Leadership, Innovation, and Creativity
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9 Ways To Create Time, Space, and Stillness For Meaningful Work

9 Ways To Create Time, Space, and Stillness For Meaningful Work | Leadership, Innovation, and Creativity | Scoop.it
I am fascinated by people who do meaningful work. People who create, share and nurture ideas that move us toward a better future. They somehow operate differently, and I am curious to find out how.

Via Anne Leong
Ivon Prefontaine's insight:

The mono tasking one is important.

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Leadership, Innovation, and Creativity
Complexity, chaos, and ambiguity are aspects of leadership and learning. Without those we cannot innovate and create.
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Why It's Time To Put Students In The Driver's Seat

Why It's Time To Put Students In The Driver's Seat | Leadership, Innovation, and Creativity | Scoop.it
Think about how you or the people you work with approach the creation of a blended learning lesson plan. The first steps of coming up with and flushing out your initial idea. Then, scouring the web to find safe, factually accurate sites that are not blocked by your school filters and checking the fine print …

 

This method of teaching does require a certain amount of bravery. There is a very real chance that when a student asks you a question (How do I add media? How do I change the font? How do I import pictures? etc. etc.) you will have to say the dreaded “I don’t know”. But the neat thing is, your students are ok with this. You’re all learning as you go. More often than not another child in the class will be using the same site or will have at least used it before. If a classmate knows the answer, they can step into the role of teacher – from which much confidence is gained and leadership skills are learned.


Even the most reserved kid really enjoys teaching their teacher a trick or two. If no one knows the answer, they can collaborate to find the solution; an activity that provides important life skills with many real-world applications. All while leaving the initiative, process development and ownership of the learning itself right where it belongs, in the hands of the learners.


Gust MEES: I started with it in 2002 already and was a pioneer in my country, BUT I got BEST results! Make sure to work TOGETHER as a TEAM with the students, learners, create ALSO some groups where the BEST work together with the weakest. YOU will love it later and YOU will miss it as it gives YOU a direct feedback of WHAT THEY learned and YOU adjust on demand and necessity... WHEN the BEST feel boring, give THEM a special task to motivate THEM ;) ===> Adjust <===.


Concerning the questions from the students, please check my advice here:


http://gustmees.wordpress.com/2014/01/04/practice-better-ways-to-say-i-dont-know-in-the-classroom/


http://gustmees.wordpress.com/2012/05/02/work-sheet-teachers-best-practiceshowto/



Via Gust MEES
Ivon Prefontaine's insight:

I am not sure what is being suggested is putting students in charge. It is more about a complicated conversation between teachers and students about the subject matter. There is an in-between space where teachers and students meet.

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Ivon Prefontaine's comment, May 28, 2014 6:57 PM
Thank you Gust.
Gust MEES's comment, May 28, 2014 7:18 PM
@Ivon Prefontaine I will take it is a priority to create THAT blog, stay tuned, please ;)
Alan Jordan's curator insight, April 3, 4:13 PM

I am not sure what is being suggested is putting students in charge. It is more about a complicated conversation between teachers and students about the subject matter. There is an in-between space where teachers and students meet.

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How to Find Your Power—and Avoid Abusing It

How to Find Your Power—and Avoid Abusing It | Leadership, Innovation, and Creativity | Scoop.it

For the past twenty years, I have been carrying out experiments to find out how power is distributed in groups. I have infiltrated college dorms and children’s summer camps to document who rises in power. I have brought entire sororities and fraternities into the lab, capturing the substance and spread of individuals’ reputations within their social networks. I have surreptitiously identified which members of groups are gossiped about, and who receive gossip. To chart the experience of power, I have studied what it feels like to be placed in positions of authority.

Findings from this research converge on an organizing idea: Whereas the Machiavellian approach to power assumes that individuals grab it through coercive force, strategic deception, and the undermining of others, the science finds that power is not grabbed but is given to individuals by groups.
What this means is that your ability to make a difference in the world—your power, as I define it—is shaped by what other people think of you. Your capacity to alter the state of others depends on their trust in you. Your ability to empower others depends on their willingness to be influenced by you. Your power is constructed in the judgments and actions of others. When they grant you power, they increase your ability to make their lives better—or worse.


