Littérature scientifique sur le sujet « Higher level learning »
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Articles de revues sur le sujet "Higher level learning"
Aziz, Bashyr. « Higher level learning ». Nursing Standard 18, no 26 (10 mars 2004) : 88. http://dx.doi.org/10.7748/ns2004.03.18.26.88.c3567.
Texte intégralSilvia, Chris. « The Impact of Simulations on Higher-Level Learning ». Journal of Public Affairs Education 18, no 2 (juin 2012) : 397–422. http://dx.doi.org/10.1080/15236803.2012.12001690.
Texte intégralMartin, Malissa, Tutita M. Casa et Douglas J. Casa. « Dialogic Discourse : Higher-Level Learning through Class Discussions ». Athletic Therapy Today 12, no 2 (mars 2007) : 25–29. http://dx.doi.org/10.1123/att.12.2.25.
Texte intégralRichmond, Aaron S., Bethany Fleck, Travis Heath, Kristin A. Broussard et Bryce Skarda. « Can inquiry-based instruction promote higher-level learning ? » Scholarship of Teaching and Learning in Psychology 1, no 3 (2015) : 208–18. http://dx.doi.org/10.1037/stl0000032.
Texte intégralFink, L. Dee. « 7 : Higher-Level Learning : The First Step toward More Significant Learning ». To Improve the Academy 19, no 1 (juin 2001) : 113–30. http://dx.doi.org/10.1002/j.2334-4822.2001.tb00527.x.
Texte intégralMoust, J. H. C., M. L. De Volder et H. J. P. Nuy. « Peer teaching and higher level cognitive learning outcomes in problem-based learning ». Higher Education 18, no 6 (novembre 1989) : 737–42. http://dx.doi.org/10.1007/bf00155664.
Texte intégralRochford, Linda, et Patricia S. Borchert. « Assessing Higher Level Learning : Developing Rubrics for Case Analysis ». Journal of Education for Business 86, no 5 (14 juin 2011) : 258–65. http://dx.doi.org/10.1080/08832323.2010.512319.
Texte intégralMarcandella, Elise, et Khoudia Guèye. « Tensions in collaborative innovation projects and higher-level learning ». Learning Organization 25, no 4 (14 mai 2018) : 248–59. http://dx.doi.org/10.1108/tlo-06-2017-0066.
Texte intégralCole, Jaclyn D., Melissa J. Ruble, Allison Povlak, Philip Nettle, Katherine Sims et Brianna Choyce. « Self-Directed, Higher-Level Learning Through Journal Club Debates ». Health Professions Education 6, no 4 (décembre 2020) : 594–604. http://dx.doi.org/10.1016/j.hpe.2020.05.007.
Texte intégralDzbor, Martin, Enrico Motta et Arthur Stutt. « Achieving higher-level learning through adaptable Semantic Web applications ». International Journal of Knowledge and Learning 1, no 1/2 (2005) : 25. http://dx.doi.org/10.1504/ijkl.2005.006249.
Texte intégralThèses sur le sujet "Higher level learning"
Jia, Chen. « Higher-level learning in an electrical engineering linear systems course ». Diss., Kansas State University, 2015. http://hdl.handle.net/2097/19171.
Texte intégralElectrical and Computer Engineering
Steven Warren
Linear Systems (a.k.a., Signals and Systems) is an important class in an Electrical Engineering curriculum. A clear understanding of the topics in this course relies on a well-developed notion of lower-level mathematical constructs and procedures, including the roles these procedures play in system analysis. Students with an inadequate math foundation regularly struggle in this class, as they are typically able to perform sequences of the underlying calculations but cannot piece together the higher-level, conceptual relationships that drive these procedures. This dissertation describes an investigation to assess and improve students’ higher-level understanding of Linear Systems concepts. The focus is on the topics of (a) time-domain, linear time-invariant (LTI) system response visualization and (b) Fourier series conceptual understanding, including trigonometric Fourier series (TFS), compact trigonometric Fourier series (CTFS), and exponential Fourier series (EFS). Support data, including exam and online homework data, were collected since 2004 from students enrolled in ECE 512 - Linear Systems at Kansas State University. To assist with LTI response visualization, two online homework modules, Zero Input Response and Unit Impulse Response, were updated with enhanced plots of signal responses and placed in use starting with the Fall 2009 semester. To identify students’ conceptual weaknesses related to Fourier series and to help them achieve a better understanding of Fourier series concepts, teaching-learning interviews were applied between Spring 2010 and Fall 2012. A new concept-based online homework module was also introduced in Spring 2011. Selected final exam problems from 2007 to 2012 were analyzed, and these data were supplemented with detailed mid-term and final exam data from 77 students enrolled in the Spring 2010 and Spring 2011 semesters. In order to address these conceptual learning issues, two frameworks were applied: Bloom’s Taxonomy and APOS theory. The teaching-learning interviews and online module updates appeared to be effective treatments in terms of increasing students’ higher-level understanding. Scores on both conceptual exam questions and more traditional Fourier series exam questions were improved relative to scores received by students that did not receive those treatments.
