watch the film on Netflix : The Death and Life of Marsha P. Johnson and answer the following questions in a paragraph (8-10 sentences) each. Do not include the instruction or a heading or name in your paper.
-What is the overall point/purpose/perspective/lesson of the film?
-What are all of the ways that it is relevant to the study of gender and society?
-What are the three most important things that you learned while watching the film?
-What kind of impact/influence do you think this film has on its viewers? (Include the impact it had on you).
-To what extent do you agree/disagree on the perspective/content/message?
Category: Humanities
You have to complete this prompt and I will give you the sources to use/look up
Medium
[2 x 4 points each; approximate one-paragraph answers]
i) What was Tylors intellectual and political project in his introductory essay, Primitive Culture?
ii) Introduce Margaret Meads work on Samoa. What kind of culture concept does she invoke, what are its terms, and what are its limits?
Long
[2 x 7 points each; approximate two-paragraph answers; choose 2 of the following 3 questions]
i) What is the anthropological concept of the fetish, and how does it relate to exchange? In your response, give examples from at least two authors to compare and contrast exchange across societies.
ii) What is the concept of misrecognition and how does it play out in gift-giving? In your answer, please make specific reference to how this concept played out in the film, Ongkas Big Moka, alongside any other authors on the gift we have read.
iii) From Reference Readings and Lectures: In what ways do any of the cognate terms for culture that have been introduced by Raymond Williams and others in our reference readings speak to overlaps in the historical dynamics of sorting humanity?
Please follow the instructions closely:
Discuss the below main points with illustrations:
Main Environmental issues of the projects location.
Project main characteristics (area, cost, etc.).
Project objective.
Building materials used.
Renewable sources of energy used.
Is it a success?
Report Format and mark distribution:
Title or cover page (1 mark)
Acknowledgments (1 mark)
Table of contents (1 mark)
Lists of figures and tables (1 mark)
Abstract (1 marks)
Introduction (2 marks)
Main Content (10 marks)
Conclusions and Recommendations (1 marks)
References (2 marks)
Appendices
PLEASE NOTE:
The body of the paper needs to be 500 words only. But I’m requesting 825 words to account for the Table of Content, Figures, Tables, Abstract, and References.
Hello, I need help answering these three question in short essay:
*In what ways does looking through the lens of history enhance your understanding of
globalization?
*Consider a current event in the news that has a historical counterpart. How does looking through
the history lens influence how you perceive both the current and historical events? Please
share a news link to your events.
*How does analyzing the relationship between history, culture, and globalization have an influence
on your discipline of study or chosen profession?
**** My discipline is Accounting*****
Identify the 6 principles from your textbook that guide our approach to working with persons with a disability.
What are your responsibilities within each of these areas?
1. disability culture
2. culture and oppression
3.minority status and culture
4. development of disability culture
5.disability culture and liberation
6. advocacy and cultural development
making sure to include the question number.
1.What are primitive traits, and what is an example of a primitive trait that primates share? What are derived traits, and what is an example of a derived trait in humans? (use examples that are not in the textbook) What does it mean that primitive and derived traits are relative terms?
2.As the textbook states, “Primates are one of at least twenty Orders belonging to the Class Mammalia.” What are the characteristics that all mammals have in common? When thinking about these mammalian traits in primates, would they be considered primitive or derived traits? Explain your answer.
3.What are generalized traits, and what is a specific example seen in primates? What are specialized traits, and what is a specific example seen in primates? (use examples that are not in the textbook)
4.Describe the following characteristics of primates (from the textbook section “Primate Suite of Traits” and the slidecast):
Vision/forward-facing eyes/postorbital bar/trichromatic and dichromatic
Brain size/visual center/neocortex
Smell and evolutionary trade-offs
Arboreal/3D environment/pentadactyly
Opposable thumbs/toes and tactile pads
Life history
Behavioral and ecological traits
5.What is homodont v. heterodont dentition and what type of dentition do primates have? List and describe the tooth types found in the heterodont dentition. What is meant by the “dental” formula, and what is the dental formula of humans?
6.If a scientist found a primate jawbone, would they be able to determine if the jawbone had belonged to a male or a female primate? Explain your answer.
