Academic literature on the topic 'Foreign language causes of amorphization'
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Journal articles on the topic "Foreign language causes of amorphization"
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Jajich Novogradec, Marina, and Ivana Chagalj. "Foreign language anxiety in the acquisition of Rusian as a foreign language." Journal of Psycholinguistic, no. 2 (June 30, 2021): 179–88. http://dx.doi.org/10.30982/2077-5911-2021-48-2-179-198.
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The aim of the paper is to measure and define the causes of foreign language anxiety in learning RFL, as one of the most important affective factors in foreign language teaching. The causes of difficulties in foreign language learning, as well as the development of language anxiety, can be different. The study examines the sample of 80 Croatian undergraduate students majoring in Russian language and literature at the Faculty of Humanities and Social Sciences of the University of Zagreb. In order to measure language anxiety, the questionnaire that included Foreign Language Classroom Anxiety Scale, developed by E. Horwitz et al. [1991] was used. The hypotheses were that the level of anxiety would decline at advanced levels of language learning; with the students who were learning another foreign language at the university; those who had learned Russian before entering the university; as well as those who had integrative and instrumental type of motivation in learning the language, and those who had visited Russian speaking country before.In the area of moderate level of anxiety, certain categories in which students showed high level of anxiety were allocated. The main causes of anxiety were communication apprehension and fear of negative evaluation. Future studies need to take into consideration foreign language anxiety in different contexts of foreign language learning and psycholinguistic perspective of the issue.
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Kralova, Zdena, and Gabriela Petrova. "Causes and consequences of foreign language anxiety." XLinguae 10, no. 3 (June 2017): 110–22. http://dx.doi.org/10.18355/xl.2017.10.03.09.
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Kamenická, Jana, and Jana Harťanská. "Causes of Foreign Language Speaking Anxiety Through the Eyes of Non-Native Language Speakers." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 21, no. 1 (2022): 198–216. http://dx.doi.org/10.54937/ssf.2022.21.1.198-216.
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Despite the fact that the globalised world of the 21st century offers numerous possibilities to non-native speakers of a foreign language to use it every day, speaking is still considered as one of the most stressful and anxiety-provoking skills by foreign language learners. The main aim of this work is to offer a closer perspective on foreign language speaking anxiety and its causes among non-native language speakers. We offer a meta-analysis of 10 studies, which especially focus on factors that affect foreign language learners so that they feel anxious when speaking a foreign language.
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Thuy, Nguyen Ngoc. "Language Transfer and Errors Transfer in Teaching A Foreign Language." Advances in Social Sciences Research Journal 8, no. 3 (March 28, 2021): 319–28. http://dx.doi.org/10.14738/assrj.83.9899.
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Correcting students’ language errors is always importance during teaching because of its significance for analyzing those errors and trying to provide students and teachers with adequate techniques and strategies to avoid or at least minimize the number of errors committed while practicing the foreign languages. This article will focus mainly on different ways in which an interest in language learner has revealed different aspects of the language learning process and suggested different ways of treating errors in our teaching. The objectives of the paper are mainly to understand the origins of an interest in errors that learners made and the related development of the concept of interlanguage , to appreciate the significance of learner error and how it might affect our methodology and to realize some of the causes of errors including positive and negative transfer. Furthermore, the article will explain the concept of systematic variability in learner language in order to become aware of some of the causes and significances of variability.
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Андрюшкина, Юлия Сергеевна. "EMPIRICAL STUDY OF THE INFLUENCE OF FOREIGN LANGUAGE ANXIETY ON THE LEXICAL COMPETENCE OF FOREIGN LANGUAGE LEARNERS." Вестник Тверского государственного университета. Серия: Филология, no. 2(69) (June 1, 2021): 204–10. http://dx.doi.org/10.26456/vtfilol/2021.2.204.