Fink, Mark L. « Peer interaction in university-level distance education ». Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1183500982.
Texte intégralTypescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 118-135.
Seifert, Hilary Elizabeth. « Gender Differences, Learning Styles, and Participation in Higher Mathematics ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2234.
Texte intégralBoyinbode, Olutayo Kehinde. « Towards an interactive mobile lecturing model a higher-level engagement for enhancing learning ». Doctoral thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/6381.
Texte intégralIncludes bibliographical references.
The use of mobile devices has grown in recent years and has overtaken the proliferation of desktop computers with their dual affordances of small size and easy connectivity in diverse fields. The usage of these devices has not been widespread in higher education. Mobile technology is a new and promising area of research in higher education. The affordance of mobile technologies has prompted their adoption as a means of enhancing face-to-face (f2f) learning. In this thesis, mobile lecturing is presented as a means of achieving mobile learning. The availability of mobile devices has positively enabled the mobile lecturing process. F2f lectures are recorded and distributed as lecture vodcasts using mobile devices. The vodcasts are generated through Opencast Matterhorn and YouTube. Currently, there are few descriptive models of mobile lecturing that can be used to enhance learning in Higher Education Institutions (HEIs). This thesis has several contributions: first I propose a “MOBLEC” theoretical model of mobile lecturing; mobile lecturing represents a new paradigm in mobile learning which enhances students’ engagement with lecture vodcasts to foster deep learning. The second contribution of this thesis is a mobile lecturing tool, MOBILect. MOBILect is developed in HTML5 for cross-platform solution across most mobile devices. This tool enables students to use mobile devices to actively interact with lecture vodcasts and with peers using the vodcast. Finally, I use different case studies to evaluate the MOBLEC model to explore the effectiveness of mobile lecturing in enhancing learning in HEIs. The MOBLEC model is proposed to define mobile lecturing: it describes mobile lecturing as a process resulting from the convergence of mobile technologies, learning engagements and learning interactions. The case studies are evaluative, relying on a group of students to evaluate the MOBLEC by accessing MOBILect. Empirical data was acquired through triangulation method involving focus group discussions, open-ended questions and interviews. All the questions were based on the MOBLEC model. The result of the studies provided positive indicators as to the usefulness and effectiveness of mobile lecturing in engaging students to enhance and foster deep learning. Mobile lecturing, through augmenting and accessing lecture vodcasts on students’ mobile devices anywhere and at any time, with an affordance to comment and respond to comments, has potential for empowering students who might be struggling to understand f2f sessions and the aggregated comments become a valuable educational resource. The thesis also outlines areas for future research work.
Yazici, Ceylan. « Evaluation Of A Computerized Language Learning Architecture At University Level : A Case Study ». Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610604/index.pdf.
Texte intégral, previous students&rsquo
, teachers&rsquo
and administrators&rsquo
point of view. The study investigated the reactions towards the two parts of the learning architecture designed to teach English through a blended learning system, focusing on the system&rsquo
s benefits for the students&rsquo
language skills as well as transferable skills such as computer literacy, working collaboratively, and taking responsibility for their own learning. In this case study both qualitative and quantitative data were gathered from four parties: questionnaires from current students, instructors, administrators and faculty students, classroom and language laboratory observation forms, interviews with the current students as well as with faculty students who passed the preparatory school&rsquo
s proficiency exam and were in their freshmen year, studying in their departments. The qualitative data were analyzed using a coding system and quantitative data were analyzed using SPSS and Excel. In general it can be said that there was a positive reaction towards the use of computers in the preparatory program for providing an effective platform for teaching and learning English as well as transferable skills such as computer literacy, taking responsibility for one&rsquo
s own learning and working collaboratively. The materials were found useful and there was a request for similar materials in the other levels of the program. Nevertheless, it was found that students did not really enjoy doing the materials and needed more incentives to complete them. From the instructors&rsquo
and administrators&rsquo
point of view issues of time needed to get familiar with and integrate the materials into the daily teaching, ways of integrating the materials as well as learner and teacher training emerged as a result of the study.
