Speech Final

Transitions

A crucial step in creating clear speech organization is to use transitions in various places in the speech. By definition, transitions are words or phrases that tell the audience that the speaker is moving from one point in the speech to another.Be sure you use transitions in the following places: Between the introduction and the body of the speech Between the main points in the body of the speech Between the body and the conclusion of the speech Transitions can be pauses (a good approach), or they can be a brief review of what has been said so far: "Now that you have a picture of what the burrs on a sweet gum tree look like, let's turn to the purpose of these curious looking items."

Question of Fact

A question of fact does have an answer; we just do not have enough information to present a true answer. While an informative speech will simply present the facts, a persuasive speech takes a side based on the question that cannot be definitively proven. For example, we know that our government has three legislative branches: legislative, executive, and judicial. That is a fact. However, if we argue that one of the branches (your choice) is the most powerful or important, we just crossed the line into persuasion. Questions of fact frequently address either events from history or the future. For example, Babe Ruth was/was not the greatest baseball player who ever lived (historical). Or, the winter of 2016 will be/ will not be the warmest winter on record. Sometimes the truth is out there. People just disagree about what the truth may be. Intelligent life either does or does not exist in the universe outside our planet.

Outlining A Speech

All speakers must identify a topic and specific purpose before really beginning the work of creating a speech. Frequently, the next step is finding information that works as support for ideas to be presented. Then comes deciding how to put it all together. That is organizational structure. I've often looked at my computer and desk and thought about how to put all the information that intrigues me into a coherent whole. Yes, every three weeks I present a speech of sorts in my Sunday School class. And each time I do this I follow the same steps. I know the topic, and I begin to read primary and secondary material. I choose quotes that will enhance my credibility for what I am presenting. And then, the time comes to outline my ideas for the lesson. It is in this stage of outlining that a speech either comes together for a the speaker and his or her audience, or it all falls apart, and the process must begin again. Chapter 11 in your textbook is crucial in creating a coherent speech (and incidentally, gaining that good grade you're looking for.) Read it carefully and follow the advice beginning on p. 206. An outline will state the specific purpose of the speech, identify the central idea, indicate the introduction and conclusion, and present the key points and sub-points in the body of the speech.

Communication process

Around since the 1960s, speaking can be broken down into 7 elements

Secondary Material

As with any project you are asked to complete in college, research is involved in developing a speech. For both informative speeches and for the persuasive speech, you are required to use two outside sources. This adds credibility to your speech and to you as a speaker. Although you are a source for your speech, you are not considered an outside source. Outside research must be completed to fulfill this speech requirement. The library The Internet Interviews Magazine or newspaper articles or books that you personally own

Active listening

As you listen, you must first decide that you will take an active role in the communication process. You give the speaker your undivided attention and try to avoid distractions like stray thoughts racing through your mind or fixing your attention on the speaker's delivery rather than the content of the speech itself. Sometimes, we listen too hard and get caught up in each individual word rather than the actual message from the speaker.

Presenting Visual Aids

Avoid using the chalkboard. This suggests a lack of professionalism. Display visual aids so the audience can see them. Do not pass around a visual aid to the members of the audience. Their attention will leave you, the speaker, immediately. Talk to your audience, not the visual aid. Explain the visual aid during the speech. Sometimes students place an item on the desk and never refer to it. Technically, there is no visual aid in the speech. You must use it. By all means, rehearse with the aid before you come to present your speech.

Order of Main Points in the Body

Chronlogical: Speeches that are informative in nature are frequently presented in time order (chronological). The first speech you presented in class was generally presented using this order. If you choose to use it in the informative speech, keep in mind that you need to group the steps in the process. In the example of chronological order on p. 169 in your textbook, note that the main points flow logically from one time period to the next, for a total of three main sections in the body. Spatial: Informative speeches follow spatial order when there is an actual physical pattern or route that the speech travels. Speeches that describe or examine a location the speaker visited during a trip can easily become spatial in nature. Topical: This is the gold standard in informative speeches. The trick is to be sure that the sub-topics in the body are created logically and consistently. See the outline about Josephine Baker on p. 173 in your textbook for an excellent example of this organizational pattern. Your textbook also presents a problem/solution and causal order format. Take care not to present a thesis that is persuasive in nature. The problem/solution format is frequently used when a speaker wants to suggest that an audience take an action against a problem that was not known before the speech.

