These stories are also available via e-mail at: unlpr@unlinfo.unl.edu
Contact: John Barbuto Jr.
Agricultural Leadership
(402) 472-8736
By Peggy Strain, University of Nebraska-Lincoln Office of Public Relations
Lincoln (Neb.) - July 1998 - There are sundry less-than- complimentary names for those indolent adolescents who are capable of getting good grades but lack motivation: slackers, loafers, clock-watchers, goof-offs or the undeniably judgmental "deadbeats." They simply shirk their studies. Educators use a kinder label: "social loafers."
They're the kids who do just enough to get by.
But often both parents and teachers can inspire those teenagers to do better by recognizing what motivates that particular child and taking a different approach, according to University of Nebraska-Lincoln educators.
"Why are they slackers? Because school is boring. Schools are not relevant for kids. Kids are unmotivated because they don't see the relevance and they don't do the work," said John Maag, associate professor of special education and communication disorders.
"Classes have to be made 'contextually relevant.' Why put up overhead notes for a 14- or 15-year old if you want to teach math? If I like to play baseball and you teach me how to figure my baseball batting average, math is contextually relevant. Real life isn't sitting in a room taking notes."
"Social loafers don't believe they will be held accountable," said John Barbuto Jr., leadership development specialist in the university's department of agricultural leadership, education and communication.
One important factor that may contribute to the problem is the failure of parents and teachers to understand how differently teenagers are motivated, he said. "We assume that others are motivated the same way that we are. But people are motivated differently."
The different types of student motivations include: … Task pleasure or doing for the intrinsic fun of it. … "What's in it for me?" or the need for tangible rewards. … External recognition and praise by others. … New challenges for the self-motivated who want to prove something to themselves. Internalized goals in which principles guide choices and the student is motivated less by self-interest than a cause.
The last two are rare among adolescents, Barbuto said.
"You are not born a social loafer, but you had no reason not to become one. If suddenly you were held accountable for the work you were doing, it would break you of loafing. If they don't get called on it, there's no reason to change," Barbuto said." "It's a pattern, almost like a habit, not necessarily laziness. Find out what motivates them and you know what buttons to push."
Accountability may come when a teenager is working with a group of students and is "exposed" to the others by not pulling his or her weight and contributing to the project. Sometimes parents simply haven't made their expectations clear and determined benefits or disadvantages for measuring up or falling short, he said.
The beginning of a new school year is an ideal time to incorporate change and help those students disinclined to exert themselves to shrug off slothful ways. Many parents help children succeed by establishing a system of rewards such as a 10 p.m. weekend curfew for C's or 11 or midnight if for all A's. "You get leeway if you have good grades such as getting a phone in your room or having it removed for poor grades or being grounded," Barbuto said.
"Parents have to up the ante," Maag said. That might mean
collaborating with the child to formally draw up a contract. Some
parents decline to do so, deeming this a form of bribery. "But
when the choice is between that and doing poorly or failing, to
me it's a no-brainer."
Contacts: Al Kilgore, Professor
Curriculum & Instruction (402) 472-3390
Birdie Holder, Professor
Adult & Vocational Education (402) 472-5970
By David Fitzgibbon, University of Nebraska-Lincoln Office of Public Relations
Lincoln (Neb) - July 1998 - Students of the '90s are growing up with technology: They use calculators in the classroom and come home to a computer in the kitchen. This trend is changing the way teachers teach and students learn, according to experts at the University of Nebraska-Lincoln.
Such changes have not come at the expense of a fundamental education, said Al Kilgore, a professor of curriculum and instruction. Computers and calculators are valuable teaching tools, but they are only as good as the teacher directing their use, he said.
"Teaching kids to learn to push buttons is no different than having them go to the blackboard and add 2 and 2," Kilgore said. "It's only part of the process; the curriculum is continuous. Technology is nothing more than a tool to enhance the learning process."
Kilgore equates the digital revolution with early predictions that television would replace the teacher's role.
"People thought all we had to do was find our very best teachers, videotape them, show them to all the students and everyone would learn from the very best," he said. "Obviously we still have schools, teachers, classrooms and universities - and television did not take over the medium. It became not an end-all and be-all, but became a tool to use to help us learn more effectively.