Via David Hain
Ivon Prefontaine's insight:
Leading is about listening and stepping aside when it is necessary. When we experience leadership as an assigned role, that is when problems arise and abuse of power occurs. What do we see in schools?
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David Hain's curator insight, May 23, 8:57 AM

Givers always gain, and it seems from exhaustive research that power may be one of the things they gain from giving!

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Edgar Schein: Humble Leadership

Author and organizational culture expert Ed Schein in a conversation with Google VP of People Development Karen May.

 


Via Kenneth Mikkelsen, Ian Berry
Ivon Prefontaine's insight:
Humble leadership fits with mindful and servant leadership. Humble leading is knowing when to step aside.
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Ante Lauc's curator insight, May 29, 2:58 AM
I did meet Ed Schein 40 years ago at Harvard Univ.. We have changed in the meantime, but still we are humble.... 
How you can explain it?
Caylin Britt's curator insight, June 3, 8:33 AM

No intellect compares to that of the wisdom of a life long lived. - Caylin Britt

Gijs Spoor's curator insight, June 12, 9:17 AM
In times of Great Churning asking humble questions allows collective intelligence to be activated. 
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The future of work is beginning to look increasingly like the past

The future of work is beginning to look increasingly like the past | Leadership, Innovation, and Creativity | Scoop.it
With the rise of the virtual economy, the new ways of working need to be recognised and regulated so that workers are afforded appropriate rights and social protection, writes Denis Pennel.

Via Trudy Raymakers
Ivon Prefontaine's insight:
Work is for the profit of someone else. What does that mean in schools?
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Ian Berry's curator insight, May 21, 8:32 PM
There's no doubt in my mind that there's an artisan in us all and that we can making a living and a difference by being that artisan.
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Paying Students May Raise Test Scores, But The Lesson Is Not Over

Paying Students May Raise Test Scores, But The Lesson Is Not Over | Leadership, Innovation, and Creativity | Scoop.it
A research finding may have implications for attaching stakes to standardized tests. It also brings up questions about motivation — for tomorrow's test and for the rest of the students' education.

Via Parent Cortical Mass, Dean J. Fusto
Ivon Prefontaine's insight:
This might be true if the only motives are extrinsic. But, what if learning were the motive? What if students enjoyed coming to school and learning? What if teachers were able to share their passion with others in meaningful and uplifting ways?
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leading and learning: Educational readings for the critical educator: UK Education/ Literacy and computers/Philosophy/ Michael Fullan and Pearson/ Seymour Papert and the the obsolete three Rs'

leading and learning: Educational readings for the critical educator: UK Education/ Literacy and computers/Philosophy/ Michael Fullan and Pearson/ Seymour Papert and the the obsolete three Rs' | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine's insight:
I began reading with the first link which is a letter of resignation from a teacher. It expressed how I felt/feel about teaching. It is bloody hard work, but carries great rewards when we are able to be teachers.
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Teaching the Teachers

Teaching the Teachers | Leadership, Innovation, and Creativity | Scoop.it

Recent education reforms have urged teachers to foster collaboration, debate and reflection among students, in order to develop cognitive processes like those called for in the new standards. Ironically, districts rarely apply these same learning techniques to developing teachers. At the same time, teacher’s performance is increasingly tied to their students. This is a disparity that must be corrected.


Via Nik Peachey, Dean J. Fusto, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:
Teaching teachers is a key to the future of schooling. It is not enough to simply reform what we do and move deck chairs around a sinking ship. Teachers exist in transformational pedagogic relationships with students. It is a myth that we only play dual roles with students. We engage in multiple roles in living a full and complete life that informs who we are as teachers and learners.
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Nik Peachey's curator insight, May 20, 1:05 AM

A 42 page ebook report and recommendations on teacher development.

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Education Readings May 20th

Education Readings May 20th | Leadership, Innovation, and Creativity | Scoop.it
By Allan Alach I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz Sorry, Nicky, I’m out. An English teacher writes an open letter of resignation to UK Secretary of Education Nicky Morgan. If you think your version of GERM is bad, I’d suggest that England possibly tops the…
Ivon Prefontaine's insight:
The link to an article based on Seymour Papert's recent book is worth following. An arguement is made that a focus on testing narrows curriculum and that we are focused on an unquestioned following of the 3 R's without asking what that means in contemporary schooling.
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The only real test

The only real test | Leadership, Innovation, and Creativity | Scoop.it
Aussie Friends of Treehorn protecting school children from nasty excesses of the greedy and misguided encouraging adults to think sensitively, to care for kids, to make wise choices....with their hearts in gear, their pens active and their votes available.   The Only Real Test “The only real test is whether children are happy and healthy writes…
Ivon Prefontaine's insight:
"Our mission as adults is to protect our children from politicians. We also have an ethical and moral responsibility to tell business people to stay out of our building.” Any Finnish citizen is free to visit any school whenever they like, but her message was clear : Educators are the ultimate authorities on education, not bureaucrats, and not technology vendors.”