Speech Organization

Clear speech organization is vital in creating comprehensible speeches that score high marks from students and your instructor alike. The truth is this: a reader can go back and re-read what was written if some point is unclear. However, a listener to a speech gets only one chance to hear and understand the speech. If the listener gets lost along the way, he or she will quite simply quit listening. Therefore, a well-organized speech enhances your credibility and make it simpler for an audience to understand your points. The main points that are laid out in the body of the speech is at the heart of organization. Choose these points carefully and present them precisely. Don't let your audience guess what they are. In this class, less is more. You will not have time to fully develop four or five points in the body of the speech. For a four to six minute speech, you should use no more than three main points in the body of the speech.

Citing sources orally

Here are valuable examples for exactly how to cite a source during your speech. Include enough information so we can look up the source. Example: "Pediatric physician Dr. Margaret Berry in an interview in The Fort Worth Star Telegram has emphasized the importance of childhood immunizations. . ." As I listen to your speech, I can look at your Works Cited to discover when the interview appeared. Do not say: "I found this on the Internet." Be specific enough that we know what the website actually is. Example: "Nasa.com, the official NASA homepage states,. . ." If the web address is too long, don't spend time saying the entire thing. Example: "http://www.nasa.gov/mission_pages/shuttle/launch." We will never stay with you long enough to hear all of that. Give us enough information to create credibility for the source. If I want the full URL, I will find it on your Works Cited. When I arrive in class to hear your speeches, I will have the outline and Works Cited sheet for each of you. Please be sure that these assignments are completed and submitted before you come to class. If you arrive with nothing, I will not hear your speech. The grade will be 0.

General Purpose

In a speech class, your instructor will generally give you the general purpose for each of your speeches. Your second and third speeches in this class will both be informative. Therefore, the general purpose is to inform. Your final speech will be persuasive in nature--more about that later. It is enough to say that in these two informative speeches you will simply present information to your audience. You will not try to get the audience members to change their minds about a debatable topic.

Persuasive Speech

In this course we have studied one basic purpose in speaking thus far--informative. It is now time to add another purpose--persuasive. This week you will read several pages of notes about persuasive speaking, all designed to help you get started to change your approach to speaking. A valuable source in understanding persuasion will be Chapters 16 and 17 in your textbook. With that said, let's turn our attention to the definition of persuasion. Persuasion is a process in which we either create, reinforce, or change people's beliefs or actions. Think about this. The process involves both the speaker and the audience. In essence, it is the speaker's attempt to connect with the audience in a specific way. Some people may agree with your ideas; you will merely reinforce their beliefs. Other people in the audience may have no opinion one way or the other; with these people you want to create a belief. The most difficult group to connect with are those people who completely oppose your belief. With this group, your aim may be to get people to think and make an incremental (small) move in your direction. A persuasive speech involves a debatable issue that has two sides. It is your job as a speaker to choose a side to prove to your audience. Sometimes a speaker decides to present both sides of the issue and stop there. If you choose to do this, you are creating an informative speech. In short, you must choose a side.

Guidelines in informative speaking

Limit the amount of information you will present. Remember, you will only speak for 4-6 minutes. You may have to really cut your ideas while still submitting enough information to keep your audience interested. Relate new information you have to other information audience members may already have. Always, no matter what the speech purpose is, keep the audience in mind. Speaking of the audience, present information that is relevant to your audience. Relate your experiences to those that your audience may have had in a different context. Adjust language complexity for your audience. Refrain from really technical language that your audience may not understand. If audience members do not understand the terms you use, they will simply quit listening. Use conversational tone and vocabulary while remembering to avoid slang.

Sample Outline

Name Title of Speech Purpose: Thesis: Introduction (Include thesis statement here.) Body I. Main Point (Write the actual first point in the body of the speech.) A. Sub-point B. Sub-point II. Main Point A. Sub-point B. Sub-point (Maybe) III. Main Point A. Sub-point B. Sub-point Conclusion

Types of Visual Aids

Objects and Models: This can be an excellent way to help us follow your speech if you are using spatial organization. Document Camera: Our classroom is equipped with the camera. It can make even small items clearly visible to the audience. Video: If you have a laptop (not available in the classroom), you may want to bring a short clip for us to see. In a 4-6 minute speech, this should be no longer than about 30-40 seconds. Otherwise, the visual aid will overtake the speech. The Speaker: If you wear a uniform at work and are speaking about your job, you can easily become your visual aid. This can be an effective and easy way to enhance your speech.