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В работе приведены результаты эксперимента по выявлению иноязыковой тревожности (шкала FLCAS) и ситуативной тревожности (вопросник Ч.Д. Спилбергера), а также их влияния на лексическую компетенцию обучающегося билингва. Полученные результаты позволили сделать вывод, что тревожное состояние приводит к снижению концентрации при выполнении задания, так как мысли о потенциальной неудаче и неуверенность в своих знаниях нарушают течение когнитивных процессов, необходимых для выполнения академической задачи. The paper presents the results of an experiment to identify foreign language anxiety (FLCAS scale) and state anxiety (C.D. Spielberger's questionnaire), and their impact on the lexical competence of a foreign language learner. The research results suggest that anxiety causes cognitive interference with performing specific tasks.
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Kic-Drgas, Joanna. "Do Foreign Language Learners Need Failures?" Coactivity: Philology, Educology 24, no. 1 (June 7, 2016): 15–22. http://dx.doi.org/10.3846/cpe.2016.288.
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A lack of motivation, incomprehensible content and a high workload are only some of the causes leading to students’ failures in the learning process. Dealing with failures seems to have become a new core competence in the current world, which is why the definition and implementation of an appropriate strategy is essential for prospective learning results. The focus of the contribution is on the meaning of failure and sources of potential student failures in the foreign language learning at the university level. The results presented in the paper base on the survey conducted with English language students at Koszalin University of Technology. Students were asked to identify the field causing learning failures. The described survey delivers information about the sources of failures from learner’s point of view, which can be an incentive to develop and implement strategies to cope with failures in the ESP class.
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Yantraprakorn, Phuttharaksa, Pornapit Darasawang, and Pamararat Wiriyakarun. "Self-efficacy and Online Language Learning: Causes of Failure." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1319. http://dx.doi.org/10.17507/jltr.0906.22.
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The study reported in this article examined why some highly efficacious learners failed in an online foreign language course based on Bandura's theory of self-efficacy. The study was conducted as part of a project investigating the self-efficacious foreign language learners in an online writing course. The motivation behind the study was that the success rate of online learning in Thailand is low. The learning performance of six highly efficacious distance language learners at a recognised English language tutorial school in Bangkok, Thailand was analysed. The data collection included an online questionnaire and individual telephone interviews. The findings suggested that goal setting, shift of attribution and insufficient feedback are factors that might decrease the efficacy of online learners’ and affect their decision to withdraw from a program. The implications of this study provide recommendations on support to help online language learners succeed.
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Kondrashkina, P. "THE ESSENCE AND UNDERLYING CAUSES OF ERRORS IN FOREIGN LANGUAGE CLASS." National Association of Scientists 2, no. 72 (November 22, 2021): 27–29. http://dx.doi.org/10.31618/nas.2413-5291.2021.2.72.483.
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Errors are an integral and natural part of learning a foreign language. However, they can sometimes be demotivating and lower one’s confidence, thus leading to decline in academic performance. At the same time, teachers are able to instil an optimistic attitude in their students by proper error correction.
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Sharipova, Feruza Negmatulloyevna. "The main difficulties in learning a foreign language." International Journal on Integrated Education 2, no. 6 (January 8, 2020): 237–39. http://dx.doi.org/10.31149/ijie.v2i6.254.
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This article discusses some of the difficulties in understanding foreign speech in listening. The perception and understanding of speech is a very complex mental activity and listening is by no means an easy type of speech activity. The acquisition of a foreign language and the development of speech skills is carried out mainly through listening. Therefore, listening should be developed better than other skills, but in fact, listening causes the greatest difficulties.
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Özdere, Mustafa. "Foreign langauge instructors' attitudes towards learner autonomy in foreign language learnin." Pegem Eğitim ve Öğretim Dergisi 5, no. 5 (December 1, 2015): 587–606. http://dx.doi.org/10.14527/pegegog.2015.032.
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Learner autonomy has been a buzz word in foreign language education in the past decades. Learner autonomy can be defined as the situation in which learners accept the overall responsibility regarding their own learning. In formal learning contexts, teachers are expected to share some instructional responsibilities with students, acquire new roles and lead their students accordingly for the promotion of learner autonomy. The purpose of this study is to determine if there has been a change in the foreign language instructors' attitudes towards learner autonomy and sharing some instructional responsibilities with their students throughout time at Niğde University. It also aims to determine the direction and the possible causes of this change. For this study, trend survey study design was employed. 25 instructors participated the study. Data for these two studies was collected by a questionnaire designed on a 5 point Likert-Scale consisting of 13 main questions. The overall results of the study indicated that foreign language instructors' attitudes towards learner autonomy have changed within time in a positive way. The possible reasons for this change could be the development of the facilities, opportunities for professional development, increase in the awareness regarding the concept, cultural and traditional changes in attitudes towards learning a foreign language.
