Table Of Content

INDEX Kappa Delta Pi Record, Volume 46 Authors and Article Levin-Goldberg, J. Transforming Global Greene, 142 Alemu, D. S. Missing: Students’ Global Out- Civics: The Need for Human Rights Teach Well, Live Well: Strategies for Success by look, 54-57 Education, 5-7 J. Luckner and S. Rudolph. Thousand Arker, E. See Richardson, R. C. Loughran, S. B. A Lesson in Science Oaks, CA: Corwin. 2009. Reviewed by Ayers, W. Teaching in and for Democracy, Learned on a Boat, 48 A. A. Ross, 143 30-33 Lumpkin, A. 70 School-Based Strategies for Teaching the Brain to Read: Strategies for Beesley, S. See Bond, N. Student Success, 71-75 Improving Fluency, Vocabulary, and Berliner, D. C. Are Teachers Responsible for Lynch, S. A. See Williams, }. A. Comprehension by J. Willis. Alexan- Low Achievement by Poor Students? 18-21 Mariotti, A. P. Sustaining Students’ Read- dria, VA: Association for Supervision Bond, N., S. Beesley, and J. Dehr. KDP ing Comprehension, 87-89 and Curriculum Development. 2008. Chapters Partner with Alternative Schools, Misco, T. High School Exit Exam: Reme- Reviewed by L. H. Kinniburgh, 96 44-45 diation for Another High-Stakes Test, The Power of Talk: How Words Change Our Brolsma, A. KDP. the National Guard, and Two 121-26 Lives by F. Briscoe, G. Arriaza, and R. C. Planes, 94-95 Noddings, N. What Can Teachers Learn Henze. Thousand Oaks, CA: Corwin. Carlson, D. L., and T. Clay. Evoking a Spirit from Research? 22-25 2009. Reviewed by S. Hipsky, 47 of Play: M&M’S® Stories and (un)Real Pos- Phelps, M. Real-Time Teaching and Learn- sibilities for Teaching Secondary Literacy, ing, 132-34 Subjects 164-69 Richardson, R. C., and E. Arker. Per- academic: achievement and ELs, 158; Clary, R. M., and J. H. Wandersee. Can sonalities in the Classroom: Making the goals, 158-59; instruction for elemen- Teachers Learn in an Online Environment? Most of Them, 76-81 tary students, 64-65; language, 15, 34-38 Schoenfeld, A. H. Laureates Speak, 17; 61-62 Clay, T. See Carlson, D. L. Why Do We Teach? 26-29 accountability and education policy, Coleman, R., and C. Goldenberg. What Scigliano, D., and S. Hipsky. The Three- 153-54 Does Research Say about Effective Practices Ring Circus of Differentiated Instruction, action verbs, 85 for English Learners? Introduction and Part 82-86 alternative schools, 44-45 I: Oral Language Proficiency, 10-16; Part Shin, E. See Wilkins, E. A. American Diploma Project failure, Il: Academic Language Proficiency, 60-65; Skoning, S. Dancing the Curriculum, 153-54 Part Ill: Promoting Literacy Development, 170-74 analysis-type questions, 41 106-11; Part IV: Models for Schools and Spanneut, G. Professional Learning Com- assessments: formative, 159; of schools, Districts, 156-63 munities, Principals, and Collegial 56; quantitative and qualitative meth- Conderman, G., S. Johnston-Rodriguez, Conversations, 100-03 ods, 153; standardized tests, 149 P. Hartman, and D. Kemp. What Tienken, C. H. Anything but Standardized, at-risk students, 44-45 Teachers Should Say and How They Should 104-05; What the Research Suggests, autism and creative movement, 171 Say It, 175-81 152-55 AYP (Adequate Yearly Progress), 123, 170 Dehr, J. See Bond, N. Tienken, C. H., S. Goldberg, and D. behaviors and gender differences, 142 DiRocco, D. See Tienken, C. H. DiRocco. Questioning the Questions, best practices and ELLs, 11-12 Duncan, S$. P. /nstilling a Lifelong Love of Read- 39-43 BICS (Basic Interpersonal Communication ing, 90-93 Wandersee, J. H. See Clary, R. M. Skills), 15, 61 Garrett, J. i. Hidden Messages in the Cur- Weasmer, J., and A. M. Woods. /t Takes bigotry, 8-9 riculum, 58-59; Racism Is Alive and Well in a Community, 127-31 Bloom's Taxonomy, 40-41 America, 8-9 Wilkins, E. A., and E. Shin. Peer Feed- Bottom Liners style, 79-80, 81 Gieselmann, S. Al! | Really Need to Know | back: Who, What, When, Why, and brain-based: education, 77; learning and Learned from My Foster Kids, 189 How, 112-17 creative movement, 173-74; reading, Goldberg, S. See Tienken, C. H. Williams, J. A., and S. A. Lynch. 