7.What do frugivores eat? Describe the characteristics of frugivorous primates. What do insectivores eat? Describe the characteristics of insectivorous primates. What do folivores eat? Describe the characteristics of folivorous primates.
8.List and describe the different activity patterns that are explained in your textbook. Which one would you say applies to humans and why?
9.Describe the different locomotor adaptations seen in primates (vertical clinging and leaping, quadrupedalism, brachiation, bipedalism). Briefly describe the skeletal adaptations associated with each of these locomotor patterns (except for bipedalism).
10.Explain why humans have evolved a biological craving for sugar and why this craving can be harmful in modern environments (from the article on sugar).
Millions and millions of years ago, apes survived on sugar-rich fruit. These animals evolved to like riper fruit because it had a higher sugar content than unripe fruit and therefore supplied more energy.
“Sugar is a deep, deep ancient craving,” said Daniel Lieberman, an evolutionary biologist at Harvard University and author of “The Story the Human Body: Evolution, Health, and Disease
And sugar offers more than just energy it helps us store fat, too.
When we eat table sugar, our bodies break this down into glucose and fructose. Importantly, fructose appears to activate processes in your body that make you want to hold on to fat, explains Richard Johnson, a professor in the department of medicine at the University of Colorado and author of “The Sugar Fix .” At a time when food was scarce and meals inconsistent hunting is significantly less reliable than a drive-through hanging on to fatwas an advantage, not a health risk.
In a forthcoming paper, Johnson postulates that our earliest ancestors went through a period of significant starvation 15 million years ago in a time of global cooling. “During that time,” he said, “a mutation occurred” that increased the apelike creatures’ sensitivity to fructose so that even small amounts were stored as fat. This adaptation was a survival mechanism: Eat fructose and decrease the likelihood you will starve to death.
The sweet taste was adaptive in other ways as well. In the brain, sugar stimulates the “feel-good” chemical dopamine. This euphoric response makes sense from an evolutionary perspective since our hunter-gatherer ancestors predisposed to “get hooked” on sugar probably had a better chance of survival (some scientists argue that sugar is an addictive drug
“Imagine if someone hated sugar in the Paleolithic era,” said Lieberman. “Then they wouldn’t eat enough sugar or have enough energy and wouldn’t have children.”
In other words, anything that made people more likely to eat sugar would also make them more likely to survive and pass along their genes.
All the food challenges our prehistoric ancestors faced mean that biologically, we have trained ourselves to crave sweets. The problem today is that humans have too much of the sweet stuff available to them.
“For millions of years, our cravings and digestive systems were exquisitely balanced because sugar was rare,” Lieberman wrote in an op-ed for The New York Times. “Apart from honey, most of the foods our hunter-gatherer ancestors ate were no sweeter than a carrot. The invention of farming made starchy foods more abundant, but it wasnt until very recently that technology made pure sugar bountiful.”
Weight gain was not a real risk when our instincts meant we might scarf down the nutritional equivalent of a carrot whenever we happened to stumble across one. Drinking soda all day the contemporary equivalent is a different story.
Today, the average sugar intake in the U.S. is 22 teaspoons per person per day, which is four times the amount that the World Health Organization suggests is healthy. Eating too much sugar is linked to a laundry list of negative health effects, including diabetes, obesity, and high blood pressure.
“We need to realize that our bodies are not adapted to the amount of sugar that we are pouring into them and it’s making us sick,” said Lieberman
Original Link: https://www.businessinsider.com/evolutionary-reason-we-love-sugar-2014-4?r=US&IR=T
You will be graded using the following rubric:
A 90-100% Outstanding work with thorough, detailed, and clearly written answers
I would like you to watch and write a 500 word essay on the documentary Color Adjustment: A History of African American Portrayal on Television. For the essay, please discuss the history and transition of African Americans in television from the 1950s to the late 1980s. Please be specific in your discussion/analysis by highlighting important arguments and television shows mentioned in the documentary. Pay attention to the critiques and contributions of these various television shows starring African American actors/actresses and the way the “Black experience” is depicted and challenged on television during this time period.