Dissertations / Theses on the topic "Foreign language causes of amorphization"
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Busse, Vera. "Foreign language learning motivation in higher education : a longitudinal study on motivational changes and their causes." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:4863fa65-02e7-47e5-9258-6132e4ef8817.
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L2 motivational research may be described as an ongoing quest to identify motivational attributes underlying motivated language learning behaviour. This study employs a novel theoretical and methodological focus in this endeavour: firstly, it applies theories of the self to a motivational exploration of L2 motivation involving first-year students studying towards German degree courses at two major UK universities. Secondly, the study explicitly addresses the time- and context-sensitive nature of motivational attributes. While the majority of L2 motivational studies treat motivational attributes as static and rely heavily on one-off surveys, this study uses a longitudinal mixed-methods approach. Questionnaires were administered at the beginning and at the end of the academic year, and students were interviewed five times over the course of the academic year. Results suggest that the concept of integrative orientation in its traditional sense plays a minor role for these students. The concepts of the ideal L2 self and intrinsic motivation are better suited to capture these students’ motivation for studying German, and together with self-efficacy beliefs they offer a good basis for understanding students’ motivated engagement with language learning throughout the year. However, the data also reveal that considerable changes take place during the course of the year. Importantly, students’ intrinsic motivation significantly decreases and so do self-efficacy beliefs for speaking and listening, a trend concomitant with decreasing effort to engage with language learning. The qualitative data shed light on the motivational changes observed, and provide a detailed and rich picture of the interplay between motivation and contextual factors. Based on the empirical insights gained, a theoretical framework is proposed which links the motivational attributes examined and situates them within multilayered contextual spheres. The thesis concludes by outlining pedagogical suggestions how to counteract decreasing motivation during the first year at university.
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Дубова, О. А., and O. A. Dubova. "Причини стійкості структурного типу мови." Thesis, 2019. http://eir.nuos.edu.ua/xmlui/handle/123456789/4380.
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Дубова, О. А. Причини стійкості структурного типу мови / О. А. Дубова // Матеріали V міжнар. наук. конф. “Світ мови – світ у мові”. – Київ : Вид-во НПУ ім. М. П. Драгоманова, 2019. – С. 52–55.Тривалий час у структурно-типологічних дослідженнях розглядалася проблема змін, що відбуваються в мовах світу. В основному ці зміни вбачали в аналітизації синтетичних мов.
For a long time, structural and typological studies have considered the problem of changes in the languages of the world. Basically, these changes were seen in the analysis of synthetic languages.
Books on the topic "Foreign language causes of amorphization"
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Maugeri, Giuseppe, and Graziano Serragiotto. L’insegnamento della lingua italiana in Giappone Uno studio di caso sul Kansai. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-525-4.
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This research stems from the need of the Italian Cultural Institute to map the institutions involved in teaching Italian in the area considered and to analyse the quality of the teaching and learning process of the Italian language. The objectives are multiple and linked to the importance of finding the causes that slow the growth of the study of Italian in Japanese Kansai. Therefore, the first part of this action research will outline the cultural and linguistic education coordinates that characterize the Japanese context; in the second part, the research data will be interpreted in order to trace new methodological development trajectories to increase the quality of the Italian teaching process in Kansai.Part 1 This part focuses on the situation of foreign language teaching in Japan. It also describes the strategies to promote the teaching of the Italian language in Japan from 1980 to now. 1 Modern Language Policy in Japan Between Past and Present This first chapter describes linguistic policy for the promotion of foreign languages in Japan by the Ministry of Education (MEXT). 2 Japanese Educational System Focus of this chapter are the cultural, pedagogical and linguistic education characteristics of the context under investigation. 3 Teaching Italian Language in Japan The purpose of this chapter is to outline the general frame of the spreading of the Italian cultural model in a traditional Japanese context. Part 2In the second part the action research and the training project design are described. 4 The Action-Research Project This chapter describes the overall design of the research and the research questions that inspired an investigation in the context under study. The aim is to understand whether there is a link between the methodological choices of the teachers and the difficulties in learning Italian for Japanese students. Part 3 In this third part, the situation of teaching Italian in relation to different learning contexts in Japanese Kansai will be examined. 5 A Case Study at Italian Culture Institute in Osaka The goals of this chapter are to analyse the problems of teaching Italian at the IIC and suggest methodological improvement paths for teachers of Italian language at IIC. 6 A Case Study at Osaka University The data obtained by the informants will be used to analyse the situation of the teaching of Italian at Department of Italian language of this university and suggest curricular and methodological improvements to increase the quality of teaching and learning Italian. 7 A Case Study at Kyoto Sangyo University The chapter outlines the methodological and technical characteristics used to teach Italian at Kyoto Sangyo University and suggests strategies aimed at enhancing students’ language learning.