This is a universal message that needs to be at the entrance of every school. It is the people who teach and parent each day who have the best insight into the pedagogic relationships children are most in need of.
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Myths in Education, or How Bad Teaching Is Encouraged

Myths in Education, or How Bad Teaching Is Encouraged | Leadership, Innovation, and Creativity | Scoop.it
Education theories and research. Mostly.

Via Ana Cristina Pratas, Lars-Göran Hedström
Ivon Prefontaine's insight:
Perhaos good teachers teach the wrong things supported by entrenched myths too well. We need a new leadership process that includes teachers, students, and the community schools serve.
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David W. Deeds's curator insight, May 17, 6:36 PM

For the last time, there's no such thing as a "learning style." Big thanks to Ivon Prefontaine. 

Willem Kuypers's curator insight, May 20, 7:41 AM
A lire pour les pédagogues parmi nous. Entre autres, il n'existe pas quelque chose comme le cerveau gauche et droit ! Lisez l'article. De plus en plus d'études montrent qu’une des deux parties peut reprendre l'activité de l'autre partie. C'est une théorie qui date des années 1800.
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Why Feedback Should Come in the Middle, Not at the End - InformED

Why Feedback Should Come in the Middle, Not at the End - InformED | Leadership, Innovation, and Creativity | Scoop.it

"Traditionally, we give and receive feedback at the end of projects, assignments, and units. But is this the best way to ensure progress? Researchers are saying it’s not, especially when it comes to encouraging creativity. For optimal academic achievement, teachers and students should consider placing feedback somewhere in the middle. In their study, “


Via Elizabeth E Charles, Miloš Bajčetić, Stephania Savva, Sabrina M. Budel, malek
Ivon Prefontaine's insight:
Feedback is an ongoing process.
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Tony Guzman's curator insight, May 17, 1:50 PM
To help your students learn from the feedback, consider adding a "draft" sometime in the middle of your time period allowing for constructive feedback to inform the project rather than helping for only future assignments.
Amanda Chisholm's curator insight, May 19, 5:51 AM
This is something that I am now going to consider when planning my units/lessons. 
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Big Brains, Small Minds

Big Brains, Small Minds | Leadership, Innovation, and Creativity | Scoop.it

If we treat the contemplation of the best life as a luxury we cannot afford, seemingly urgent matters will crowd out the truly important ones.

"If the aim of education is to gain money and power, where can we turn for help in knowing what to do with that money and power? Plato knew this firsthand. He had watched as ambition, tied to technological superiority, had led his fellow Athenians to engage in a number of poorly conceived military campaigns, the last of which had allowed the Spartans to lay siege to Athens. In the face of such a ruthless foe, Athens did what any wealthy democracy would do: It built a wall around itself. Some of the walls of the Peloponnesian War are still visible, hastily built out of whatever the Athenians could lay hands on — the remnants of roofs and doorposts — suggesting that some buildings were torn down to make them. That is instructive, if not cautionary. It is often the case that in our attempts to guard ourselves we destroy the very things that we long to protect. Identifying and negotiating these paradoxes is the stuff of a liberal-arts education."


Via Sharrock
Ivon Prefontaine's insight:
The article blends Plato and Aristotle. Education is a much broader concept than schooling and school is merely one component. To ask questions in ways that open conversations up and keep them open is a key to all forms of education, including school.
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Sharrock's curator insight, May 16, 9:43 AM
I find that the same argument can be made about dogmatic atheists rejecting religious knowledge. There is a wealth of information available concerning dignity, happiness, meaningful living, ethics and morality (to name just a few). A lot of heavy lifting has already been done. Combining these ideas with religiously-motivated philosophy may advance our understanding of dignity which drives many discussions about rights and culture-building. 
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What Does It Mean to Be Well-Educated? (**)