Persuasive Principles

Persuasion is more likely if goals are limited rather than broad. For example, stopping world hunger as a goal in a single speech is not likely to be effective. However, if you encourage your audience to donate to a local food bank, you may be successful in a single speech. Persuasion is more likely if an audience has little information on the subject. Persuasion is related to how important the audience considers the topic. The less important, the more likely a change can occur. Persuasion is more likely if the speaker's message is consistent with the audience's attitudes, beliefs, and values. Persuasion is more likely if the evidence used to support the position is credible. Persuasion is more likely if the speaker establishes common ground with the audience.

Question of Policy Outline

Problem/Solution Order: pp. 319-320 in your textbook. Questions of Policy suggest action on the part of the listeners to the speech. In order to convince us to actually do something, you will need to explain why there is a problem first and then tell us how to solve the problem. If the problem is obvious, you may need to spend more time on a solution. If you believe the audience may not even know there is a problem, you may spend more time on the problem. In this case, the solution is usually straight forward. For example, if you believe children playing football at a young age are (are not) at risk for physical and/or neurological problems later in life, you may want to use credible evidence to prove to us that this is (or is not) a problem. Then the solution will be simple: Don't let your children play football in the elementary grades. If you are on the other side, you will prove playing football is not a problem, and there should be no restrictions on early play. The body of your speech will have two major sections: Problem and Solution. Comparative Advantages Order: pp. 320-321 in your textbook. Sometimes you will see several possible solutions to an issue. This can be how to spend tax money, what type of housing should be built in a community, etc. The point is there are several possibilities for a solution, and your job will be to convince us that we should support (an action) one solution over another. One solution has more advantages than another. The body of this type of speech will contain a look at both plans of action and then a suggestion that one should be chosen over another. As you can see, there may be three main points in the body. Motivated Sequence: In the 1930s, Alan Monroe developed a five-point plan that will urge an audience of any type to adopt an action. It is still prevalent in call to action speeches and is the basis of much advertising. Read pp. 321-324 in your textbook. This type of speech contains five major sections. These can still be divided into the three major sections of a speech as indicated below. Introduction Attention Step: Begin with a verbal picture of a situation that will interest your audience. Body Need Step: Explain why the audience should feel the need to for a change. Satisfaction Step: Once you have established the need, you offer a way to meet the need, a solution to the problem. Visualization Step: When the solution is presented, you then show your audience how the future will look when the problem is solved. Conclusion Action Step: You urge your audience to actually do something, perform an action. Any of these methods of organization will work for persuasive speeches. Decide on the one you believe will best fit your question.

Question of Policy

Questions of policy frequently deal with rules, regulations, and laws in our society. This is the easiest way to approach a policy speech. You advocate for a specific course of action in these speeches. If you urge us to vote for a particular candidate in an upcoming election, this can be policy. It can also be value if you say one person is better than another. However, if you base your speech on the positions the candidate takes, you are looking at a question of policy. Examples of policy speeches may deal with the legal age for drinking or smoking, marijuana legalization, tax policies, healthcare reform, etc. If you look at these subjects, they require some change in policy. Frequently, for policy change to occur, citizens must vote (or have their elected representatives) vote on the issues. I urge you to consider a question or fact, value, or policy in the persuasive speech. Choose a topic that interests you and then choose a side to take. Good luck this week. If you have questions, e-mail or message me during the week. I'll help as much as I can.

Question of Value

Questions of value are based on what we hold as important, what we value in our belief system. This is more than merely what we like or dislike. Values are deeper than that. I can say that I had a great car as a teenager, a '67 Mustang and that it led me to believe that Mustangs are still great vehicles. There is not much to disagree with here. However, if I say that the Mustang has revolutionized modern vehicles and is the best car in the last 50 years, I may encounter disagreement. See the difference? Values may deal with products. However, value speeches frequently deal with the very core of our belief system. People can really disagree with us at this point. Speeches dealing with assisted suicide, abortion, same-sex marriage, etc. create immediate response in audiences. Be aware that there may be people in your audience who will be absolutely opposed to your position on topics that are emotionally charged. The best you may gain is a small change in opinion from some members. Therefore, if you choose a question of value speech, think about your audience's values as well as your own. That will help you narrow an issue to a position you can discuss and your audience will accept. . . perhaps.

