INFANT JESUS MOTESSORI SCHOOL

MALVAR, SANTIAGO CITY

SENIOR HIGH SCHOOL DEPARTMENT

WHY DOES RACISM EXIST AND WHY IT SHOULD NOT

IN PARTIAL FULFILLMENT TO THE

REQUIREMENTS IN RESEARCH WRITING

SUBMITTED TO:
DR. IMELDA BRILLANTES-BAUTISTA

SUBMITTED BY:
KEILA BAYAUA

S.Y. 2020 - 2021

 APPROVAL SHEET

This thesis here entitled “WHY DOES RACISM EXIST AND WHY IT SHOULD
NOT” is prepared and submitted by Keila Bayaua in partial fulfilment of the
requirements for the first Semestral of the School Year 2020 - 2021 in Research
Writing.

Approved by:

Dr. Imelda Brillantes Bautista

Directress / Principal
 ACKNOWLEDGEMENT

I would like to thank Dr. Imelda Brillantes Bautista, for teaching and guiding us
throughout this research. We are grateful to have her advice through this process and
also for encouraging us. I would also like to thank my fellow classmates and friends.
Thank you for your help and support in making this research successful and possible.
Lastly, I would like to thank my parents for their constant love and support, for being
there always through ups and downs, and a shoulder to lean on. Their support and
dedication through all of my hardships has made me the person I am today.
 DEDICATION

This study is dedicated to my beloved parents, siblings, relatives, friends,

mentors and classmates who have always have been every step of the way, giving me
advice and encouragement. And lastly, I dedicate this research paper to the Almighty
God. All of these, we offer you.
 ABSTRACT

In this study you will learn about racism and the problems some people encounter
because of it. The issue of racism is popular by name but tends to be sugar coated by
the way we see it, racism has been a long problem and it’s time to put action and end it.
How great it would be to live in a world without racism? Many people face racism and
intolerance, and it’s not just a loss for them, it’s a loss for everyone. Racism fuels
conflict, creates division, leads to millions of potential and hopes being wasted when
people are not given equal education and employment opportunities. It creates
inequalities in society that end up hurting everyone. It stops us from discovering the
richness of other culture and poisons our mind into hatred. This research manly focuses
on finding ways to stop racism or to at least raise awareness about it because some
people take racism lightly and they even make jokes about it not knowing how serious
this problem is.
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

1.1 INTRODUCTION
Race is the idea that the human species is divided into distinct groups on the
basis of inherited physical and behavioural differences. The term race generally refers
to a group of people who have in common some visible physical traits, such as skin
colour, hair texture, facial features and eye formation. Such distinctive features are
associated with large geographically separated populations, and these continental
aggregates are also designated as races, as the ‘African race’, the “European race”,
and the “Asian race.”

When we discriminate or mistreat people by their race that is called racism. Racism
takes many forms and it can happen in many places. It includes prejudice,
discrimination or hatred directed at someone because of their colour, ethnicity or
national origin.

People often associate racism with the acts of abuse or harassment. However, it
doesn’t need to involve violent or intimidating behaviour, some people are being racist
without them even realizing it. Like racial name-calling and jokes. Or situations when
people are being secluded from groups or activities because of where they came from.

Racism can be revealed through people’s actions as well as their attitudes. It also can
be reflected in systems or institutions. But sometimes it may not even revealed at all.
Not all racism is obvious. For example, someone may look through a list of job
applicants and decide not to interview people with certain surnames.

There are no excuses for racism it is just wrong. People are not born racist, they are
taught to or adapt by their surroundings. It is sad to think that some people think that
something as permanent as race, something we have no choice in, can make us better
as another person. People should all be considered equal regardless of what they look
like, talk like, or even do that makes them who they are. Not only racism is wrong and
makes people feel terrible about whom they are but it makes the person being racist
look even worst. Racism is something that is completely rude and ignorant to do to a
group of people. One does not choose if they are White, Black, Asian, or anything. It’s
something that you are born as and to be mocked and made fun of it is extremely
ridiculous.
 Without these different types of people and everyone trying to come together for a
single goal we may not be able to discover new things and advance our society. Racism
is a big problem but an easy change and I truly believe that getting rid of it can make the
biggest change the world has ever seen

1.2 STATEMENT OF THE PROBLEM

The study aims to assess and determine the problems people encounter
everyday or occasionally due to their race and if they are aware what racism is and
ways to stop it.