96 Goldenberg, C. See Coleman, R. Dyslexia: What Teachers Need to Know, Bridge Builders style, 79-80, 81 Gose, M. D. My Worst Teacher, 144 66-70 CALP (Cognitive Academic Language Profi- Harris, G. H. To Infinity and Beyond! 118-20 Wilson, K. See LaGue, K. M. ciency), 15, 61 Hartman, P. See Conderman, G. Woods, A. M. See Weasmer, }. charter schools, 152-53 Hebert, T. Crafting Moments of Inspiration in classroom: creativity, 149; data-driven the Classroom, 148-51 Book Reviews practices, 112; icebreaker activities, Hipsky, S. See Scigliano, D. Motivating Every Learner by A. McLean. 150; inspiration in, 148-51; learning Johnston-Rodriguez, S. See Conderman, Thousand Oaks, CA: Sage. 2009. vs. online learning, 35; management, S Reviewed by V. R. Helterbran, 188 114-15, 143; personalities, 76-81; Kemp, D. See Conderman, G. Still Failing at Fairness: How Gender Bias practices and ELs, 156 LaGue, K. M., and K. Wilson. Using Peer Cheats Girls and Boys in School and cognitive disability and creative Tutors to Improve Reading Comprehension, What We Can Do about It by D. Sadker, movement, 171 182-86 M. Sadker, and K. R. Zittleman. New collaboration, 116-17, 119 Leibraan, P. Brian, Can’t You Read? 97 York: Scribner. 2009. Reviewed by P. K. | collegial conversations, 100-03 190 KAPPA DELTA PI RECORD @ SUMMER 2010 INDEX Kappa Delta Pi Record, Volume 46 Authors and Article Levin-Goldberg, J. Transforming Global Greene, 142 Alemu, D. S. Missing: Students’ Global Out- Civics: The Need for Human Rights Teach Well, Live Well: Strategies for Success by look, 54-57 Education, 5-7 J. Luckner and S. Rudolph. Thousand Arker, E. See Richardson, R. C. Loughran, S. B. A Lesson in Science Oaks, CA: Corwin. 2009. Reviewed by Ayers, W. Teaching in and for Democracy, Learned on a Boat, 48 A. A. Ross, 143 30-33 Lumpkin, A. 70 School-Based Strategies for Teaching the Brain to Read: Strategies for Beesley, S. See Bond, N. Student Success, 71-75 Improving Fluency, Vocabulary, and Berliner, D. C. Are Teachers Responsible for Lynch, S. A. See Williams, }. A. Comprehension by J. Willis. Alexan- Low Achievement by Poor Students? 18-21 Mariotti, A. P. Sustaining Students’ Read- dria, VA: Association for Supervision Bond, N., S. Beesley, and J. Dehr. KDP ing Comprehension, 87-89 and Curriculum Development. 2008. Chapters Partner with Alternative Schools, Misco, T. High School Exit Exam: Reme- Reviewed by L. H. Kinniburgh, 96 44-45 diation for Another High-Stakes Test, The Power of Talk: How Words Change Our Brolsma, A. KDP. the National Guard, and Two 121-26 Lives by F. Briscoe, G. Arriaza, and R. C. Planes, 94-95 Noddings, N. What Can Teachers Learn Henze. Thousand Oaks, CA: Corwin. Carlson, D. L., and T. Clay. Evoking a Spirit from Research? 22-25 2009. Reviewed by S. Hipsky, 47 of Play: M&M’S® Stories and (un)Real Pos- Phelps, M. Real-Time Teaching and Learn- sibilities for Teaching Secondary Literacy, ing, 132-34 Subjects 164-69 Richardson, R. C., and E. Arker. Per- academic: achievement and ELs, 158; Clary, R. M., and J. H. Wandersee. Can sonalities in the Classroom: Making the goals, 158-59; instruction for elemen- Teachers Learn in an Online Environment? Most of Them, 76-81 tary students, 64-65; language, 15, 34-38 Schoenfeld, A. H. Laureates Speak, 17; 61-62 Clay, T. See Carlson, D. L. Why Do We Teach? 