"I see the computer chip as another tool similar to that. It helps us learn, but someone is still needed to translate, transfer knowledge and use the information."
Teachers seem to embrace the technology. Professor Birdie Holder, who specializes in instructional technology, visits the state's classrooms and reports widespread computer use starting in kindergarten.
At that level, students learn to manipulate the controls. In higher grades, more elaborate computer projects simply reinforce what students have learned while away from the keyboard.
"By using the computer, you give them a variety of learning activities, which keep them much more interested. Some children learn better by seeing, some learn better by hearing, and some learn better by doing. With the computer you can combine all of those." Holder said.
Computers won't replace the basic knowledge of reading, writing and computing, Holder said. But the machines will help students expand their knowledge beyond the classroom. "The world has moved beyond the textbook and our students are going to function in a world that is different from the one we functioned in."
It's a world where the benefits of technology instruction might trickle down to the homefront. Techno-savvy kids may help their parents ease into the 21st century.
"Parents of kids today didn't grow up with computers. If
they're using them, they learned them on the job or on their
own," Kilgore said. "The kids are going to be so different
because they are being raised with (computers) within their
environment. It's part of what they are and who they are."
Contact: Stephen Russell, Assistant Professor
Family & Consumer Sciences
(402) 472-3098
By Cheryl Alberts, IANR news writer
Lincoln (Neb.) - July 1998 - Special programs now being implemented in some schools are intended to help thwart school violence, said a University of Nebraska-Lincoln adolescent development specialist.
"Child violence does not happen in other places like it does" in the United States, Stephen Russell said, adding that Nebraska may be as at risk as any other state. For example, one study showed youth from Nebraska and Missouri may be more likely to carry guns than youth from many other states.
Youth who commit mass shootings at school typically have a profile, the NU Institute of Agriculture and Natural Resources specialist said. They feel inferior or picked on and carry a grudge. They're able to easily acquire high-powered guns from adults, either willingly or through negligence. In many cases, they are obsessed by violent pop culture.
The warning signs of student violence often are quite obvious, Russell noted. Sometimes students will write about their tendencies for school assignments. In virtually all previous cases of student violence, adults overlooked these signs or didn't take them seriously.
"We often think that children are incapable of these acts," Russell said. "We have to recognize that they can be, and that we cannot wait for someone else - the parents, or the schools, or the church, or whoever - to take the responsibility for getting the child the help he needs."
Some schools nationwide have implemented programs to help avert school violence, which also includes bullying, substance abuse and gang presence. For example, some curriculum programs teach students the difference between "telling" and "tattling." Teachers also teach constructive conflict resolution and positive social skills to resolve bullying matters, as well as self-esteem enhancement to counter gang appeal.
Youth also must realize their own important role.
"Youth create their peer environments and need to understand the responsibility they have to themselves and each other to make those environments safe for everyone," Russell said.
Parents also need to become actively involved in their children's schools to empower youth and themselves, Russell said. According to Project Appleseed, a national non-profit campaign for public school improvement, school violence can be stopped by flooding America's public schools with parent volunteers. More information about that project can be obtained from the World Wide Web at (http://members.aol.com/pledgenow/appleseed/index.html).
Although Nebraska has had at least one school shooting, just 3 percent of high school students say they feel unsafe, according to figures from the Lincoln/Lancaster County Health Department. Seven percent of students feel unsafe in California, the highest rate in the nation.
However, data from the Nebraska Youth Risk Behavior Survey conducted by the Centers for Disease Control and Prevention reported that youth from Nebraska and Missouri are more likely than youth from other states to report having carried a gun. Slightly more than 9 percent of Nebraska youth and 12 percent of Missouri youth report having carried a gun in the last month. The national average is roughly 6 percent.
Russell said the rates are high partly because Nebraska is a rural state and many youths may carry hunting guns. However, many other rural areas have hunting grounds, too, so that doesn't completely account for the high rates in Nebraska, he added.