Specifically, it aims to answer the following questions:

 What are the disadvantages people encounter because of race?

 Are they aware what racism is?

 What can we do to stop racism?

1.3 CONCEPTUAL FRAMEWORK

PROBLEM: SOLUTION: OUTCOME:

Problems people We shoud raise We can all live
encounter because of awareness about racism equally and
race discrimination and punish people that peacefully without
are racist. worrying about racial
People who don’t discrimination
know racism

How can we stop

racism?
1.4 SIGNIFICANCE OF THE STUDY
This research mainly focuses on the problems that racism brings and ways to
stop it. It can and it will be helpful for everyone; children, teen and adults for the reason
that through this research they will be provided with more information about the said
problem and fill some of the knowledge gaps and simple ways to stop it from worsening
and start changing it

1.5 SCOPE AND DELIMITATION OF THE STUDY

. The focus of this study is about racism. The study will include 50 respondents
and does not require specific requirements to join. This will allow the researcher to
determine whether they are aware of what racism is and if they are doing things
that contribute to it or help stop it
1.6 HYPOTHESIS
1. Some people are aware of racism and they don’t act upon it

2. Some people are not totally aware of what racism is and they subconsciously
judge people base on race

3. If we raise awareness of racism then we can help contribute in ending racism

1.7 DEFINITION OF TERMS

To further understand this research, the following are given definitions:

 Race – each of the major divisions of humankind having distinct physical

characteristics

 Discrimination – the unjust or prejudicial treatment of different categories of

people or things, especially on the grounds of race, sex, age etc.

 Racism – prejudice, discrimination or antagonism directed against a person or

people based on their membership of a particular racial or ethnic group

 Prejudice – preconceived opinion that is not based on reason or actual

experience

 Encountered –A hostile or adversarial confrontation: To experience or undergo

 Harassment – torment, vexation or intimidiation

 CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 FOREIGN LITERATURE

Employers are less likely to hire job applicants with Black namesa according to a
study by the National Bureau of Economic Research, job applicants with African
American names have to apply to 50 percent more jobs to get a callback. Responding
to 1300 posted job ads with 5000 resumes, the authors also discovered that lower
quality resumes and criminal history had a disproportionately large effect on African
Americans applicants.

A study by Times Higher Education confirmed the existence of racial bias in hiring
practices in academia. Moderators gave 96 participants four equally strong CVs of two
non-white and two white individuals. Photos were attached to the resumes. The 96
participants then needed to shortlist two, out of the four, for a post as a lecturer in health
psychology.Over 60 percent of white participants shortlisted two white candidates, and
just over 6 percent put forward two non-white candidates.

Teachers use disciplinary measures on Black students far too often according to
the U.S. Department of Education Office for Civil Rights, Black students of any age are
three times more likely than white students to be suspended. 18 percent of preschoolers
are black, but those 18 percent account for 50 percent of suspensions.

One contributing factor may be explained by an American Psychological Association

study. The report details how Black children are considered older and less innocent
than children belonging to other racial groups. For instance, the study discovered that
"The [participants] overestimated the age of Blacks by an average of 4.5 years and
found them more culpable than whites or Latinos, particularly when the boys were
matched with serious crimes."

Police are significantly more likely to use force against African Americans. A
study by a Harvard professor for the National Bureau of Economic Research
demonstrates that law enforcement, on balance, treat differently Blacks from whites.
After combing through data from ten cities across the United States, the researchers
found that police are often more likely to use lesser force of all kinds against Black
civilians. These findings have been replicated by numerous other studies over the past
few years.The Ferguson report by the Department of Justice is one such example.
Following the shooting of Michael Brown, the DOJ slammed the city of Ferguson for
racist police tactics. The report details how "African Americans are 2.07 times more
likely to be searched during a vehicular stop but are 26% less likely to have contraband
found on them during a search." A broad statistical survey of the FPD's records
revealed that "despite making up 67 percent of the population, African Americans
accounted for 85 percent of FPD’s traffic stops, 90 percent of FPD’s citations, and 93
percent of FPD’s arrests from 2012 to 2014."