Categories for informative speaking

Sometimes students have difficulties deciding what topic to use for an informative speech. There are actually four basic categories: Speeches about Objects This includes speeches about places, structures, animals, and people. Speeches about Events An even is anything that happens or is regarded as happening. Do not merely list what happened first, next, etc. There should be some point to a speech about an event. The thesis will indicate what this point is. Speeches about Concepts These include beliefs, theories, ideas, and principles. This type of speech is usually more complex than other informative speeches. For this reason, the concept speech usually follows the topical pattern of organization.

Speaker

Speech communication begins with a speaker. Your success and comfort with speaking to other people rests totally inside yourself. In public speaking, if you are interested in the subject you are presenting, that enthusiasm will be contagious.

Writing Critiques

Stress the positive. Part of your function as a critic is to point out the positive aspects of the speech you just heard. Be specific. Don't simply write, "It was a good speech." Ask yourself why it was good and then offer specific examples why this is your opinion of what you just heard. Offer constructive criticism. If you believe there is an area that needs improvement (and your first peer critique form will contain this question), be specific with how this can be achieved. Something like: "I had trouble hearing you. Perhaps you can speak up just a bit." Keep your critiques as your own. In speech communication, we say you "own your message." Avoid using phrases that start with "you." Begin your statements with "I" messages.

Topic

Subject of the speech

Informative Speech

The first step in presenting an informative speech is to choose a topic. Purpose is to inform the reader.

Conclusions

The two main purposes of a conclusion are to let your audience know that you are ending your speech and to reinforce the audience's understanding of the central idea. Techniques for Concluding a Speech The simplest way to conclude a speech is to summarize the main ideas you have presented and restate your central idea. Quotation. After the restatement of the central idea, it can be effective to end the speech with a quotation. Statistic. Leave your audience with a compelling statistic after the restatement of the central idea. Conclude a story. If you began your speech with a story, you may conclude it here. As you have probably noticed, the same techniques you use in an introduction can be used in the conclusion.

Introductions

The introduction to a speech fulfills two important functions. First, you gain the attention of your audience. Secondly, you present an overview of the main points in the body of the speech. I suggest you read the sample speech on p. 195 in your textbook. You will see how the speaker gains the audience's attention, then interest, and finally the central idea. For a four to six-minute speech, this might take to long, but the general idea is here. You see Aunt Josefina's house and learn about the woman herself. In the final section of the introduction, you see the central idea and an overview of the points in the body of the speech. Techniques for Creating Introductions Rhetorical question. This is a question you ask the audience, but you do not intend for anyone to answer. It is designed to get the audience to think about the speech. Quotations. This can be a quotation from a famous person, or it can be from someone in your family or a friend. Again, getting the audience's attention is key. Statistics. Be sure if you use a statistic from an outside source that you orally cite the source of the information. This will add credibility to you as a speaker and to your speech. The bonus is your audience will listen. Visual Aid. You can use your visual aid to gain the audience's attention. Read the notes about visual aids and the chapter in your textbook. A story. This can be a personal story or something you have read. Remember, if you tell a story you have read, cite the source. One interesting technique is to begin the story in the introduction and complete it in the conclusion. Finally. . . The central idea or thesis of your speech should be the final statement in your introduction.

Dividing the Sections of the Speech

The longest section of your speech should be the body. With a four to six-minute speech, the body should take up three to five minutes. The introduction will be second in terms of time. Be sure you include the central idea and get our attention in this section. However, if the introduction takes longer than one and one-half minutes, we will be lost by the time you get to the body. The conclusion is the shortest section; however, it is an important section. It restates your ideas and perhaps returns to the introduction. These are general guidelines that are intended to help you organize your ideas.

Listener

The person who receives the message is the listener. Without a listener, there is no communication. Because no two people are exactly alike, we can all be said to have different frames of reference. For that reason, a public speaker must take care to tailor the message to the audience.

Visual Aids

The purpose of a visual aid, also called a presentation aid, is to promote understanding of a speaker's ideas. When used properly, a visual aid can enhance a speaker's credibility and make the subject more interesting. The next two informative speeches require a visual aid. However, please remember that the speech grade does not hinge on this element. It is only an enhancement to the speech, not a substitute for it.