"I think what all this means is that we should not assume
that youth violence doesn't affect the 'good life' in Nebraska;
it can and sometimes does," Russell said.
30
Contact: Rose Marie Tondl, Assoc. Professor
Textiles, Clothing & Design
(402)472-6318
By Christy Aegerter and Amy Mischo, IANR News Assistants
Lincoln (Neb.) - July 1998 - One person's junk could be another's treasure, and many teens are taking advantage of this. More junior high and high school students are buying their school clothing at thrift stores and vintage shops.
The most common reason is price. Students are able to find the latest in brand name apparel without paying department store prices. Brands such as Tommy Hilfiger, Guess, Liz Claiborne and others can be found in thrift stores for around $3-$5, compared to $20-$80 at department stores.
Rose Marie Tondl, clothing specialist at the University of Nebraska's Institute of Agriculture and Natural Resources, said she encourages parents to shop at thrift stores. As fast as kids wear out and outgrow clothing, it's more economical, she said.
Vintage clothing shops also are popular. Vintage shops are different from thrift stores in that the clothes have been specially selected rather than donated.
"Rather than having a hodgepodge of items, there is a definite order," said Melissa Meares, owner of Rialto Extra in Lincoln. "You're going to find what you want."
She said that she considers clothing vintage if it dates back to the 1970s or before, or if you can tell immediately by looking at it what decade it came from. At vintage clothing stores, students are able to find unique looks that no one else in school can match.
It's fun for both students and parents to shop at vintage shops. As students put together a fun wardrobe, their parents can relive their own high school memories, Meares said.
She added that fashion and music remain closely intertwined. Kids still want to dress like their favorite musicians, and thrift and vintage shops can provide that look.
Most thrift shops stock high quality clothing. Employees said they weed through their clothing donations very carefully, making sure that their merchandise is not stained or torn.
"This is great quality stuff, it wears like trucks and it's
affordable," Meares said.
Contacts: Matt Spilker, Assistant Instructor
Agricultural Economics - (402)472-8602
Anne Byers, Program Coordinator
Center for Rural Community Revitalization - (402)472-1725
By Molly Klocksin, IANR News Writer
Lincoln (Neb.) - July 1998 - Students who don't know how to use computers will lag behind their computer-literate classmates, a University of Nebraska-Lincoln expert says.
Matt Spilker, assistant instructor of agricultural economics in the university's College of Agricultural Sciences and Natural Resources, said it's probably not critical for elementary and high school students to have home computers. But students of all ages should learn at school, libraries or a friend's house how to use word-processing software and log onto the Internet, he said.
"The student who has no experience is getting further behind," Spilker said.
Each year, a fresh crop of students arrives in Spilker's computer classes knowing more than the previous year's group, he said.
"I'm amazed from year to year how much the skill level changes," he said.
Spilker now spends less time teaching students about computer operating systems and concentrates instead on database, spreadsheet, presentation and World Wide Web design software.
The interaction and immediate feedback computers offer represent "a whole new way of learning," Spilker said. "They're actually doing something, rather than just absorbing information."
Increasingly, college students are bringing computers to school because many courses require computerized presentations, Spilker said. Now that less elaborate computers costing $1,000 are on the market, more families may find them affordable, he said.
"For a lot of people, that's still not possible," Spilker said. "They'll still have to rely on schools, libraries, friends, roommates or fraternities and sororities."
Computer literacy in his classes varies from student to student, but not necessarily based on where they're from, Spilker said.
Nationally, a 1995 U.S. Department of Commerce report found computer use was lower in rural areas and inner cities than suburban areas. However, in many respects, rural Nebraskans fare better than their counterparts in other states, said Anne Byers, co-coordinator of the Master Navigator program in NU's Center for Rural Community Revitalization and Development. The center is part of NU's Institute of Agriculture and Natural Resources.
"Nebraska has been recognized as a leader in its telecommunications initiatives," she said.
Some rural Nebraskans still have to dial long-distance to log onto the Internet, but rural residents in the state are increasingly able to get connected locally, Byers said.