26-29 accountability and education policy, Coleman, R., and C. Goldenberg. What Scigliano, D., and S. Hipsky. The Three- 153-54 Does Research Say about Effective Practices Ring Circus of Differentiated Instruction, action verbs, 85 for English Learners? Introduction and Part 82-86 alternative schools, 44-45 I: Oral Language Proficiency, 10-16; Part Shin, E. See Wilkins, E. A. American Diploma Project failure, Il: Academic Language Proficiency, 60-65; Skoning, S. Dancing the Curriculum, 153-54 Part Ill: Promoting Literacy Development, 170-74 analysis-type questions, 41 106-11; Part IV: Models for Schools and Spanneut, G. Professional Learning Com- assessments: formative, 159; of schools, Districts, 156-63 munities, Principals, and Collegial 56; quantitative and qualitative meth- Conderman, G., S. Johnston-Rodriguez, Conversations, 100-03 ods, 153; standardized tests, 149 P. Hartman, and D. Kemp. What Tienken, C. H. Anything but Standardized, at-risk students, 44-45 Teachers Should Say and How They Should 104-05; What the Research Suggests, autism and creative movement, 171 Say It, 175-81 152-55 AYP (Adequate Yearly Progress), 123, 170 Dehr, J. See Bond, N. Tienken, C. H., S. Goldberg, and D. behaviors and gender differences, 142 DiRocco, D. See Tienken, C. H. DiRocco. Questioning the Questions, best practices and ELLs, 11-12 Duncan, S$. P. /nstilling a Lifelong Love of Read- 39-43 BICS (Basic Interpersonal Communication ing, 90-93 Wandersee, J. H. See Clary, R. M. Skills), 15, 61 Garrett, J. i. Hidden Messages in the Cur- Weasmer, J., and A. M. Woods. /t Takes bigotry, 8-9 riculum, 58-59; Racism Is Alive and Well in a Community, 127-31 Bloom's Taxonomy, 40-41 America, 8-9 Wilkins, E. A., and E. Shin. Peer Feed- Bottom Liners style, 79-80, 81 Gieselmann, S. Al! | Really Need to Know | back: Who, What, When, Why, and brain-based: education, 77; learning and Learned from My Foster Kids, 189 How, 112-17 creative movement, 173-74; reading, Goldberg, S. See Tienken, C. H. Williams, J. A., and S. A. Lynch. 96 Goldenberg, C. See Coleman, R. Dyslexia: What Teachers Need to Know, Bridge Builders style, 79-80, 81 Gose, M. D. My Worst Teacher, 144 66-70 CALP (Cognitive Academic Language Profi- Harris, G. H. To Infinity and Beyond! 118-20 Wilson, K. See LaGue, K. M. ciency), 15, 61 Hartman, P. See Conderman, G. Woods, A. M. See Weasmer, }. charter schools, 152-53 Hebert, T. Crafting Moments of Inspiration in classroom: creativity, 149; data-driven the Classroom, 148-51 Book Reviews practices, 112; icebreaker activities, Hipsky, S. See Scigliano, D. Motivating Every Learner by A. McLean. 150; inspiration in, 148-51; learning Johnston-Rodriguez, S. See Conderman, Thousand Oaks, CA: Sage. 2009. vs. online learning, 35; management, S Reviewed by V. R. Helterbran, 188 114-15, 143; personalities, 76-81; Kemp, D. See Conderman, G. Still Failing at Fairness: How Gender Bias practices and ELs, 156 LaGue, K. M., and K. Wilson. Using Peer Cheats Girls and Boys in School and cognitive disability and creative Tutors to Improve Reading Comprehension, What We Can Do about It by D. Sadker, movement, 171 182-86 M. Sadker, and K. R. Zittleman. New collaboration, 116-17, 119 Leibraan, P. Brian, Can’t You Read? 97 York: Scribner. 2009. Reviewed by P. K. | collegial conversations, 100-03 190 KAPPA DELTA PI RECORD @ SUMMER 2010 colonial times tic-tac-toe board, 86 elementary: academic instruction, 64-65; Teachers of Honor, 4 Common Core State Standards, 154 ELD instruction, 16; phonics lesson Keeping It All Together technique, communication: do’s and don'ts, 178; scenario, 109; science, 35; vocabulary 185-86 effective, 175-81 lesson scenario, 110 Keirsey Temperament Sorter, 77-78 community: learning environment and, ELLs (English Language Learners): aca- kinesthetic intelligence, | 73 127; students with special needs, demic language, 15, 61; assessment, language: arts, 170; development, 62, 64; ex- 130-31 159, 161; conversational language, 61; pressive, 13, 62; peer assessment sheets, compatibility scheduling, 78-79 creative movement, 171; elementary 47; receptive, 13, 62 Connectivity by