Wilson, Monique. « Level up| A systematic review of the nexus between game-based learning and developmental math education ». Thesis, University of Maryland University College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619513.
Texte intégralDevelopmental math currently poses a hurdle that many community college students are unable to overcome. Eighty percent of developmental math students do not successfully complete any college-level course within three years (Bailey, Jeong, & Cho, as cited by Strother, Van Campen & Grunow, 2013, p. 1). Despite numerous reform attempts, there has been a lack of consistent improvement and a lack of understanding regarding which methods are the most successful and the reasons why. Faculty need a new pedagogy to connect with developmental math students and effectively engage them in order to improve student learning outcomes. Proponents regard game-based learning as a way to leverage the intense engagement of video games in an educational context to increase engagement, increase the amount of time on task, and improve overall student success metrics.
The author has reviewed the studies and the evidence; weighed the value and legitimacy of the studies; synthesized the weight of the evidence of introducing a game-based learning pedagogy, and then examined the potential efficacy of game-based learning in the developmental math environment. The author has created an evidence-based implementation plan to incorporate game-based learning into developmental math education in a way that has the highest potential to improve student learning.
Key words: Game-based learning, gaming, serious games, developmental math, developmental education reform, innovation.
Regjo, Kathryn S. « Program assessment and culture change| Understanding organizational culture change resulting from the development and implementation of student learning outcomes assessment at the program level ». Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635762.
Texte intégralThe following explores the phenomenon of perceived organizational culture change resulting from involvement in the establishment of program-level student learning outcomes assessment at colleges and universities. The goal of the research was to understand what elements of organizational culture may have changed on the part of the faculty and administration during the assessment development and implementation process, and how the combined effects may have shifted elements of organizational culture.
Two primary research questions guided the exploration of perceived organizational culture change. The first question focused on how the process of developing and implementing plans to assess student learning at the program level influences the attitudes, behaviors, values, and practices of faculty. The second question considered ways in which the assessment initiative changed or affected the program's organizational culture.
Critical to answering these research questions for each program studied was an understanding of the assessment development and implementation process. Further, it was important to identify and comprehend those decisions perceived most influential on the organizational culture of the program's faculty and administration.
The review of current knowledge supported and focused on research from the following four areas: 1. a basic history of assessment and the role of accreditation; 2. perceived cultural conflicts associated with assessment; 3. institutional interpretations of assessment; and, 4. research on organizational culture and the change process most relevant to higher education.
The researcher used the qualitative method of case study analysis and focused on efforts at three private liberal arts institutions. Selected from each institution were two programs of study that have successfully established learning goals and methods to measure student learning.
Across the three institutions and six programs studied, common themes and unique features emerged relative to the process of assessment development and the elements indicative of organizational culture change. Further, general assertions emerge concerning how the program's efforts affect attributes of organizational culture.
Both faculty and administrators may benefit from the conclusions of the research. Individuals charged with demonstrating academic integrity as well as those involved in the decision-making process regarding measuring student learning may also find the research valuable.
Holmes, Leonard Michael. « Towards a relational perspective on higher-level learning and skill : graduate employability and managerial competence ». Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10006649/.
Texte intégralMestre, i. Mestre Eva María. « Error in the learning and teaching of english as a second language at higher education level ». Doctoral thesis, Universitat Politècnica de València, 2011. http://hdl.handle.net/10251/11277.
Texte intégralMestre I Mestre, EM. (2011). Error in the learning and teaching of english as a second language at higher education level [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/11277
Palancia
Dalton, Rebecca Marie. « The development of students' mental models of chemical substances and processes at the molecular level / ». View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050721.160759/index.html.