The documentary can be found at
www.kanopy.com
Please respond to 1 & 2. Please make sure that both have references>
This is what I wrote:
How SLU Core Values are connected to the Ethical Codes
There is a connection between SLU core values and ethical codes. One of the instances in which they are related is that both require one to show respect for others. The SLU core values require that one should value the unique talents of other individuals and respect their dignity (Saint Leo University, n.d). Similarly, ethical standards require that one should respect the beliefs and cultures of other individuals and groups (NOHS, 2015). In the second instance, the connection can be seen in the requirement for assisting ones community. The SLU core values require that one should be a responsible steward, who is resourceful, optimizes and applies resources with the intent of fulfilling community needs and goals (Saint Leo University, n.d). Similarly, the ethical standards require that an individual should use available mechanisms to assist, plan and advocate for addressing community and societal level needs (NOHS, 2015).
How a Practitioner can demonstrate respect for Professional Ethical Boundaries
A human services agent can demonstrate consideration for ethical boundaries using SLU and the Ethical Standards for Human Service Professionals. For instance, when engaging with a client, a practitioner will obtain informed consent from the individual so that the service can be delivered. The client will be told that they can at any point cancel the consent they provided initially and the practitioner respects the clients decision. Secondly, a human services agent can demonstrate consideration for ethical boundaries by observing a persons need for discretion and secrecy. The respect for confidentiality and privacy will be observed except when it may put the client’s safety art risk (NOHS, 2015).
Ethical Statement: The organization will treat all its stakeholders including clients, employees, employers and the society with dignity, courtesy, and respect.
References
NOHS. (2015). Ethical Standards for Human Services Professionals. Retrieved 16 March 2021 from https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals
Saint Leo University. (n.d). Core Values at Saint Leo University: Florida’s First Catholic University. Retrieved 16 March 2021 from https://saintleolions.com/sports/2017/7/13/about-corevalues.aspx?id=46
1. Estelle
How the SLU core values are connected to the NOHS ethical standards
The Saint Leo University core values are connected to that of NOHS ethical standards. It guides how individuals should conduct themselves and outlines the individuals responsibility to others and themselves. Saint Leo models the fundamental values of the human services profession and includes respecting the dignity and welfare of all people; promoting self-determination; honoring cultural diversity; advocating for social justice; and acting with integrity, honesty, genuineness, and objectivity (National Organization for Human Services, 2015, para. 2). Saint Leo uses its core values to promote and encourage human service values by creating a community of like-minded individuals with integrity and ethics. This is accomplished by modifying individual beliefs through repetition and application of the core values in coursework. According to Naagarazan (2006), modifying beliefs through repetition and positive affirmation can modify or create new beliefs about a persons identity and/or what is important to him (values) (p. 3).
How a practitioner can demonstrate respect for professional ethical boundaries
A practitioner can demonstrate respect for professional ethical boundaries by learning the standards, requirements, and procedures for human services professionals and the organization they belong to. Policies and procedures are embedded with an organizations values and carry normative assumptions that influence ethical reasoning and behavior, impacting how decisions are rationalized and what behaviors are deemed appropriate and fitting in a particular setting (Nielsen & Lockwood, 2018, p. 45). This will enable the professional to interact ethically with colleagues, to effectively coordinate with other departments, to interact cordially with suppliers as well as the customers, and to maintain all these friendly interactions (Naagarazan, 2006, p. 7).
Ethical Statement
We respect our community’s diversity and uphold our core values in our mission and promote them in our work by acting with integrity, honesty, genuineness, and objectivity.