A report from an advisory body to the San Francisco District Attorney demonstrated
racism in the San Francisco Police Department. While the Black community in the city
makes up about 6 percent of the population, they account for 15 percent of those pulled
over by the police for traffic violations. Even worse, during traffic stops, police officers
far more likely searched African Americans and Latinos. Despite making up 15 percent
of traffic stops, Blacks accounted for 42 percent of all non-consent searches.

Another report, from the Center for Policing Equity, concludes similarly to the NBER
study. Nationally, African Americans are 3.6 times as likely as Caucasians to have force
used against them by an officer.

Juries are prone to racist sentencing. According to the United States Sentencing
Commission, Black men receive sentences that are on average 20 percent greater than
white men for the same or similar crime(s). This double standard makes sense when
you consider that they are disproportionately unlikely to be on juries.EJIs report, entitled
“Illegal Racial Discrimination in Jury Selection: A Continuing Legacy," explains that "In
some communities, the exclusion of African Americans from juries is extreme. For
example, in Houston County, Alabama, 8 out of 10 African Americans qualified for jury
service have been struck by prosecutors from death penalty cases. In Jefferson Parish,
Louisiana, there is no effective African American representation on the jury in 80
percent of criminal trials.Furthermore, according to a study by the Sentencing Project,
Blacks are 38 percent more likely to be given a death sentence than white people for
the same crimes.

The racism in the justice system precedes sentencing and includes the very charges
levied against African Americans. According to a study done by the American Civil
Liberties Union, African Americans in Minneapolis are far more likely to be charged for a
number of crimes. Young Blacks in Minneapolis are over 16 times more likely to be
arrested than a white kids for curfew violations or loitering. African Americans in the city
are almost nine times more likely to be arrested than a White person for disorderly
conduct, and around 7.5 times more likely to be arrested for vagrancy.

 Incomes of Black and Latino households are drastically lower than in White
households. A Forbes article points out that "In absolute terms, the median white
household had $111,146 in wealth holdings in 2011, compared to $7,113 for the median
black household and $8,348 for the median Latino household. (All figures come from

the U.S. Census Bureau Survey of Income and Program Participation.)"The Huffington
Post underscores that "Black Americans held 2.7 percent of the country’s wealth,
though they made up 13 percent of the population."The gap in both incomes and overall
wealth between races is stunning. Unsurprisingly, it is highly correlated to the
unemployment rate.

According to a study by the Center for Economic Policy and Research, African
Americans who were recent college graduates face unemployment rates twice those of
recent White college graduates. Another survey by the Office for National Statistics’
Labour Force Survey, this time in the UK, concluded that minority graduates were 2.5
times more likely to be unemployed than White graduates in that country.College
degrees are even less useful for African Americans than those statistics imply. Forbes
explains that "obtaining a bachelor’s isn’t enough for a black or Hispanic person to
escape the racial wealth gap. The return on investment in college is much higher for
whites than for blacks and Hispanics: A white family at the median sees a return of
$55,869 from completing a four-year degree. A black family sees $4,846 and an
Hispanic family $4,191."College degrees are the key to obtaining access to higher
income brackets in this country. Denied access from jobs even with degrees (and
saddled with debt), Black students are less able to climb the ladder and grow their
wealth.

2.2 LOCAL LITERATURE

We also have racism among our very own race. The aeta’s, badjao’s etc., are being
look down despite of having a rich culture. They are often associated to poverty even
using Badjao’s by syndicate to beg for money. That’s why often when Filo’s refer to
beggars - they called them Badjao’s. There is also regionalism - I just knew this few
months ago when I was exposed to this topic on Twitter. Unfortunately, the people in
the provinces are being look down by those in the city like Manila. They have wrong and
misguided information on the lives and culture that changes their perspective and the
later feel superior. Since Filo’s in the province have different accent - they are often
being laugh at. Media also plays important role here as most of the time - on sitcoms
the maids are usually from far away province and main characters often laugh at them
for their different identity. Media often portray them as poor, unmannered and
uneducated.

Philippines Named as One of the Most Racist Countries in the World Recent data from
the World Value Survey shows that the Philippines is one of the most racist countries in the
world.This survey basically asked people what kinds of people they wouldn’t want to live
near and then counted the amount of people who chose ‘people of a different race’ for
each country. Apparently, societies, in which people wouldn’t want to live near other
races are considered to be more racially intolerant.

