is involved with Nutritank and Culinary Medicine UK, indicating active participation in interdisciplinary research teams focused on transforming nutrition education and practice.

May Liss Olsen TobiassenView profile

Assistant Professor

• Early Childhood Education and Care (ECEC)
• Learning Environments
• Child Behavior
• +5 more

May Liss Olsen Tobiassen is an Assistant Professor at the Norwegian Centre for Learning Environment and Behavioral Research in Education, Faculty of Arts and Education, University of South-Eastern Norway. She is based at the Porsgrunn campus and actively contributes to research in early childhood education and care (ECEC), with a focus on children's behavior, learning environments, and institutional quality development. Her research interests lie at the intersection of child development and pedagogical practice, particularly examining non-play behaviors during free play in ECEC settings. She investigates how indoor and outdoor environments influence children’s engagement and how systematic observation tools can enhance process quality. Her work promotes reflective practices among ECEC teachers and supports evidence-based improvements in early childhood institutions. The recent publications and presentations indicate a strong trend in quality assessment in ECEC , participatory research (e.g., the KUMBA project), and the usability of observational tools like BLIKK-R. Her interdisciplinary approach spans educational psychology, environmental design, and teacher training. Scientific Contributions: Extensive research on non-play behavior in Norwegian kindergartens Development and evaluation of pedagogical assessment tools Active dissemination through conferences, podcasts, and webinars Dr. Tobiassen collaborates with leading researchers in the field, including Rune Storli and Ellen Beate Hansen Sandseter. She is involved in advising and guiding research teams within projects focused on ECEC quality, though no formal PhD or Master’s students are listed. Her work is supported through institutional research projects rather than individual grants mentioned in the text. Labs and Research Teams: She is affiliated with the Norwegian Centre for Learning Environment and Behavioral Research in Education and contributes to the KUMBA research project, which emphasizes participatory quality development in ECEC institutions.