References
Naagarazan, R.S. (2006). Textbook on professional ethics and human values [eBook edition]. New Age International Ltd. http://ebookcentral.proquest.com/lib/saintleo/detail.action?docID=351920
National Organization for Human Services. (2015). Ethical standards for human services
professionals. https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals
Nielsen, R. P., & Lockwood, C. (2018). Varieties of transformational solutions to institutional ethics logic conflicts. Journal of Business Ethics, 149(1), 45-55. https://doi.org/10.1007/s10551-016-3126-6
Saint Leo University. (n.d.). Mission and Core Values. https://www.saintleo.edu/mission-core-values
2. Wendy
SLU CV connection to ESHS
SLUs mission statement clearly indicates its perspective with regard to education for people of all faiths, through creation of student centered environment noting the importance of learning as a prime factor. The core values that SLU adopted include excellence, community, respect, personal development, responsible stewardship and integrity with each core value representing the manner in which SLU operates. The following are examples of SLU connections to the relationship framework outlined in the Ethical Standards of Human Services Professionals:
I find SLU core value Community – connection to ESHS Responsibility to the Public & Society is reflected in STANDARD 10 Human service professionals provide services without discrimination or preference in regards to age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressed groups. Clearly identified, these values and standards are demonstrated in student acceptance to admissions to a variety of degreed programs without regard to their individual differences or preferences. Excellence is implemented through its educational enterprise employing individuals who committed to its mission, providing students with tools necessary to gaining essential knowledge. I find this is reflective of STANDARDs 36/37 Human service professionals hold a commitment to lifelong learning and continually advance their knowledge and skills to serve clients more effectively; (37) Human service educators develop and implement culturally sensitive knowledge, awareness, and teaching methodologies. Being attentive to these are manners in which excellence is promoted, not only to staff’s self awareness but in the ability to continue to promote excellence amongst student success through exchange in academic instructions, leadership and guidance by professors.
I find SLU CV Respect in relationship to ESHS directly connected to the Preamble’s fundamental values of the human services profession include respecting the dignity and welfare of all people; promoting self-determination; honoring cultural diversity; advocating for social justice; and acting with integrity, honesty, genuineness and objectivity. I’ve found this in the onset of learning through mere genuine welcoming from professors via online introductions, interactions and expressing accessibility.
How a Practitioner
SLU CV Personal Development – STANDARD 35 Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. SLU employment of individuals bolstering highest academic achievements definitely attests to personal development values.
CV – Responsible Stewardship STANDARD 37 Human service educators develop and implement culturally sensitive knowledge, awareness, and teaching methodologies. STANDARD 26 Human service professionals seek the training, experience, education and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work. Being aligned, knowledgeable and competent addresses the obligation to provision and taking actions to foster the responsibility of stewardship towards SLU’s mission.
SLU CV- Integrity- Directly stated and found in ESHS Preamble, the fundamental values of the human services profession include respecting the dignity and welfare of all people; promoting self-determination; honoring cultural diversity; advocating for social justice; and acting with integrity, honesty, genuineness and objectivity. This value is reflected in SLU’s mission through offering on campus and worldwide learning where availability to learning expands beyond the physicality of on campus.
Practitioner Demonstrate Respect for Professional/Ethical Boundaries
ESHS fundamentals values include respecting dignity and welfare of all while honoring diversity. Respecting the professional relationship without crossing personal boundaries also denotes respect and ethical boundaries. Another facet would be to not impose personal biases upon clients. Client confidentiality as well as respect for clients time (2015). A practitioner can demonstrate respect for professional and ethical boundaries merely by adherence to the outlined core values and mission statement set forth and clearly stated in the SLU CV and its Mission Statement. Also by having a clearly defined set of values, principles and morals in regard to personal standards to live by, which should closely align with the SLU CV and MS.
Reference
National Organization for Human Services (2015). Ethical Standards for Human
Services Professionals. Responsibility to the Public and Society.
http://www.nationalhumanservices.org
Please respond to the 2 people. Please make sure you have a reference for each.
How to Create Boundaries that Protect Client Confidentiality
Client confidentiality will be protected at all times by adhering to their right to privacy and secrecy. However, the right to privacy will be breached when and if the adhering to the right will put the client and others at risk. Also, the right to privacy will be breached if the guidelines of the agency state otherwise and or when there are stated conditions by the state or federal laws. Therefore, if it is anticipated that any form of harm may befall a client or other people as a consequence of the behavior of the client, a human services practitioner is justified for breaching confidentiality requirements if doing so will ensure the safety of those affected (NOHS, 2015). Before engaging with a client, a human service practitioner will inform the client of these boundaries to confidentiality and assure them that there will be no breach of confidentiality if the mentioned circumstances do not occur.