Delivery

There are four types of delivery for speeches. In this class, we use one of the four, but let's look at all of them. Memorized: You might have delivered a speech of this type when you were younger and in a speaking contest. However, this is never a good option. It is too easy to forget what you were about to say when you look out at the audience, and your voice can easily lose the spontaneous quality that marks good communication. Impromptu: Sometimes a student decides to "wing it" and come to class without preparing. This is a disaster for a grade. You might do this in another situation when asked to speak at a meeting (although I wouldn't suggest it if your boss is there), or if you are making a toast at an event. Basically, the only impromptu speeches are made by professionals who do this frequently. Manuscript: This is the type of delivery professionals usually use. They are in a position of needing to be accurate, and no one wants to make the nightly news with a statement that came out wrong during a speech. The problem with this method in a classroom is that we are not professionals. The voice loses vocal variety, and eye contact is easily lost. Once that is gone, the audience thinks about something else too. So, the rule is no manuscript delivery. That is why I urge you to create topic outlines, with perhaps only the thesis statement and sources written precisely. Extemporaneous: This is not the same as impromptu delivery. The speech is carefully prepared and rehearsed in advance. However, when the speaker stands before the audience, the preparation and energy of the speaker take over. You do not speak without notes or an outline. You have spontaneity in your voice and presence, and your audience is drawn to you. It gives you the best of both worlds. You relate to your audience in the moment, and you are prepared with the information you wish to present.

Feedback

These are the messages, usually nonverbal, that are sent from a listener to a speaker. This goes both ways. The listener provides feedback to the speaker, and then the speaker sends back feedback too. To make this even more complicated, these two responses are completed almost simultaneously.

Central Idea or thesis

This is a one-sentence statement that sums up the major ideas of a speech. It is not presented as a question, but a declarative sentence. A clear central idea gives your audience an overview of your speech. If you do not present a thesis in the introduction of your speech, your audience will generally quit listening. This sentence generally becomes clear to the writer of the speech after doing research and deciding on the main points in the speech. Overview of Functions The central idea helps you generate the main ideas you wish to explore in your speech. It focuses your audience's attention on the specific points you are addressing in the body of your speech. It suggests the organizational pattern for your speech.

Interference or noise

This is anything that interferes with the delivering of a message. In public speaking there are two types of interference. This first is external, like the jingle of a cell phone going off in class. (By the way, please be sure these are turned off when you come in.) The second is internal, like someone acting as an audience member who is ill in some way and therefore cannot concentrate on the speech itself. Of course, interference can also occur within the speaker.

Channel

This is the means by which a message is communicated. In a public speaking class where an audience is seen by the speaker, the effect is personal. If you are nervous, it is the channel that is affecting you. If you merely looked at a camera, the entire message would be altered a bit by the channel.

Situation

This is the time and place where communication occurs. Public speakers need to be aware of the situation. Your speeches are definitely being given in a certain situation: class. But the time of day will have a bearing on your ability to communicate with your audience as will the specific classroom in which we meet. That will be FINE 104. The room is on the east side of the Fine Arts Building. It is the first room on your left.

Specific Purpose

This statement is directed toward your audience. This phrase narrows down the topic and purpose into a single, infinitive phrase. An infinitive phrase contains the word "to" followed by a verb. This phrase should indicate precisely what your speech seeks to achieve; for example, "To inform my audience about the care and feeding of a pet snake." (Oh, I do not suggest you bring a snake as a visual aid. In fact, please don't. The results are disastrous for an audience.) The phrase answers the question: What do I want my audience to know as a result of my speech? When this statement is rewritten with the focus on the content on your speech, you will have created your thesis statement. This statement helps you focus your attention on your audience.

Question of Fact or Value Outline

Topical Order: The primary order that has been used for the informative speeches has been topical order. You decided on two or three main points you wanted to discuss and arranged them in the body of the speech. You can also use this type of order to create outlines for persuasive speeches, particularly those of fact or value. For example, if you want to present the case for believing that health insurance company rates under the Affordable Care Act are either too high (or fair for the coverage provided to policy holders), you could likely come up with two or three basic arguments for either side. Those arguments would be points I, II, and maybe III in the body of the speech.