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Sang-in, Chŏn, ed. Hanʼguk hyŏndaesa: Chinsil kwa haesŏk. Kyŏnggi-do Pʻaju-si: Nanam Chʻulpʻan, 2005.
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Editor), Denis Robelot (Translator, ed. Le Grand Concours: Dissertation sur les Causes de l'Universalité de la Langue Françoise et la Durée Vraisemblable de son Empire (Faux Titre 257). Rodopi, 2005.
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Rogers, Keely, and Jo Thomas. Pearson Baccalaureate: History Causes and Effects of 20th-Century Wars 2e Etext. Pearson Education, 2015.
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illustrator, Mantha John, ed. ¿Qué fue Pearl Harbor. Loqueleo, 2016.
Find full textBook chapters on the topic "Foreign language causes of amorphization"
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"Chapter 2. Causes of Dyslexia." In Dyslexia in the Foreign Language Classroom, 33–65. Bristol, Blue Ridge Summit: Multilingual Matters, 2010. http://dx.doi.org/10.21832/9781847692818-003.
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Polishchuk, Ganna. "TOLERANCE AS AN IMPORTANT ASPECT OF CONFLICTOLOGICAL COMPETENCE FORMATION OF FUTURE FOREIGN LANGUAGE TEACHERS." In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-22.
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The aim of this work is to study the level of tolerance in the process of conflictological competence formation of future foreign language teachers by the use of theoretical research methods (analysis of psychological and pedagogical literature, comparison); empirical; quantitative and qualitative data analysis. The features of the "tolerance" concept in the scientific sphere, its types and its determinants as a socio-pedagogical phenomenon are clarified. The essence of the "pedagogical conflict" concept and the main causes of pedagogical conflicts are analyzed. The low tolerance level of both students and teachers is recognized as one of the main conflict causes in higher education institutions. As a result of the diagnostic examination of the motivational and value component of conflictological competence, the average level of students’ tolerance was established, which testified to the prospects of further work in developing the orientation of future foreign language teachers to constructive conflict resolution, tolerant attitude, cooperation and search for compromise solutions.
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Sheehan-Dean, Aaron. "All Wars Are World Wars." In Reckoning with Rebellion, 51–89. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9780813066424.003.0003.
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The common aspirations of mid-nineteenth-century insurgents around the world channelled them into similar patterns of language. Insurgents rejected designations as criminals or mutineers, while dominant powers sought to use “rebel” to stigmatize the causes of those who sought to break apart established states. This linguistic entanglement helped shape the decisions of foreign powers when they decided to intervene or withhold help from participants in the wars. Try as they might to distinguish the uniqueness of their experience, the Sepoy, the Taiping, the Poles, and the Confederates all found themselves ensnared in the same web of global analogies and historical examples. As a result, their fates rested not just on their own abilities but also on the experience of other rebels around the globe.
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Helm, Friederike, Herbert W. Marsh, Theresa Dicke, and Jens Möller. "Dimensional Comparison Theory." In Social Comparison, Judgment, and Behavior, 201–25. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190629113.003.0008.