Texte intégral"A thesis submitted in fulfilment of the requirements for the award of the degree Doctor of Philosophy from University of Western Sydney" Bibliography : leaves 483-501.
Livres sur le sujet "Higher level learning"
Miller, Margaret A. Measuring up on college-level learning. San Jose, Calif : National Center for Public Policy and Higher Education, 2005.
Trouver le texte intégralBabcock, Denise. Aim higher ! WASL math level D. Wilmington, MA : Great Source Education Group, 2002.
Trouver le texte intégralBabcock, Denise. Aim higher ! WASL math level D. Wilmington, MA : Great Source Education Group, 2002.
Trouver le texte intégral1944-, Tobin Kenneth George, Kahle Jane Butler et Fraser Barry J, dir. Windows into science classrooms : Problems associated with higher-level cognitive learning. London : Falmer Press, 1990.
Trouver le texte intégralMay, Catherine Harkins. Tales have been told : Activities for higher level syntax. Eau Claire, Wis : Thinking Publications, 1997.
Trouver le texte intégralRodrigues, Edward. From knowledge production to knowledge transmission : Exploring the learning context of sociology at the undergraduate level. Pune : Dept. of Sociology, University of Pune, 2007.
Trouver le texte intégralCallaghan, Patricia. Accessing Third Level education in Ireland : A handbook for students with disabilities and learning difficulties. 2e éd. Dublin : AHEAD, 1998.
Trouver le texte intégralLost for words : Dyslexia at second-level and beyond : a practical guide for parents and teachers. Stillorgan : Tower Press, 1998.
Trouver le texte intégralMike, Thacker, dir. Al tanto ! : A course for A level and AS Spanish. Walton-on-Thames : Nelson, 1991.
Trouver le texte intégralTime to know them : A longitudinal study of writing and learning at the college level. Mahwah, N.J : Lawrence Erlbaum Associates, 1997.
Trouver le texte intégralChapitres de livres sur le sujet "Higher level learning"
Madhukar, B. S. « Managing Quality at Institutional Level ». Dans India Higher Education Report 2017 : Teaching, Learning and Quality in Higher Education, 276–91. 1 Oliver's Yard, 55 City Road London EC1Y 1SP : SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9789353280338.n12.
Texte intégralRumshisky, Anna, et Amber Stubbs. « Machine Learning for Higher-Level Linguistic Tasks ». Dans Handbook of Linguistic Annotation, 333–51. Dordrecht : Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-0881-2_13.
Texte intégralRamesh Kumar, C. « Higher Level Abstraction of Deep Architecture ». Dans Prediction and Analysis for Knowledge Representation and Machine Learning, 143–61. Boca Raton : Chapman and Hall/CRC, 2022. http://dx.doi.org/10.1201/9781003126898-7.
Texte intégralMcCollum, Brett. « Situated Science Learning for Higher Level Learning with Mobile Devices ». Dans Teaching Science Online, 156–67. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003447405-13.
Texte intégralSantos-Hermosa, Gema. « The Role of Institutional Repositories in Higher Education : Purpose and Level of Openness ». Dans Distributed Learning Ecosystems, 47–70. Wiesbaden : Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-38703-7_4.
Texte intégralButorac, Marta zuvic, Nena Roncevic, Damir Nemcanin et Zoran Nebic. « Blended E-Learning in Higher Education : Research on Students' Perspective ». Dans Strategic Human Resource Management at Tertiary Level, 1–30. New York : River Publishers, 2022. http://dx.doi.org/10.1201/9781003357223-1.
Texte intégralSnehi, Neeru. « Teaching-Learning : A Study of Undergraduate Level of Education ». Dans Teaching Learning and New Technologies in Higher Education, 85–99. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4847-5_7.
Texte intégralGibbs, Paul. « Adopting Consumer Time : Potential Issues for Higher Level Work-Based Learning ». Dans Professional and Practice-based Learning, 103–10. Dordrecht : Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3933-0_9.
Texte intégralŠtuikys, Vytautas. « Smart LOs Design : Higher-Level Coding and Testing Aspects ». Dans Smart Learning Objects for Smart Education in Computer Science, 123–40. Cham : Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16913-2_6.
