NURS 6003 Part 4: Research Analysis

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Assignment: Academic Success and Professional Development Plan Part 4: Research Analysis

NURS 6003 Part 4: Research Analysis

Step 2: Summary of Analysis

Craft a summary (2-3 paragraph) below that includes the following:

  • Describe your approach to identifying and analyzing peer-reviewed research
  • Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research
  • Identify at least one resource you intend to use in the future to find peer-reviewed research

 

The analysis of any peer-reviewed study article is important in understanding the aspects of care addressed in such research. Identifying and analyzing peer-reviewed research requires possession of critical thinking skills and application of analytical approaches based on the study topic or subject. In this case, my approach was based on finding the most effective and common issue that affects health care delivery system in the country. Access to health care remains a huge challenge and even current health care reforms through enactment of frameworks like the Affordable Care Act have not addressed the issue as many remain vulnerable and cannot get optimal care services (Bhatt & Priya, 2018).

I would use different strategies that were effective in finding the peer-reviewed research. Firstly, having the right words to search in different databases is essential. Secondly, seeking peer-reviewed journals on relevant topic allows one to find the best articles related to the topic, especially from primary research studies. Again, there are different resources that one can use to get peer-reviewed research (Ware et al., 2017). One of these resources is the use of peer-reviewed journal databases found in the university’s online library. These online databases like EBSCOhost, Medline, Cochrane library and CINAHL plus are essential resources to get peer-reviewed articles

References

Bhatt, J. D. O. & Priya, B. J. D. (2018).  Ensuring Access to Quality Health Care in

Vulnerable Communities. Academic Medicine, 93(9):1271-1275. doi: 10.1097/ACM.0000000000002254

Toscos, T., Carpenter, M., Flanagan, M., Kunjan, K. & Doebbeling, B. N. (2018).

Identifying Successful Practices to Overcome Access to Care Challenges in Community Health Centers: A “Positive Deviance Approach.” Health Services Research & Managerial Epidemiology, 5: 2333392817743406. doi: 10.1177/2333392817743406

Ware, P., Bartlett, S. J., Paré, G., Symeonidis, I., Tannenbaum, C., Bartlett, G., …

Ahmed, S. (2017). Using eHealth Technologies: Interests, Preferences, and Concerns of Older Adults. Interactive Journal of Medical Research, 6(1), e3. http://doi.org.library.capella.edu/10.2196/ijmr.4447

Architect Daniel Libeskind is credited with saying “To provide meaningful architecture is not to parody history, but to articulate it.” The suggestion is that his work does not copy the efforts of others but relies on it.

Understanding the work of others is critically important to new work. Contributions to the nursing body of knowledge can happen when you are able to analyze and articulate the efforts of previous research. Research analysis skills are therefore critical tools for your toolbox. NURS 6003 Part 4: Research Analysis

In this Assignment, you will locate relevant existing research. You also will analyze this research using a tool helpful for analysis.

Click here to ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT on NURS 6003 Part 4: Research Analysis

To Prepare:

  • Reflect on the strategies presented in the Resources this Module’s Learning Resources in support of locating and analyzing research.
  • Use the Walden Library to identify and read one peer-reviewed research article focused on a topic in your specialty field that interests you.
  • Review the article you selected and reflect on the professional practice use of theories/concepts described by the article. NURS 6003 Part 4: Research Analysis

NURS 6003 Part 4: Research Analysis The Assignment:

Using the “Module 4 | Part 4” section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:

  • Your topic of interest.
  • A correctly formatted APA citation of the article you selected, along with link or search details.
  • Identify a professional practice use of the theories/concepts presented in the article.
  • Analysis of the article using the “Research Analysis Matrix” section of the template
  • Write a 1-paragraph justification stating whether you would recommend this article to inform professional practice.
  • Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
    • Describe your approach to identifying and analyzing peer-reviewed research.
    • Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
    • Identify at least one resource you intend to use in the future to find peer-reviewed research.

Note: Add your work for this Assignment to the original document you began in the Module 1 Assignment, which was built from the Academic Success and Professional Development Plan Template.