The global social attitudes study claims that the most racially intolerant populations are
all in the developing world, with Jordan and India in the top five.While the country with
the most racially intolerant people is Jordan, with 51.4% not wanting to live near another
race, India is close behind with 43.5%. The Philippines lies in the 20 to 29.9% bracket
along with other countries like Thailand, France, Malaysia, Bangladesh and Hong Kong;
only below counties such as Egypt, Saudi Arabia, Iran, Vietnam, Indonesia, South
Korea in the 30-39.% bracket. (WHENINMANILA)

Filipinos are not so much discriminating on the basis of race as much as mere skin
tone. Philippine society is very much segregated by skin color. The paler your skin the
greater the level of success is available to you. Likewise, dark skin is a fast ticket to the
bottom. Another writer on this topic comments on the fact that most of the idols of
Philippine music and cinema are fair-skinned with sharp, European features. I noticed
that myself. Further, most of the dominant families in politics are disturbingly pale
skinned.The brief decades of American governance did little to change these embedded
patterns as America was equally segregated by skin color. Filipinos adjusted to some
degree as the Civil Rights Movement eventually lead to a degree of equality for Blacks
in America. The Viet Nam War brought a large independent, strong Black men to the
islands. Eventually, Black enclaves grew up around the bases where Filipinos freely
mixed with Blacks.This brings us to modern Filipino society. It remains very conscious
of color, promoting the lighter skin above all. Virtually every product in the country
contains skin-whitening ingredients. Women walk around on sunny days huddled under
an umbrella afraid to tan. They go to the beach in long pants and shirts for the same
reason. This also explains the fact that natives of tropical islands do not know how to
swim!

In the Philippines, racism is a prejudice that is present and yet most Filipinos are
ignorant that is currently in our society's system. They are not aware that they're making
racist comments and judgments on a daily basis. It is considered a problem even when
you ignore the issue and not confront it.

These racist acts are almost always portrayed on media especially TV. A great example
for this is the 2011 TV Show Nita Negrita. The show, which ran for 4 months, was about
a dark-skinned Filipina who got discriminated because of her skin color. It could've been
a good plot: a bullied girl who conquers the problems and obstacles in her life. But, what
was wrong was that instead of casting an actual dark-skinned Filipina actress, a fair-
skinned actress was painted black instead. It was also pointed out how super
exaggerated and dark the make-up was — it was so dark that it resembled the color of
charcoal.

The most recent TV show that implied racist thoughts is based from an online novel
entitled Maid for Korean Boys that was broadcasted in 2015. The main character of the
show was a dark-skinned, curly-haired maid. The actress of this show was also fair-
skinned and was only painted to appear darker.

This has happened so many times in Filipino Television. Shows usually patronize the
white and the rich and condemn the dark and the poor. Colonial Mentality, as stated by
Jon Royeca (2010) in an article on the emanila site, is the thinking that foreign talents
and products are always the good, the better, and the best, and that the local ones are
of poor or no quality at all.

If you notice, Filipinos value fair-skinned people more than the average morenas. By
thinking that these people are better than the other, it is already considered
discrimination.

Filipinos almost always associate whiteness with wealth. Have you ever seen a TV
show where the rich ones are the dark-skinned ones? Even if there are shows that
portray that, they're not known and there are only so few of them.

By broadcasting these shows on television, it can create an effect on people.

The Cultivation Theory by Gerbner states that TV can affect how people think reality is.
It can alter how they view the world. For example, showing racist shows will give the
impression that it's a norm in society and it just happens everyday. It is bad enough that
there is a possibility that it can be a norm in society, more so if people tolerate this kind
of behavior.

So, does racism exist in the Philippines? Yes, it does. End the ignorance and be
informed. Nobody wants to be called racist, right? (Fhrea Zenntine Malinit)

CHAPTER 3

RESEARCH METHODOLOGY

3.1 RESEARCH DESIGN

A thorough quantitative research method will be used in conducting a study. A
quantitative research is the systematic empirical investigation of observable phenomena
via statistical, mathematical, or computational techniques. The objective of quantitative
research is to develop and employ mathematical models, theories, and hypotheses
pertaining to phenomena. The process of measurement is central to quantitative
research because it provides the fundamental connection between empirical
observation and mathematical expression of quantitative relationships.