All of Nebraska's public schools have Internet access, and
many small town libraries are connected, she said. In addition,
20 NU Cooperative Extension offices around the state serve as
public access sites through NU's Electronically Serving
Nebraskans program.
Contact: Susan Swearer, Asst. Professor
Educational Psychology
(402) 472-1741
By Kim Hachiya, University of Nebraska-Lincoln Public Relations
Lincoln (Neb.) - July 1998 - Schoolyard bullies can be troublesome, not only for their victims but also for the negative status they themselves earn.
Susan Swearer, assistant professor in the educational psychology department's school psychology program at the University of Nebraska-Lincoln, said bullying behavior is defined as "repeated victimization (either verbal or physical aggression) by one's peers who have a power differential of some type." That differential could be in size, age or social status, she said.
Often, she said, bullies are themselves unhappy, insecure children with low self-image. Their inappropriate behavior is a way to ease their anxieties. And, she noted, children whose families settle squabbles with physical force or have aggressive behavior patterns might model that behavior with classmates.
Although most people think of boys as bullies, girls also exhibit this behavior, Swearer said. While boys might be more physically aggressive, the behavior in girls is less overtly aggressive and more subtle - cruel, hurtful comments and ostracizing or shunning behaviors are more common patterns for girls.
"Kids can be really mean and nasty to one another," she said, "especially in terms of finding one trait and picking on it. It's important for girls to belong to a group. Ostracizing is a particularly effective way for girls to bully others."
Swearer said an experiment in Norway helped cut bullying in half in one school. The program targeted students, parents and teachers in an all-out effort to educate, protect, support and change behavior. The schoolwide response, she said, was key to the reduction.
Schools with firm policies against bullies probably have more success in stopping the problem before it escalates into something rougher, Swearer said. Many schools have boosted their attempts to get a handle on schoolyard violence and confrontation in light of recent incidents.
Parents whose children are victims have several options, Swearer said. Guidelines established by the National Association of School Psychologists suggest contacting the school to enlist the help of teachers. Teach your children that walking away from a confrontation is a strength, not a weakness, she said. Praise rather than criticize a child who avoids a fight. Make sure your child isn't egging on the bullying behavior and fueling the fire.
Explain that the bully is the child who has the problem, Swearer said.
Children also should learn verbal assertiveness skills. Teach them non-aggressive ways to avert the behaviors. "I don't like what you are doing. Please stop," is language a child can use, Swearer said. Often bullies succeed because no one challenges them. The bully may back off if he or she senses the victim is not going respond as the bully wants them to.
Parents also can practice "fogging" responses, she said. For example, if a bully says "you're a four-eyes" to a child with glasses, the child could respond "thanks, I take that as a compliment." This unexpected response injects some humor into the situation and also catches the bully off guard. If the bully doesn't get the expected "rise" out of his or her victim, the game is no longer being played.
Parents who learn that their children are the bullies need to examine their family patterns to see whether they are exhibiting this behavior as normal. Teaching ways to express anger and hostility in more appropriate ways is important, Swearer said. Parents should try to help a child who is insecure or carries a poor self-image to feel better about himself or herself but not at the expense of others' feelings.
Parents need to be aware of what their children are doing
and get involved in their education, Swearer said. "By the time
parents get a call to say their kids are bullies, the problem has
gotten bigger than prevention."
Contact: Catherine Mallett
School of Music
(402) 472-9349
By Amy Cyphers, University of Nebraska-Lincoln Office of Public Relations
Lincoln (Neb.) - July 1998 - The new school year often marks a youngster's initiation into the musical realm with opportunities to join the band or take classroom lessons. Choosing the right instrument for a budding melody maker is an important decision that can influence a child's lifelong appreciation of music, according to an expert at the University of Nebraska-Lincoln.
Catherine Mallett, an instructor of music education at the university's School of Music, said children should be exposed to ample musical experiences before they even start school. Research shows that exposure to music develops not just a child's musicianship, but his or her spatial relations abilities, which help with higher level math skills.
Creating a rich musical environment in the home is as simple as listening to lots of music, singing with a child or keeping instruments around, she said. For more structured musical exposure, look for musical programming at a child's day care center or enroll your child in a kindermusic class.