Three Ways to Protect Client Confidentiality
One of the ways client confidentiality can be protected is by storing confidential information in locked cabinet files. The approach means that a human services practitioner should never leave client files, which are often unsecured since any person can access them. Secondly, client confidentiality can be maintained by ensuring that computer monitors or home screens are not used to store client information. Instead, they should be stored within encrypted hard drives in the computer that can only be accessed using a password. Thirdly, client confidentiality can be protected by not discussing pertinent issues to a clients case in public spaces. Client information should only be discussed in a location where unauthorized persons cannot listen to the details of the conversation.
Reference
NOHS. (2015). Ethical Standards for Human Services Professionals. Retrieved 22nd October 2019 from https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals
Please respond to 1&2: Angela
Confidentiality means keeping the information on the employer and clients as secrets (Naagarazan 2006). It is an essential ethical standard in which all individuals should be aware of and practice daily. Breaking confidentiality can ruin an organization’s reputation with trust from current and potential employers. Jane must get a handle on this situation immediately. After Jane and her team implement a solution, a follow-up should occur to ensure no repeats of employer and client confidentiality gaps.
Confidentiality Agreement
I would advise Jane to establish a detailed confidentiality agreement for the employer and client to review, discuss and sign before any other conversation occurs. The agreement should provide the employer and the client’s responsibilities to ensure clarity, which will help keep all personnel honest and accountable. Safe and secure information is a priority for clients and can determine how much information is shared.
Types of Communication to Avoid
Communication methods are vital because they can accidentally be viewed or released by other people besides the intended client. I would advise Jane to avoid the following communication types while in the office or community to prevent unnecessary conflicts. Social workers should avoid communications with clients using technology (such as social networking sites, online chat, e-mail, text messages, telephone, and video) for personal or non-work-related purposes (Reamer 2018). Technology has made communication more convenient but not necessarily safe and secure. This further stress why both the employer and client should be mindful of the information they share and how it happens.
How to Properly Store Client Information
I would advise Jane to review the current storing client information methods and make adjustments to correct the current issues. The employers should have individual logins to access the organization system and use it only when needed and not for personal use. If not already in place, there should be random audits to review client’s records to see who viewed and when. Each record should only be accessed by the employer who signed the confidentiality agreement with the client and no other employers. The agreement aligns with Saint Leo’s standards 3, 8, and 9. Human service professionals protect the integrity, safety, and security of client’s records. Client information in written or electronic form that is shared with other professionals must have the client’s prior written consent except in the course of professional supervision or when legally obliged or permitted to share such information Client National Organization of Human Services. (2016). Properly stored client information prevents issues and lets the clients know that trust is not a factor with the organization. Broken trust causes the client to go elsewhere and potentially leave a bad review.
Reference
Naagarazan, R. (2006). Textbook on Professional Ethics and Human Values. ProQuest Ebook Central https://ebookcentral.proquest.com
National Organization of Human Services. (2016). Ethical Standards for Human Service Professionals. Retrieved from: http://www.natinalhumanservices.org/ethical-standards-for-hs-professional
Reamer, F. (2018). Ethical Standards in Social Work. A Review of the NASW Code of Ethics.
2. Monica
The Importance of Client Confidentiality
As a human services practitioner, it is imperative the highest standards of ethical behaviors are being exercised, in particular, safeguarding client information and confidentiality. In the human services field, there may be an exchange of personal/private information from the client to the practitioner that has to be kept close hold to uphold the integrity of the professional relationship as well as to protect the client. The National Organization for Human Services outlines three standards that cover the topic of confidentiality:
STANDARD 3 Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others when agency guidelines state otherwise, or under other stated conditions
STANDARD 8 Human service professionals protect the integrity, safety, and security of client records.
STANDARD 9 When providing services through the use of technology, human service professionals take precautions to ensure and maintain confidentiality and comply with all relevant laws and requirements regarding storing, transmitting, and retrieving data.
Creating Boundaries
Practitioners in the field can create boundaries with other clients or coworkers by not discussing personal information with others who do not have a legal need to know. The bottom line, practitioners need to remain professional both inside and outside of the office and not divulge (verbally, written, or electronically) with others.