Design: IntelliConnect lesson scenarios, 109-10; instruction, leadership, 102, 159-60 Questionnaire, 79-80; styles study, 12-13, 108-10, 156-63; language learners: constructor of meaning, 154; moti- 80-81 skills, 13, 62; literacy developmen, vation, 188; at risk for failure, 77 constructivism, 172 106-17; orai language, 11-16, learning: authentic, 153; communities, 100- content-area instruction, 108 107-08; peer tutoring program, 03; data-driven practices, 112; disabilities, content-based ELD, 64 182-83; podcasting, 86; proficiency 68, 171; emotional state, 173; environ- conversational language, 61-62 level, 13-15; research-based practices, ment, 127-31; experiences, 126; keeping cooperative learning and creative 11-12, 157; school and district factors, it real, 119; mastery, 24; profile, 83-84; movement, 172-73 160-63; Sheltered Instruction Obser- real-time, 132-34; sample contract, 84; CQELL (Classroom Quality for English Lan- vation Protocol, 162 school-wide efforts to improve, 160; stress guage Learners), 163 ELs (English Learners). See ELLs and, 96; student-driven, 118-19; styles, creative movement and dance, | 70-74 Energizers style, 79-80, 81 77-78; through movement, 170-74 creativity, 149-51, 165 English language, | 2-13 list-making, 168-69 critical: analysis, 56-57; thinking skills, ERC (Educational Resource Centers), 44 listening, 177 84-85 evaluation-type questions, 41 literacy development and ELLs, 106-11 culture of high expectations and ac- exit exams, 122-23, 126 low-income students, 182-83 countability, 159, 161 families: effective communication, Lyman’s think-pair-share, 43 curiosity and creativity, 149 176-79; violence and poverty, 20 M&M's project, 166-67 curriculum: academic language and, 62; feedback, 120, 134 mastery learning, 24 compacting, 86; content, 83; demo- Fishbowl activity, 47 mathematics, 27-29, 119, 170 cratic teaching, 32; hidden, 58-59; Five Factor Model of Personality, 79 MBTI (Myers-Briggs Type Indicator), 77-78 hierarchy of subjects, 149; learning formative assessments, 132-34, 159 meetings and communication, | 79-80 experiences, 154; remedial, 123; foster kids, 189 memory, 173, 177 stereotypes, 9; of questions, 33 gender, 142 mental discipline, 154 data-driven practices and peer feed- gifted learners, 86 mentoring: KDP, 44-45; new teachers, 73-74 back, 112-17 GLAD (Guided Language Acquisition MIDAS (Multiple Intelligences Development DEAR (Drop Everything and Read), 92 Design), 15 Assessment Scales), 83 democracy, 28-33 global outlook, 54-57 movement and dance, | 70-74 descriptive feedback, 134 goal setting and students, | 32-33 multiculturalism, 72 diabetes, 19, 23 high schools: exit exams, 122; graduation multiple intelligences, 77, 83-84, 173-74 differentiated instruction, 82-83, rates, 23; redesigning initiative failure, NAEP (National Assessment of Education 84-86 153-54 Progress), 105 Directed Reading-Thinking Activity, high-stakes tests, 121-26, 153 narrative structure, 166-68 88 HRE (Human Rights Education), 5-7 NASA (National Aeronautics Space Administra- direct instruction, 89, 108 icebreaker activities, 149-50 tion), 119 discovery, 24-25, 177 IDEA (Individuals with Disabilities Education NCEE (National Center on Education and the discussion, silent, 167, 169 Improvement Act), 68, 129 Economy), 151 districts, 158-61 IEP (individualized education plan) meet- NCLB (No Child Left Behind): creative move- diversity, 78, 116, 128, 176 ing, 176 ment 170; global literacy, 55; policies, dyslexia, 66-67, 68-69 “I messages” technique, 181 152; poverty and, 19; reading, 90; school earth or environmental science cur- informal observations, 55—56 accountability, 21; social studies, 123; riculum, 35-36 in-service teachers peer feedback, standards, 56 EDB (emotional or behavioral disability) 113, 116-17 new teachers: mentor or support