A survey will be also used in the study, which will determine the qualification of
the respondents in a criteria provided by the researcher. This survey is necessary to
identify the qualified participants in the study.

The researcher’s study is about the racism that’s is affecting many people in
many ways which will be derived from the respondent’s answer to the researcher’s
questionnaire. The study focuses on the junior and senior high school students and the
problems they encountered if there are any because of their race in their everyday life.

3.2 RESEARCH LOCALE

The researcher will look for junior and senior high school students of Infant
Jesus Montessori School, Malvar Santiago City. The researcher will search willingly
participants in the said area.

The actual study will be conducted in an online survey due to the covid 19
pandemic to ensure the safety of the participants as well as the researcher
3.3 PARTICIPANTS OF THE STUDY
Participants of the study are chosen through a survey that will assess their
qualification for the study. Participants who are students of the junior and senior high
department are the only qualified respondents, especially respondents who are from a
different race or culture

A survey prepared by the researcher is consisted of a likert scale with the

choices always, often, sometimes, seldom, and never. The questionnaire contained
questions about family, personal conditions, time, school, and finances of the
respondents.

3.4 RESEARCH INSTRUMENTS

The researcher will first manage to identify the qualified participants to participate
in the study. The researcher will then conduct a survey through distribution of
questionnaires to the qualified participants with their permission of participating. The
questions that will be asked in the questionnaire will gather a more precise and detailed
information from the respondents.

3.5 DATA GATHERING PROCEDURE

Before the researcher will conduct the study, they will first identify the qualified
participants for the study. Participants who meet the requirements needed for the
participation in the study are then asked for to take part in the research. The researcher
will conduct a survey by distributing questionnaires to the qualified respondents.

3.6 DATA ANALYSIS PROCEDURE

Data analysis is an on-going activity, which not only answers your question but
also gives you the directions for future data collection. Data analysis procedures help
you to arrive at the data analysis and it will also convert data into information and
knowledge.

The data analysis procedure to be used by the researchers will be an inductive

procedure that any quantitative research will require. Quantitative data analysis may
include the calculation of frequencies of variables and differences between variables. A
quantitative approach is usually associated with finding evidence to either support or
reject hypotheses you have formulated at the earlier stages of your research process.
Data will be collected through a survey that will be conducted by the researcher. Data
that are gathered before are assessed by the researcher that will serve as a reference
in making the output of the researcher. The data gathered will be answered through the
distribution of questionnaire to the participants. The researcher will compute for the

mean with this formula: x́=

∑x
N

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered including analysis:

Table 1

Profile of the respondents

Grade Frequency Percentage

12 25 50%
11 12 24%
10 11 22%
9 2 4%
Total: 50 100%

As seen on Table 1, Profile of Respondents, most of the respondents were

Grade 12 with a frequency of 25 or 50%, Grade 11 with the frequency of 12 or 24%,
Grade 10’s frequency of 11 or 22%, while 2 or 4% of the respondents are in the 9 th
grade.

Table 2
 Problems Encountered in Studies due to Extra-Curricular Activities as to Family

Family Mean Description Rank

Do your parents allow you in participating in 4.14 Always 1

extra-curricular activities?
Do they scold you for coming home late 3.14 Often 5
because of meetings or trainings?
Enough support given? 3.36 Often 3

Do they attend in your performances to support 3.04 Often 4

you?
Do they encourage you in participating in Extra- 3.56 Often 2
curricular activities?

As shown in Table 2, with the regards to family, the item “Do your parents allow
you in participating in extra-curricular activities?” obtained the mean of 4.14 described
as always and it is ranked 1. Another item “Do they scold you for coming home late
because of meetings or trainings?” is described as always and has a mean of 3.14. The
three remaining items “Enough support given?”, “Do they attend in your performances
to support you?” and “Do they encourage you in participating in Extra-curricular
activities?” have means between 3.0 - 3.60 and are described as often.