By Day 7 of Week 7

Submit your analysis, including your completed section of the Academic Success and Professional Development Plan Template sections and your matrix and summary. NURS 6003 Part 4: Research Analysis

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 7 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 7 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “Wk7Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission. NURS 6003 Part 4: Research Analysis

Learning Resources

Required Readings

Eaton, S. E. (2010). Reading strategies: Differences between summarizing and synthesizing. Retrieved from https://drsaraheaton.wordpress.com/2010/09/29/reading-strategies-differneces-between-summarizing-and-synthesizing/

Smith, T. (2009). Critical appraisal of quantitative and qualitative research literature. Austrian Institute of Radiography, 56(3), 6–10. Retrieved from http://www.minnisjournals.com.au/articles/radiographer%20smith%20dec%2009.pdf

Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved October 4, 2019 from https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library. (n.d.). Evaluating resources: Journals. Retrieved October 4, 2019, from https://academicguides.waldenu.edu/library/evaluating/resource-types/journals

Walden University Library. (n.d.). Instructional media: Fundamentals of library research. Retrieved October 4, 2019 from https://academicguides.waldenu.edu/library/instructionalmedia/researchfundamentals

Walden University Writing Center. (n.d.). Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/home

Walden University Writing Center. (n.d.). Scholarly writing: Overview. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/scholarly

Walden University Writing Center. (n.d.). Webinars: Technical information. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/webinars/technical. NURS 6003 Part 4: Research Analysis

Document: Academic Success and Professional Development Plan Template (Word document)

Document: Introduction to Scholarly Writing: Tips for success (PDF)

Required Media

Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Purpose, Audience, and Evidence [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Tips for Success [Video file]. Baltimore, MD: Author. NURS 6003 Part 4: Research Analysis

Discussion: Using the Walden Library

Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library.

To Prepare:

  • Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and evaluating online resources.
  • Begin searching for a peer-reviewed article that pertains to your practice area and interests you.

By Day 3 of Week 6

Post the following:

Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not.

By Day 6 of Week 6

Respond to at least two of your colleagues’ posts by offering suggestions/strategies for working with this database from your own experience, or offering ideas for using alternative resources.

Rubric Detail

Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6003_Module04_Week07_Assignment_Rubric

Grid View
List View

Excellent
Good
Fair
Poor
Using the Week 4 Part 4 section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:

·   The topic of interest you have selected.

·   Correctly formatted APA citation of the article you selected, along with link or search details.

·   Identify a professional practice use of the theories/concepts presented in the article.

Points Range: 18 (18%) – 20 (20%)
The response clearly identifies the topic of interest selected.

The response accurately and completely provides a citation of the article selected, including an accurate and complete link or thorough search details.

The response clearly identifies and describes in detail a professional practice use of the theories/concepts presented in the article.

Points Range: 16 (16%) – 17 (17%)
The response partially identifies the topic of interest selected.

The response provides a partial citation of the article selected, including a partial link or search details.

The response partially identifies and describes a professional practice use of the theories/concepts presented in the article.

Points Range: 14 (14%) – 15 (15%)
The response vaguely identifies the topic of interest selected.

The response vaguely or inaccurately provides a citation of the article selected, including vague or inaccurate search details.

The response vaguely or inaccurately identifies and describes a professional practice use of the theories/concepts presented in the article.

Points Range: 0 (0%) – 13 (13%)
The response vaguely and inaccurately identifies the topic of interest selected, or is missing.

The response vaguely and inaccurately provides a citation of the article selected, including vague and inaccurate search details, or is missing.

The response vaguely and inaccurately identifies and describes a professional practice use of the theories/concepts presented in the article, or is missing.
Analysis of the article using the Research Analysis Matrix section of the template.

·   Write a one-paragraph justification explaining whether or not you would recommend the use of this article to inform professional practice.

Points Range: 18 (18%) – 20 (20%)
The response clearly and accurately provides a detailed analysis of the article using the Research Analysis Matrix section of the template.

The response clearly and accurately explains in detail the justification of whether or not to recommend the use of the article to inform professional practice.

Points Range: 16 (16%) – 17 (17%)
The response provides a partial analysis of the article using the Research Analysis Matrix section of the template.

The response partially explains the justification of whether or not to recommend the use of the article to inform professional practice.

Points Range: 14 (14%) – 15 (15%)
The response provides a vague or inaccurate analysis of the article using the Research Analysis Matrix section of the template.

The response vaguely or inaccurately explains the justification of whether or not to recommend the use of the article to inform professional practice.

Points Range: 0 (0%) – 13 (13%)
The response provides a vague and inaccurate analysis of the article using the Research Analysis Matrix section of the template, or is missing.

The response vaguely and inaccurately explains the justification of whether or not to recommend the use of the article to inform professional practice, or is missing.
Write a 2-3 paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:

·   Describe your approach to identifying and analyzing peer-reviewed research.

·   Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.