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This chapter introduces two extensions of the internal/external frame of reference (I/E) model. First, the authors discuss dimensional comparison theory (DCT) positing that in addition to social and temporal comparisons, self-evaluations are based on dimensional comparisons (e.g., “How my accomplishments in one domain compare with my accomplishments in another domain”). DCT consists of 10 related hypotheses regarding the causes, areas and effects of dimensional comparisons. It predicts strong contrast effects only for contrasting domains, but much weaker contrast, or even positive (assimilative), effects for complementary domains that are close to each other on the theoretical continuum. Second, the authors introduce the generalized I/E model, which describes the effects of dimensional and social comparisons not only within the academic domain but also in other areas. Generalized I/E also posits effects of social and dimensional comparison for other variables, such as motivational constructs, learning behaviors and personality characteristics. The authors describe new predictions, conceptual insights, and methodologies associated with the I/E model and its extensions into multiple academic domains (e.g., native language, foreign language, history) and nonacademic areas and motivational variables, in addition to self-concept.
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Selikowitz, Mark. "Reading." In Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.003.0011.
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Specific reading difficulty is the best known, and best studied, form of specific learning difficulty. This is the condition that many refer to as ‘dyslexia’. We will define specific reading difficulty as a significant, unexplained delay in reading in a child of average, or above average, intelligence. A significant delay is usually defined as a reading level more than two standard deviations below the mean for the child’s age (see Chapter 1, p. 5 for the explanation of this term). Specific reading difficulty is, therefore, a form of specific learning difficulty where reading is the particular learning skill affected. Other forms of specific learning difficulty may also be present, particularly spelling, writing, and spoken language difficulties. It should be noted that the diagnosis of specific reading difficulty is based on the degree of delay in reading, rather than on the particular type of errors that the child makes. Much has been made of certain characteristics of children’s reading, such as difficulty in distinguishing ‘b’ from ‘d’, reluctance to read aloud, a monotonous voice when reading, and a tendency to follow the text with the finger when reading. There is nothing diagnostic about these characteristics. They are seen in many children when they first start learning to read (and some are seen in adults when they learn to read a foreign language). The diagnosis of specific reading difficulty should only be made after a comprehensive assessment of intellectual and reading ability, and an exclusion of other causes of poor reading attainment (see Chapter 2). . . . How common is specific reading difficulty? . . . The best evidence for the existence of specific reading difficulty as an entity is given by the results of a study by Professor Michael Rutter and his colleagues, who tested 9–10-year-olds on the Isle of Wight. They first tested the children to determine their intelligence and reading ability. They then studied all the children whose reading was significantly behind that of their peers and found that these could be divided into two groups: those where the delayed reading could be explained by low intelligence and a second group where the children were of normal intelligence and the reading difficulty could not be explained.
Conference papers on the topic "Foreign language causes of amorphization"
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"Stress and Burnout among English Language Teachers as a Foreign Language at the Public Universities in Kurdistan: Possible Causes and Recommended Solutions." In 10th International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2019. http://dx.doi.org/10.23918/vesal2019.a20.
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Iino, Kenji, and Masayuki Nakao. "Abstracting Failure Case Database Information for Detecting Failure Mode." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59317.