Language

Using Language Appropriately in Speeches Language is the basic tool in a speaker's toolkit. When language is used effectively, a speech comes alive and engages an audience. As Mark Twain said (as quoted in our textbook), "The difference between the right word and the almost right word is the difference between lightning and the lightning bug." The use of language in a career speech is absolutely critical. Since you are discussing a topic you know so much about, it is easy to fall into technical terms, particularly acronyms, that your audience may have no knowledge of. So how do we avoid jargon and still communicate with the audience? Use Familiar Words Once you have decided on the information you will be presenting in your speech, your next job should be to go over the content and ask yourself if you are using words that will be familiar to your audience. If a technical term is necessary (and it may be essential to the speech), you need to offer a brief definition of the term in ordinary language. Keep the language as familiar to your audience as possible. Choose Concrete Words Be as specific as possible in the language you use. This is the difference in concrete and abstract words. A term like "worker in the medical field" will not interest your audience as much as "physical therapist." This, of course, means that you will have considered exactly how you want to present your information. Additionally, don't stop with the letters that indicate a degree. Tell us what a B.A. or M.B.A. stands for. This becomes very important if you are discussing a technical degree in a technical field.

Other Delivery tips

Using Your Voice Sometimes the elements of the voice in presenting a speech can seem overwhelming. Your discusses these beginning on p. 244. However, I want to present the major ones I listen for as you speak. Volume: If we cannot hear you, communication stops. You will know if you have a soft voice, so rehearse by standing straight and increasing the volume just a bit above conversational speech. If you look at the back of the room and see blank stares or questioning looks, chances are those people cannot hear you. Rate: This refers to the speed at which a person speaks. Rarely do speakers speak too slowly. Typical speaking rate in the U.S. is 120 to 150 words per minute. That is just an interesting fact. Don't get a stopwatch and test yourself! If you are prone to speaking too fast, you will probably know it. This is a habit that can be broken with a little practice. The best advice I can give you is to take time to breathe. Pauses: Pausing between points can accomplish two major goals. First of all, your rate of speaking will slow as you pause. Secondly, pauses offer excellent transitions between points in your speech. Yes, you should use signal words like "next" or "in addition", but your voice is a great tool to use too. Vocal Variety: Your text uses the old adage that "variety is the spice of life." That is so true in speech delivery. A flat, unchanging voice becomes boring and leads the audience to drift away from your speech. Usually, a conversational tone, one that you use in speaking to friends, can add so much to your speech. The Speaker's Body Personal appearance: Your dress and grooming do affect your audience's reaction to you. While you do not need to wear professional dress, you should be careful to wear clothing that does not distract from your speech as well. Posture and Movement: Be sure that your posture suggests calm assurance. Do not pace back and forth either behind or in front of the podium. That will become what we remember about you. Also, stand straight and move when you need to do so. Eye Contact: Creating eye contact with your audience immediately adds to your credibility as a speaker. Years ago speech teachers told students to look above the audience's heads if the speaker was nervous. That is not true. If you establish eye contact with us, we will listen. Gestures: Using gestures during the speech can really keep our attention. However, there should be a reason for using the gesture. Moving your hands too much (and I have to watch this myself) can distract the audience's attention. Rehearsing Your Speech Proper rehearsal can help you feel more confident as you stand before us. This will go a long way to easing anxiety, but this is true only if you rehearse correctly. Here are some tips: Practice your speech orally. Reading your notes will not get you ready to deliver your speech. Use the visual aid, practice any gestures you want to use, and stand up as you do it. Time the speech as you do this. Be sure you use your speaking outline as you rehearse. Keep practice sessions fairly short. Don't decide to get the speech ready and go over and over it for hours. That will take all the life out of it. If you are having trouble with a particular section, you might take time to practice it by itself. Frequently, students will rehearse the introduction thoroughly. Finally, put it together and do a dress rehearsal. If you are comfortable doing this, find a family member or friend to listen to your speech.

Message

Whatever a speaker communicates to someone else is the message. Messages are both verbal and nonverbal, and the vast majority of messages are nonverbal in nature. Some researchers say nonverbal messages are a full 90% of communication. If we were in a basic communications class, we would pursue this. In public speaking we will say that our words in the speech are the verbal message, and everything else is nonverbal.