·   Identify at least one resource you intend to use in the future to find peer-reviewed research.

Points Range: 41 (41%) – 45 (45%)
The response clearly and accurately describes in detail the approach to identifying and analyzing peer-reviewed research.

The response clearly identifies and accurately describes in detail at least two strategies used to be effective in finding peer-reviewed research.

The response provides a complete, detailed, and specific synthesis of at least one outside resource that may be used in the future to find peer-reviewed research. The response fully integrates at least 1 outside resource and 2-3 course specific resources that fully supports the summary provided.

Points Range: 36 (36%) – 40 (40%)
The response partially describes the approach to identifying and analyzing peer-reviewed research.

The response partially identifies and describes at least two strategies used to be effective in finding peer-reviewed research.

The response provides an accurate synthesis of at least one outside resource that may be used in the future to find peer-reviewed research. The response integrates at least 1 outside resource and 2-3 course specific resources that support the summary provided.

Points Range: 32 (32%) – 35 (35%)
The response vaguely or inaccurately describes the approach to identifying and analyzing peer-reviewed research.

The response vaguely or inaccurately identifies and describes at least two strategies used to be effective in finding peer-reviewed research.

The response vaguely or inaccurately synthesizes at least one outside resource that may be used in the future to find peer-reviewed research. The response minimally integrates resources that may support the summary provided.

Points Range: 0 (0%) – 31 (31%)
The response vaguely and inaccurately describes the approach to identifying and analyzing peer-reviewed research, or is missing.

The response vaguely and inaccurately identifies and describes at least two strategies used to be effective in finding peer-reviewed research, or is missing.

The response fails to integrate any resources that may be used in the future to find peer-reviewed research to support the summary provided, or is missing.
Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

Points Range: 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

Points Range: 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation

Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.

Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.

Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.

Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.

Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors.

Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) APA format errors.

Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) APA format errors.

Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100
Name: NURS_6003_Module04_Week07_Assignment_Rubric

Introduction to Scholarly Writing: Purpose, Audience, and Evidence Program Transcript

MALE SPEAKER: We all have experience writing. Emails to family or friends. Work memos. Perhaps even a fictional short story or script. As different as they may seem, all of these share something in common. They’re written with a purpose and audience in mind.

Scholarly writing is written with a purpose and audience in mind as well. But there is one great distinction. Scholarly writing must include evidence.

Scholarly writing is material written for a specific purpose to a specific audience. It’s based on evidence, not assumptions or opinions. It’s objective in tone, and the writing is clear, concise, and mechanically correct. Scholarly writing is a way to demonstrate to your academic audience what you’ve learned about a topic.

At Walden University, your audience is comprised of informed readers with high expectations, eager to provide you with tools and feedback to help you learn. They are your faculty, staff, and classmates, and all are members of the larger scholarly community. They’re critical readers who expect writers to be objective with the words they use and the ideas they present.

A challenge new students encounter is the ability to examine evidence objectively without making assumptions. Look at this example. What can we say about this image from an objective, evidence-based perspective?

It’s daytime. The man is wearing a suit. The wedding ring suggests the woman is married. She looks approximately 30 years old. They’re both looking at a computer screen.

Now, use your imagination. Can you make assumptions about the relationship between these two people or what they might be doing? Perhaps he’s her boss, and he’s in charge. Or he’s teaching her something. Or perhaps they’re colleagues.

Now, in this next image, does it seem that the woman could be his boss? Clearly, we need to know much more to accurately state what’s happening in these photos. We need evidence.

This is the important task of scholarly writing. Not to take anything for granted or to make assumptions, but to use evidence. It’s not always easy. It’s natural to bring experience and frame of reference to everything we do.

But successful scholarly writing requires researching and presenting information objectively to an academic audience. And the purpose of scholarly writing is to uncover and present evidence that will reveal a truth. So opinion doesn’t have a place in scholarly writing.

But what about extensive personal experience? Does that count toward producing evidence-based writing? Look at these statements.

Experience can inform your viewpoint and fuel your passion toward a subject, but you must remember that experience can also filter your perspective. So even with years of professional experience, it’s important as a scholar-practitioner to remain unbiased, and even to question your own assumptions. Use only evidence-based research and dialogue with other scholars to uncover the objective truth of your topic.

Finally, scholarly writing requires practice. Remember to keep your academic audience in mind, stay focused on the purpose of your writing, and always use evidence-based research. Remember to utilize your Walden faculty and Writing Center staff as well.

They are here to help you. Good luck in your degree program.