teacher, and creative movement, 171 inspiration in classroom, 148-51 73-74; productive questions, 41 education: brain-based, 77; central INTASC (Interstate New Teacher Assess- online: collaborative learning communities, control of, 154; core value, 31-32; ment and Support Consortium), 149 118-20; courses, 35-38; learning vs. dyslexia, 68; ELLs, 11, 159; policy, instruction. See teaching classroom learning, 35 152-54; questioning, 32; reform instructional: planning and delivery, open-ended questions, 180 movements, 154; single-sex, 142; 114-15; practices and professional oral: communication, 12; language develop- standardized, 105; transformed instead development, 162-63 ment, 107; language proficiency and ELLs, of reformed, 149 interactive teaching, 108 11-16 Education of All Handicapped Chil- international tests, 154 OSFs (outside-of-school-factors), 19-21 dren Act, 68 Judson Learning Academy, 44-45 paraprofessionals, 73 educational research, 33 KDP (Kappa Delta Pi): children in Af- parents of students with special needs, educators, 27, 148 ghanistan, 94-95; Executive Council 129-30 ELD (English Language Development), election, 136-41; partnering with PBIS (Positive Behavioral Interventions and 12-16, 64, 111, 158 Educational Resource Centers, 44; Supports), 112 KAPPA DELTA PI RECORD @ SUMMER 2010 191 Peer: assessments, 133-34; feedback, culture of high expectations, 161; perspective, 55-56; physical educa- 113-17; Review Report, 114 effective communication, 176-77; tion, 74-75; reading, 87-92, 131; re- peer tutoring: inclusive environment, English Language Learners, 160-61; flection, 133; school-based strategies, 130-31; reading 182-86; teacher refer- formal assessments, 56; gender, 142; 71-75; self assessment, 133-34; social ral form, 183 hidden curriculum, 58-59; informal promotion, 23; special needs, 128-31, personalities in the classroom, 76-81 observations, 56; parent and com- 172; writing, 88-89 Peter Effect, 90 munity involvement, 161; professional Success for All model, 159 physical education, 74-75 development, 112, 160; teaching to summative assessment, | 32 piay and work, 165-66 the test, 56 teacher-centered practices, 122-23 PLCs (professional learning communities), science: creative movement and dance teachers: bilingual, 110; compatibility 100-03 techniques, 170; earth or environmen- scheduling, 78-79; Connectivity by poverty and studenis, 19-21 tal curriculum, 35-36; movies fortify- Design IntelliConnect Questionnaire, P-P-P (purpose, procedure, and permission) ing learning, 151 80; developing skills, 101-02; feedback, method, 180 SDAIE (Specially Designed Academic 134; icebreaker activities, 149; instruc- preservice teachers: dyslexia, 69; peer Instruction in English), 15, 62, 64 tional skills, 160; leadership, 102, 159; feedback, 113, 117; science, 35; state second language development, 14 observing students, 130, 133; online exams, 165; student diversity, 116 secondary schools teaching literacy, environment, 34-38; peer feedback, primary language: instruction, 162; sup- 164-69 112-17; preparatory homework for, ports for English instruction, 111 self assessments, 1 33-34 128-29; professional growth, 131; principals, 72, 75, 100-03 sensitive issues communication, reading, 90, 92; research, 23-25; role private schools, 153 180-81 as, 27; role models, 48, 189; self-assess- productive questions, 40-43 sheltered instruction, 15, 62, 64 ment, 133; teaching to the test, 122 professional development: cost of, Sheltered Instruction Observation teacher-student interactions, 108 112-13; ELLs, 160-62; icebreaker activi- Protocol, 62, 162 teaching: combating stereotypes, 9; ties, 150; instructional practices, 162-63; signaled response, 42-43 communication techniques, 143, learning communities, 74, 100-03; silent discussion, 167, 169 175-81; constructivist approach, online