Table 3

Problems Encountered in Studies due to Extra-Curricular Activities as to Time

Time Mean Description Rank

Do you still have enough time to sleep? 3.54 Often 4

Considering your extra-curricular activities
Lack time finishing your school works? 3.22 Often 5

On-time in passing requirements? 3.58 Often 3

Do you still have time to study? 3.70 Often 1

Do you still have time to bond with your 3.64 Often 2

friends?
 As presented in Table 3, all items regarding problems encountered in studies due
to extra-curricular activities as to time are often experienced by the respondents.

Table 4

Problems Encountered in Studies due to Extra-Curricular Activities as to School

School Mean Description Rank

Do they consider you in quizzes, activities, and 3.74 Often 1

recitations because of you absences due to
extra-curricular activities?
Do they support extra-curricular activities? 3.52 Often 2

Do you still catch up with your lessons 3.52 Often 3

considering you’ve been pulled out on class
because of meetings and trainings?
Do they acknowledge you? 3.14 Often 4

As revealed in Table 4, they often consider respondents in quizzes, activities,

and recitations because of their absences due to extra-curricular activities gathered a
mean response of 3.74. The school also often support extra-curricular activities a mean
response of 3.52. The respondents often still catch up with lessons despite being pulled
out on class because of meetings and trainings with a mean response of also 3.52 and
the school acknowledge them often (3.14).

Table 5

Problems Encountered in Studies due to Extra-Curricular Activities as to

Personal Conditions

Personal Conditions Mean Description Rank

Do you feel pressured? 3.68 Often 1

 Are you stressed because of extra-curricular 3.46 Often 2
activities?
do you feel left out in missing time with your 3.16 Often 3
friends because of extra-curricular activities?

Table 5 shows that the mean response for the problems encountered in studies
due to extra-curricular activities with regards to personal conditions is often. In which
“Do you feel pressured?” ranked first. “Are you stressed because of extra-curricular
activities?” ranked second and “do you feel left out in missing time with your friends
because of extra-curricular activities?” ranked third.

Table 6

Problems Encountered in Studies due to Extra-Curricular Activities as to

Finances

Finances Mean Description Rank

Can you afford finances in your extra-curricular 3.96 Often 2

activities?

Do your parents give you money for extra- 3.90 Often 3

curricular activities?

Expenses too much? 4.06 Always 1

Do spend your own money for expenses in 3.54 Often 4

extra-curricular activities?

Do the school cover you finances for extra- 2.96 Sometimes 5

curricular activities outside the school?

As presented on Table 6, always have too much expenses in their extra-

curricular activities (4.06). Also they can’t often afford finances in extra-curricular
activities (3.96). In addition the respondents’ parents give money for their activities
(3.90). The respondents also often spend their own money for their expenses (3.54) and
the school sometimes cover their finances for extra-curricular activities outside school
(2.96).
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

5.1 INTRODUCTION
This chapter presents the final part of the study. It will provide the summary of the
findings, conclusion, and recommendation for the completion of the study.

5.2 FINDINGS
The analysis of the respondents’ answers revealed that the problems encountered
in studies due to extra-curricular activities in junior and senior high school students at
Infant Jesus Montessori School are divided into five (5) factors. Family, time, school,
personal conditions and finances. The main factor that can affect their studies due to
extra-curricular activities is family. It shows that the family has a great impact on the
students’ extra-curricular activities.

5.3 CONCLUSION
The study generally aimed to identify the possible problems encountered in
studies due to extra-curricular activities in junior and senior high school students at
Infant Jesus Montessori School and specifically aimed to determine how many factors
and what factor that affect the students most. The respondents’ answer provided
information about their lifestyle and how are they treated. The assessment of the
participants’ answers most shows the family. In conclusion, family-related factors is the
main factor that the problems encountered with studies due to extra-curricular activities.
50 respondents answered the survey given. 25 grade 12 students, 12 grade 11
students, 11 grade 10 students and 2 grade 9 students. The respondents prefer that
their families should support their extra-curricular activities.
5.4 RECOMMENDATION
The following recommendations are offered for related research regarding the
Problems Encountered in studies Due to Extra-Curricular Activities In Junior and Senior
High School students.

 Families should show support to their child financially and emotionally.

 Students should know time management between studies and extra-curricular
activities.
 In finances, schools should be considerate in the thought of not all students
can afford their expenses in co-curricular activities.