According to Moore-Kirkland and Irey (1981), confidentiality is regarded as essential to the process of change that takes place through the exclusive relationship between worker and client (p. 319). Therefore, this exclusive relationship (which is privileged), needs to be nurtured in order to not break the trust and respect created overtime.
Ways to Protect Client Confidentiality
As a leader, I would advise employees to always ensure they have informed consent from a client if information is requested about them. Employees should err on the side of caution and never assume it is okay to release or discuss private information regarding a client. I would also tell employees to always protect the client information by ensuring files and documents are kept safe; either in a locked filing cabinet or password protected electronically. In addition, I would ensure regular training (initial and refreshers) regarding the importance of client confidentiality and ways to protect information are administered on an ongoing basis. Also, the organization would have written policies in place that were briefed to the staff at onboarding as well as during regular monthly or quarterly meetings to keep the information on the forefront.
References
Council for Standards in Human Service Education. (n.d.). Council for Standards in Human Service Education. https://cshse.org/wp-content/uploads/2020/07/CSHSE-National- Standards-Masters-Degree-Revised-July-2020.pdf
Moore-Kirkland, J., & Irey, K. V. (1981). A reappraisal of confidentiality. Social Work, 26(4), 319323.
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I choose Poverty
In this discussion, submit a thread (300 or more words) sharing the policy topic you would like to write about for the paper that is due in Unit 7. This topic should be of importance to you; this will help in writing your paper. Be sure to include two reasons why there is a problem with this social welfare policy.
CRITERIA Deficient (0
23 Points)
Development
Needed
(24 – 27 Points)
Proficient (28 –
30 Points)
Exemplary
(31 – 34 Points) Total
Points
Structure:
Well-developed
paragraphs,
complete
sentences, title
page, body of
work meets
requirements,
references,
followed the
example
specifically
Organizational
structure and
paragraphing have
serious and persistent
errors. Directions were
ignored and
information provided
was insufficient to meet
assignment guidelines.
Written work
inadequate for
college-level work;
Paragraphing and
transitions are
inadequate;
inappropriate
guidelines outlined
for paper were not
met with several
problems (see
directions).
Written work is clear and
adequate collegelevel
work;
Paragraphing and
transitions are
adequate; appropriate
guidelines outlined for
paper were met with a
few noted problems (see
directions).
Written work is
clear and excellent
college-level work;
Paragraphing and
transitions are clear
and appropriate;
appropriate
guidelines outlined
for paper were met
(see directions).
/34
Deficient (0
23 Points)
Development
Needed
(24 – 27 Points)
Proficient (28 –
30 Points)
Exemplary
(31 – 33 Points)
Content:
Demonstrates
knowledge of
topics, through
discussion of
concepts,
appropriate
integrate of topics
on directions;
scholarly journal
use
Written work does not
cover the assigned
topic; assertions are
not supported by
evidence; paper is
seriously lacking in
content and detail;
scholarly journals were
not used or used
properly.
Written work does
not do an adequate
job of covering the
assigned topic;
assertions are
weakly supported by
evidence; paper is
inadequate in
meeting the page
and content area
requirements; less
than 3 scholarly
journals were used.
The length of the written
work is sufficient to
cover the topic;
assertions are
supported by evidence;
does not meet full
required number of
pages and content
areas. 3 scholarly
journals were used.
The length of the
written work
provides in-depth
coverage of the
topics, assertions
are clearly
supported by
evidence;
Paper meets
required length of
pages and content
areas; 3 or more
scholarly journals
were used.
/33
Mechanics:
Spelling; grammar;
use of
APA style
Written work had
serious and persistent
errors in word
selection and use;
sentence structure,
spelling, grammar,
punctuation was
inappropriate and with
serious errors; APA
style was completely
unacceptable.
Written work had
several major errors
in word selection
and use; sentence
structure, spelling,
grammar,
punctuation was
inappropriate; APA
style was
unacceptable with a
few to multiple errors.
Written work was
generally free of errors
in word selection and
use; sentence structure,
spelling, grammar,
punctuation was
adequate; APA style
was acceptable with a
few errors.
Written work has no
major errors in word
selection and use;
sentence structure,
spelling, grammar,
punctuation was
appropriate; APA
style was
acceptable with no
to few errors.
/33
Total Points:
/100