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Content

Excellent Good Fair Poor
Using the Week 4 Part 4 section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:

·   The topic of interest you have selected.

·   Correctly formatted APA citation of the article you selected, along with link or search details.

·   Identify a professional practice use of the theories/concepts presented in the article.

Points Range: 18 (18%) – 20 (20%)
The response clearly identifies the topic of interest selected.

The response accurately and completely provides a citation of the article selected, including an accurate and complete link or thorough search details.

The response clearly identifies and describes in detail a professional practice use of the theories/concepts presented in the article.

Points Range: 16 (16%) – 17 (17%)
The response partially identifies the topic of interest selected.

The response provides a partial citation of the article selected, including a partial link or search details.

The response partially identifies and describes a professional practice use of the theories/concepts presented in the article.

Points Range: 14 (14%) – 15 (15%)
The response vaguely identifies the topic of interest selected.

The response vaguely or inaccurately provides a citation of the article selected, including vague or inaccurate search details.

The response vaguely or inaccurately identifies and describes a professional practice use of the theories/concepts presented in the article.

Points Range: 0 (0%) – 13 (13%)
The response vaguely and inaccurately identifies the topic of interest selected, or is missing.

The response vaguely and inaccurately provides a citation of the article selected, including vague and inaccurate search details, or is missing.

The response vaguely and inaccurately identifies and describes a professional practice use of the theories/concepts presented in the article, or is missing.

Analysis of the article using the Research Analysis Matrix section of the template.

·   Write a one-paragraph justification explaining whether or not you would recommend the use of this article to inform professional practice.

Points Range: 18 (18%) – 20 (20%)
The response clearly and accurately provides a detailed analysis of the article using the Research Analysis Matrix section of the template.

The response clearly and accurately explains in detail the justification of whether or not to recommend the use of the article to inform professional practice.

Points Range: 16 (16%) – 17 (17%)
The response provides a partial analysis of the article using the Research Analysis Matrix section of the template.

The response partially explains the justification of whether or not to recommend the use of the article to inform professional practice.

Points Range: 14 (14%) – 15 (15%)
The response provides a vague or inaccurate analysis of the article using the Research Analysis Matrix section of the template.

The response vaguely or inaccurately explains the justification of whether or not to recommend the use of the article to inform professional practice.

Points Range: 0 (0%) – 13 (13%)
The response provides a vague and inaccurate analysis of the article using the Research Analysis Matrix section of the template, or is missing.

The response vaguely and inaccurately explains the justification of whether or not to recommend the use of the article to inform professional practice, or is missing.

Write a 2-3 paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:

·   Describe your approach to identifying and analyzing peer-reviewed research.

·   Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.

·   Identify at least one resource you intend to use in the future to find peer-reviewed research.

Points Range: 41 (41%) – 45 (45%)
The response clearly and accurately describes in detail the approach to identifying and analyzing peer-reviewed research.

The response clearly identifies and accurately describes in detail at least two strategies used to be effective in finding peer-reviewed research.

The response provides a complete, detailed, and specific synthesis of at least one outside resource that may be used in the future to find peer-reviewed research. The response fully integrates at least 1 outside resource and 2-3 course specific resources that fully supports the summary provided.

Points Range: 36 (36%) – 40 (40%)
The response partially describes the approach to identifying and analyzing peer-reviewed research.

The response partially identifies and describes at least two strategies used to be effective in finding peer-reviewed research.

The response provides an accurate synthesis of at least one outside resource that may be used in the future to find peer-reviewed research. The response integrates at least 1 outside resource and 2-3 course specific resources that support the summary provided.

Points Range: 32 (32%) – 35 (35%)
The response vaguely or inaccurately describes the approach to identifying and analyzing peer-reviewed research.

The response vaguely or inaccurately identifies and describes at least two strategies used to be effective in finding peer-reviewed research.

The response vaguely or inaccurately synthesizes at least one outside resource that may be used in the future to find peer-reviewed research. The response minimally integrates resources that may support the summary provided.

Points Range: 0 (0%) – 31 (31%)
The response vaguely and inaccurately describes the approach to identifying and analyzing peer-reviewed research, or is missing.

The response vaguely and inaccurately identifies and describes at least two strategies used to be effective in finding peer-reviewed research, or is missing.

The response fails to integrate any resources that may be used in the future to find peer-reviewed research to support the summary provided, or is missing.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

Points Range: 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

Points Range: 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.

Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.
Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.
Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) APA format errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) APA format errors.
Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100
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