courses, 35; opportunities, 112; single-sex education, 142 172; data-driven practices, 112; peer feedback, 113, 117; science, 35 social studies: creative movement tech- democracy, 28-33; ELs, 160; explicit professional resources, 102-03 niques, 170; remedial test preparation instruction and literacy, 108; inspira- questioning: curriculum of, 33; forma- course, 121-26; travel brochures or tion in classroom, 148—51; instruc- tive assessment, 133; frequency, 41; scrapbooks, 151 tional strategies, 77, 84; mathematics, instruction, 39-40; peer tutors 184-85; Socratic Method, 39 27-28; narrative structure, 166-68; productive, 40-43; reproductive, 40-43; special education: dyslexia, 68-69; spe- poor students, 19-21; questioning, results, 41-42; Socratic Method, 39 cial needs, 129-30 39-40; real-time, 132-34; reciprocal, QUICK (Questioning, Understanding new SQUIRT (Sustained Quiet Uninterrupted 113; romantic schools, 165; second- words, Imaging, Connecting, and Keep- Reading Time), 92 ary literacy, 164-69; special needs ing it all together), 183, 184-85, 186 SSR (Silent Sustained Reading), 91-92 students, 130; standards-based instruc- racism, 8-9 standardized tests: assessment, 149; tion, 158; thinking vs. answer-getting, Read and Say Something, 88 democracy, 31, 33; mandated, 105; 27; through movement, 172; to the reading: assessments, 112; comprehen- shortcomings, 153; teaching to, 122; test, 122; why teach, 26-29; writing, sion, 87-89, 108-09, 173; disability, 68; teaching writing, 165-66 164-69 dyslexia, 69; habitual, 90-93; Keeping standards, 105, 122, 153, 158, 164-65 Thinkers style, 79-80, 81 It All Together technique, 185-86; peer STEM (science, technology, engineering, thinking: preferred mode 77; aloud, 87; tutors, 182-86; Peter Effect, 90; Read and mathematics), 154 encouraging, 24; skills, 84-85, 89; vs. and Say Something, 88; response logs, stress and learning, 96 answer-getting, 27 88-89 student achievement: charter schools, think-pair-share, 43 real-time learning and teaching, 132-34 152-53; leadership, 159-60; parental tic-tac-toe boards, 86 receptive language, 13, 62 involvement, 72; standardized, 105 tiered instruction, 84 reciprocal teaching, 113 student-driven learning, 118-19 Top Ten Items, 150 reflection: discussion based on, 149-50; students: ability, 84-85; assessment, 159; TPR (Total Physical Response), 174 peer feedback, 113, 115-17; students, basic general knowledge, 56-57; com- Trinket Box, 149-50 133 patibility scheduling, 78-79; connect- USSR (Uninterrupted Silent Sustained Read- remediation and high-stakes testing, ing to, 92-93; Connectivity by Design ing), 92 121-26 IntelliConnect Questionnaire, 80; vocabulary, 87-88 reproductive questions, 40-43 creativity, 149, 165; discovery, 24-25; volunteers, 73 research, 23-25, 33 diverse learning needs, 170-74; diver- word-bank for stories, 166-67 resources, identifying, 102 sity, 78; global outlook, 54-57; goals, word maps, 88 “response to affect” technique, 180 132-33, 158-59; learning profile, 83- work and play, 165-66 RoadKill Project, 119 84; literature circles, 93; mastery goals, workforce, 55, 151 romantic schools, 165 134; mastery learning, 24; motivation, worst teacher, 144 RTI (Response to Intervention), 68, 112 188; movement and dance, 170-74; writing: dyslexia, 69; mixing work and scaffolding, 109, 172 multiple intelligences, 173; ownership play, 165-66; sample lesson, 166-68; school-based strategies, 71-75 of learning, 119; peer assessment, six-traits rubric, 165; staging, 150-51; schools: academic program and goals, 133-34; peer tutors, 183; performance state and national standards, 164; time 158-61; accountability standards, 55; standards, 105; personalities, 76-81; for, 88-89 192 KAPPA DELTA PI RECORD @ SUMMER 2010 e a . 7 H > ‘ . 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