What Does It Mean to Be Well-Educated - Alfie Kohn
Ivon Prefontaine's insight:
This article fits with the one I just curated from Elke. The question is important as it takes us beyond just the schooling we receive and what that means.
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Is the Purpose of Teaching Student Learning or Student Grading? | Pedablogy: Musings on the Art & Craft of Teaching

Is the purpose of teaching student learning or student grading? I don’t believe that you can have it both ways. That is, grading, at least the way it’s commonly done, inhibits student learning. This is not merely my idea. David Brooks wrote a piece in the NYTabout this, saying “We all know why it exists, but the grade-point average is one of the more destructive elements in American education. In life we want independent thinking and risk-taking, but the GPA system encourages students to be deferential and risk averse, giving their teachers what they want.“
Via Cindy Riley Klages
Ivon Prefontaine's insight:
Maybe it is neither. Instead is it about relationships?
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David W. Deeds's curator insight, May 23, 6:25 PM

Interesting stuff. Thanks to Ivon Prefontaine. 

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Who Are the Main Education Stakeholders?

Who Are the Main Education Stakeholders? | Leadership, Innovation, and Creativity | Scoop.it
 A main cause behind the globalization of higher education, and business schools in particular, is the internationalization of stakeholders. Marshall McLuhan’s global village has its global school
Via Ines Bieler, Miloš Bajčetić
Ivon Prefontaine's insight:
This is a neo-liberal way of understanding schools as corporate entities. Where are the community and parents in this scheme?
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The Truth about “Good” Schools

When I posted about how political and media labels of "good" and "bad" schools are significantly misleading—more about race and class than the actual quality of the schools—I received a request to identify some "good" schools. Here is the disturbing truth about "good" schools: Among formal schools, both public and private, there are no "good…
Ivon Prefontaine's insight:
Good teachers take responsible risks and invite students into taking responsible risks. I don't know that good teachers are given permission by others to take risks. They assume that reponsibiliy and autonomy. Does having a good teacher in a school mean it is a good school? Likely not; I experienced good teaching as being marginalized and on the margins. What we mistake for good teaching is people who so well they reinforce the wrong things.
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Academia = Lifetime of Homework

Academia = Lifetime of Homework | Leadership, Innovation, and Creativity | Scoop.it
I don’t know why it’s taken me so long to figure this out… But choosing an academic life seems to mean accepting (embracing?) a lifetime of homework. I mean, I sort of understood …

Via Ana Cristina Pratas
Ivon Prefontaine's insight:
As we corporatize and monetize teaching and learning even more, this is the reality. Teachers become teachers to pursue passions, but it is not about work. It is about taking action in the Hannah Arendt sense.
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Disrupt Assessment — Learning {Re}imagined

Disrupt Assessment - Learning {Re}imagined - Medium
It’s like the 21st century never happened
Via Bookmarking Librarian
Ivon Prefontaine's insight:
The article underscores the importance of the question: "What is the purpose of school? Or, more succinctly: "What is school?" From their flows as many answers as people who answer.
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What metrics don't tell us about the way students learn

What metrics don't tell us about the way students learn | Leadership, Innovation, and Creativity | Scoop.it
Plans to reward universities for excellent teaching could see a bigger role for metrics that track how students spend their time.

Via Ana Cristina Pratas
Ivon Prefontaine's insight:
Teaching is about relationships with students that inform teachers about who the person is. Metrics are averages and quantify people which is not what we want. We want to talk and listen to a who, not a what.
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The knowledge economy is a myth. We don’t need more universities to feed it | Andre Spicer

The knowledge economy is a myth. We don’t need more universities to feed it | Andre Spicer | Leadership, Innovation, and Creativity | Scoop.it

"Most new jobs now do not require degree-level qualifications. Encouraging more young people to graduate will create only debt and disappointment"


Summary from Academica Top Ten - Friday, May 20, 2016


"The “knowledge economy” is a myth, writes Guardian contributor “The idea of the knowledge economy is appealing,” writes Andre Spicer for The Guardian, but “the only problem is it is largely a myth.” The author argues that while many western countries are working to produce more university graduates, the truth is that “developed western economies … are not brimming with jobs that require degree-level qualifications. For every job as a skilled computer programmer, there are three jobs flipping burgers.” Spicer adds that no matter which country one looks at, the areas of highest employment growth are ones that do not require a large-scale bolstering of university education. In fact, Spicer argues, there has been a marked decline in demand for knowledge-intensive jobs since 2000, and it is these jobs that are under threat of being automated, not low-skilled ones."