Texte intégralMohamad Noor, Noor Maizura, Rosmayati Mohemad et Faizah Aplop. « Formative Assessment of Cognitive Level in Database Subject Using Problem-Based Learning Approach ». Dans Alternative Assessments in Malaysian Higher Education, 105–15. Singapore : Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7228-6_11.
Texte intégralActes de conférences sur le sujet "Higher level learning"
Wright, Angela Siobhan. « Enquiry Based Learning : A Valuable Mechanism at Level 9 ? » Dans Third International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5066.
Texte intégralFuchs-Kittowski, Frank. « Integration of a MOOC into a traditional third-level e-learning platform ». Dans Third International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5216.
Texte intégralKober, J., et J. Peters. « Learning elementary movements jointly with a higher level task ». Dans 2011 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS 2011). IEEE, 2011. http://dx.doi.org/10.1109/iros.2011.6048507.
Texte intégralKober, Jens, et Jan Peters. « Learning elementary movements jointly with a higher level task ». Dans 2011 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS 2011). IEEE, 2011. http://dx.doi.org/10.1109/iros.2011.6094834.
Texte intégralKławsiuć-Zduńczyk, Anna. « ACTIVE AND EXPERIENTIAL LEARNING AT THE HIGHER EDUCATION LEVEL ». Dans 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2651.
Texte intégralSalmerón-Manzano, Esther, Alfredo Alcayde García, Antonio Jesús Zapata et Francisco Manzano-Agugliaro. « SMARTPHONE CONTRIBUTION IN HIGHER EDUCATION : MEASURING SATISFACTION AND ATTENTION LEVEL ». Dans 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1736.
Texte intégralJosa, Irene, Carles Farré, Immaculada Gálvez, Dídac Ferrer-Balas, Montserrat Vilalta et Lídia Montero. « DEVELOPMENT AND ENHANCEMENT OF INCLUSION SERVICES AT HIGHER EDUCATION LEVEL ». Dans 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1328.
Texte intégralLeow, Zhen Zhen, Jason Chui et Cally Ng. « MOHICANS : Mobile Learning Teaching Model for Next Gen Learners ». Dans Fifth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9193.
Texte intégralBabo, Lurdes, José Azevedo, Cristina Torres et Ana Paula Lopes. « FORMATIVE ASSESSMENT IN HIGHER EDUCATION : DETECTION AND IMPROVEMENT ON LEARNING LEVEL ». Dans International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1187.
Texte intégralMcIntyre, D. G., D. K. Liu, V. L. Lasky et S. J. Murray. « A Remote Water-Level Rig Laboratory for e-Learning ». Dans 2006 7th International Conference on Information Technology Based Higher Education and Training. IEEE, 2006. http://dx.doi.org/10.1109/ithet.2006.339747.
Texte intégralRapports d'organisations sur le sujet "Higher level learning"
Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha et Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], février 2020. http://dx.doi.org/10.31812/123456789/3759.
Texte intégralPritchett, Lant, et Martina Viarengo. Learning Outcomes in Developing Countries : Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), avril 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.
Texte intégralVoloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko et Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3869.
Texte intégralDiahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova et Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], juin 2021. http://dx.doi.org/10.31812/123456789/4448.
Texte intégralProskura, Svitlana L., et Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3892.
Texte intégralSussman, Joshua, Hanna Melnick, Emily Newton, Kerry Kriener-Althen, Karen Draney, Peter Mangione et Perman Gochyyev. How Do California Preschool Quality Ratings Relate to Children's Development ? Learning Policy Institute, juin 2022. http://dx.doi.org/10.54300/422.974.
Texte intégralLevochkina, N. A. Lecture course for distance learning "Museum management" (training course : 43.03.02 "Tourism", 51.03.04 "Museology and protection of objects of cultural and natural heritage", level of higher education - bachelor's degree). Science and Innovation Center Publishing House, novembre 2016. http://dx.doi.org/10.12731/levochkina.01112016.22234.
Texte intégralOsadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys et Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4130.
Texte intégralAraya, Mesele, Caine Rolleston, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh et Tassew Woldehanna. Understanding the Impact of Large-Scale Educational Reform on Students’ Learning Outcomes in Ethiopia : The GEQIP-II Case. Research on Improving Systems of Education (RISE), janvier 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/125.
Texte intégralBano, Masooda, et Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia : Evidence from Two Districts. Research on Improving Systems of Education (RISE), août 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.
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