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Industrial accidents continue to happen despite rapid technological advancement and they are often caused by triggers similar to those of past accidents. If we turn our eyes to the world, especially to the emerging industrial players, we hear news about accidents caused by phenomena that have already caused similar accidents elsewhere. Industries, as they emerge and grow over hundreds of years, learn their lessons throughout their histories and build rules, regulations, and common knowledge to avoid accidents. Each industry is probably well aware of accidents that took place in its own country, especially when the accident led to enforcement of a new law. Nevertheless, we hardly have any knowledge of accidents in foreign countries unless they were of huge sizes. Japan had a national project of building a database of knowledge and lessons learned from past accidents. Failure Knowledge Database (FKDB) went on the Web in 2005. As of today it still attracts a large number of readers with its over 1,600 failure cases. Our research is targeted at making use of this FKDB by abstracting the knowledge, especially what triggered the accidents, and comparing the knowledge with functional and structural elements used in new designs. Design Record Graph (DRG) is a graphical representation of the designer’s intension starting from the left with the product functional requirement which iteratively divides into sub-functions to reach a set of functional elements (FE). Each FE maps to a structural element (SE). Then the SEs iteratively combine to form assemblies and finally the product at the right end. A failure starts from one of the FE-SE pairs and propagates the DRG in both left and right directions to reach the two ends. The propagation leaves a trace of how the point of failure led to disabling the product. For each failure case in FKDB, we identified the origin of failure, the FE-SE pair that started the accident. An FE is abstracted by a verb phrase and a set of noun phrases, and similarly an SE with some noun phrases. By limiting the phrases to use, similar concepts are described by the same abstracted phrases. A new design has a number of FE-SE pairs and their propagations in the DRG to reach the two ends. The designer can then compare all propagations in the design, without the knowledge if any of them are dangerous, with those in FKDB that are known to have led to accidents. We developed quantitative operators to evaluate the similarity between two traces. Our results offer a way of warning the designer about possible flaws in a new design similar with causes of past accidents that the designer has no idea about. Our method of preventing design failure can apply to other fields for novice planners in avoiding failure while still in the planning stage. We can further develop the use of knowledge into overseas countries by mapping the limited number of verb and noun phrases into foreign language.
Reports on the topic "Foreign language causes of amorphization"
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Davies, Will. Improving the engagement of UK armed forces overseas. Royal Institute of International Affairs, January 2022. http://dx.doi.org/10.55317/9781784135010.
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The UK government’s Integrated Review of security, defence, development and foreign policy, published in March 2021 alongside a supporting defence command paper, set a new course for UK national security and highlighted opportunities for an innovative approach to international engagement activity. The Integrated Review focused principally on the state threats posed by China’s increasing power and by competitors – including Russia – armed with nuclear, conventional and hybrid capabilities. It also stressed the continuing risks to global security and resilience due to conflict and instability in weakened and failed states. These threats have the potential to increase poverty and inequality, violent extremism, climate degradation and the forced displacement of people, while presenting authoritarian competitors with opportunities to enhance their geopolitical influence. There are moral, security and economic motives to foster durable peace in conflict-prone and weakened regions through a peacebuilding approach that promotes good governance, addresses the root causes of conflict and prevents violence, while denying opportunities to state competitors. The recent withdrawal from Afghanistan serves to emphasize the complexities and potential pitfalls associated with intervention operations in complex, unstable regions. Success in the future will require the full, sustained and coordinated integration of national, allied and regional levers of power underpinned by a sophisticated understanding of the operating environment. The UK armed forces, with their considerable resources and global network, will contribute to this effort through ‘persistent engagement’. This is a new approach to overseas operations below the threshold of conflict, designed as a pre-emptive complement to warfighting. To achieve this, the UK Ministry of Defence (MOD) must develop a capability that can operate effectively in weak, unstable and complex regions prone to violent conflict and crises, not least in the regions on the eastern and southern flanks of the Euro-Atlantic area. The first step must be the development of a cohort of military personnel with enhanced, tailored levels of knowledge, skills and experience. Engagement roles must be filled by operators with specialist knowledge, skills and experience forged beyond the mainstream discipline of combat and warfighting. Only then will individuals develop a genuinely sophisticated understanding of complex, politically driven and sensitive operating environments and be able to infuse the design and delivery of international activities with practical wisdom and insight. Engagement personnel need to be equipped with: An inherent understanding of the human and political dimensions of conflict, the underlying drivers such as inequality and scarcity, and the exacerbating factors such as climate change and migration; - A grounding in social sciences and conflict modelling in order to understand complex human terrain; - Regional expertise enabled by language skills, cultural intelligence and human networks; - Familiarity with a diverse range of partners, allies and local actors and their approaches; - Expertise in building partner capacity and applying defence capabilities to deliver stability and peace; - A grasp of emerging artificial intelligence technology as a tool to understand human terrain; - Reach and insight developed through ‘knowledge networks’ of external experts in academia, think-tanks and NGOs. Successful change will be dependent on strong and overt advocacy by the MOD’s senior leadership and a revised set of personnel policies and procedures for this cohort’s selection, education, training, career management, incentivization, sustainability and support.