Via iPamba
Ivon Prefontaine's insight:
Perhaps a better way to understand the "knowledge economy" is twofold. First, teachers teach students where they exist with an eye on skills and content that are transportable into an unpredictable future. Second, stop with the 'neo-liberal economic' agenda directing schools and what happens in them. Education is not a business.
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What provokes your thinking?

What provokes your thinking? | Leadership, Innovation, and Creativity | Scoop.it
  PLEASE SHARE WITH AS MANY PARENTS’ GROUPS AS POSSIBLE  Aussie Friends of Treehorn   protecting school children from nasty excesses of the greedy and misguided. What is your stimulous ? What provokes your thinking? I confess to listening to speakers who know what is going on  and who challenge any evil in it. Here…
Ivon Prefontaine's insight:
There are two excellent videos linked in the post (Ken Robinson and Pasi Sahlberg).
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Amplifying empathy in teachers can help prevent student suspensions, researchers find — NewsWorks

Amplifying empathy in teachers can help prevent student suspensions, researchers find — NewsWorks | Leadership, Innovation, and Creativity | Scoop.it
School suspension rates have risen in recent years And since the punishment is linked to more severe problems later in life such as dropping out of school or ending up in prison researchers at
Ivon Prefontaine's insight:
I am not sure about training teachers in empathy. I suppose it might help. I find that we learn empathy and sympathy as we experience living. Good pedagogy involves senstive and tactful practices that encounters students as people with names, faces, and stories.
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Twelve questions to promote self-knowledge in students

Twelve questions to promote self-knowledge in students | Leadership, Innovation, and Creativity | Scoop.it

"What is self-knowledge, and what is the relationship between it and education? Twelve questions can help make the connection ..."


Via Leona Ungerer, Vicki Moro
Ivon Prefontaine's insight:
If we apply a servant-leadership way of understanding teaching, the objective of teaching becomes students who grow, become wiser, and are always learning in meaningful ways that make the world a better place.
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Kathleen Petrie's curator insight, May 18, 3:42 AM
A list of simple questions that students can ask themselves.  
Megan Walker's curator insight, May 25, 12:47 AM
12 questions for students that can possibly help enhance their potential in and out of the classroom.
Megan Walker's comment, May 25, 12:57 AM
This is not only beneficial for students, but for anyone. If genuine thought was put into answering these questions on a regular basis, we can all strongly enhance our knowledge and learn on a whole new level.
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leading and learning: Michael Fullan in 'Rich Seams' an educational transformation? and Pearson's role in education

leading and learning: Michael Fullan in 'Rich Seams' an educational transformation? and Pearson's role in education | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine's insight:
I agree we are overdue for transforming schools, but that is not an abstract exercise undertaken by those furthest away from classrooms. Pedagogy and pedagogic relationships are the most important parts of transforming teaching and learning. Having said this, with schools that look and feel much like they did 20 and 40 years ago we need leadership that works with teachers and students in honest ways. Corporatizing schools and quick fix solutions are not the answer.
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Good Schools, Bad Schools: More Codes that Blind

On the first class of my May X course on educational documentaries, we watched the short and really powerful film Crenshaw by Lena Jackson. The film introduces students to many of the key patterns of educational reform over the last thirty-plus years, including how we talk politically and publicly about good schools and bad schools…
Ivon Prefontaine's insight:
In Edmonton and Alberta, we close schools for non-political reasons or so we claim. When we close schools and remove them from the community they are embedded in, we eliminate a potential place for community members to gather.
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Are you well educated?

Are you well educated? | Leadership, Innovation, and Creativity | Scoop.it
In a conversation with my Mum yesterday I found myself dismissing the achievements/experiences of my Canadian diploma in Business Admin - Information Systems and my years of tertiary teaching.  In context, this was simply because the Queensland College of Teachers told me 2 years ago that my education and work experience "meant nothing" when applying for the 1 year…
Ivon Prefontaine's insight:
This post points us towards a broader understanding and description of education, which moves us past confining it to schooling and qualifications received from that source. Education is made up of all our experiences and how we make sense of them. What does it mean to be educated? That is a great question we should ask frequently.
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