"At a young age, the emphasis is on providing lots of musical experiences and music being very playful," Mallett said. Structure isn't as important as providing a variety of musical experiences early on in a child's development.
"The earlier we start (with music exposure), the more potential we have for developing their musical abilities," she said. "We're not talking about everybody growing up and performing in Carnegie Hall, but having the ability to perform music that they appreciate and enjoy doing throughout their lives."
Learning the piano before any other instrument also contributes to musical development. Regardless of the instrument they play, musicians with a strong piano background seem to succeed earlier and go further in their careers, Mallett said.
Most schools don't begin teaching string, wind, brass and percussion instruments until fourth or fifth grade, she said, so piano is a good precursor that lays down fundamentals, such as musical pitch. "(Piano) is good at developing basic musicianship skills that then are easier to learn and apply to any instrument later on."
When a child is ready to begin formal instruction beyond the keyboard, Mallett said parents should consider several factors to select an instrument the child will enjoy playing and strive to learn. First, she said, evaluate the child's current musical inclination.
"Assess where a child is in terms of musical development - not to limit the child, not to say you should do this and not that, but to help direct them in an area of strength so that they don't get frustrated," she said.
For example, taking up the trombone is a bad match for a child who can't discern pitches, because the instrument requires "pretty good ears," she said. The child might find it too much of a struggle and quit music altogether.
It's also important to determine a child's preference for sounds. Some children prefer a woodwind sound to brass or strings to woodwind, she said. Choose an instrument accordingly.
A child's physical attributes play an important role in choosing an instrument. Large, strong hands benefit a cellist, for example. Emphasize the positive, Mallett said. Rather than saying a particular instrument if off-limits because of a child's attributes, tell the child "because you are this way, you are going to do really well on this (other) instrument."
Once an instrument is chosen and the lessons have begun,
Mallett said parents should encourage the child to practice as
part of a daily routine, reward consistency and express interest
in the child's musical progress.
Contact: Steve Taylor, Professor
Food Science & Technology
(402) 472-2833
By Molly Klocksin, IANR News Writer
Lincoln (Neb.) - July 1998 - Every fall, many college-bound students tote mini-refrigerators and microwave ovens to dormland. Those with life-threatening allergies accustomed to Mom or Dad stocking the fridge and shelves at home may be courting disaster.
Many severe food allergy reactions occur among students choosing food on their own for the first time, said Steve Taylor, professor and head of the department of food science and technology at the University of Nebraska-Lincoln. That's why he advocates teaching children at a young age what's safe to eat - and what's not.
"If you impress the seriousness of allergies upon your children early in life, it carries over," he said.
Some parents become overprotective, inadvertently exposing their children to greater risk when the kids leave the family nest, said Taylor, who's a nationally known food allergy expert.
"The allergic kid needs to live in the mainstream of society," he said.
About 5 percent of young children and 1 percent to 2 percent of adults have food allergies, which can be deadly to a small percentage of those individuals, Taylor said. Common allergenic foods include eggs, soybeans, shrimp or crustaceans, milk, peanuts, tree nuts and wheat.
As early as elementary school, kids can learn to pack appropriate school lunches or snacks and read food product labels, Taylor said.
The riskiest time for kids with food allergies is their teens, when they frequently snack with non-allergic peers, Taylor said. About 80 percent of deaths from food allergies occur among teen-agers.
People with allergies can reduce the risk of a severe reaction by avoiding certain foods. Taylor recommends people with the following allergies avoid these foods:
- Peanut: chocolate, ice cream and Asian food.
- Milk: milk, cheese, whey and casein, a milk component.
- Soybean: soy-based burgers or sausage.
- Wheat: wheat-based beers.
- Barley: all beers.
Fortunately, the risk of cross-contamination may be a smaller factor soon, Taylor said. The problem occurs when allergenic food residue gets into another food processed on shared equipment. For example, sorbet might become contaminated by a previous run of ice cream.
Although processors clean equipment to prevent cross- contamination, they have lacked a thorough way to detect minute amounts of residue. That's why Taylor's NU Institute of Agriculture and Natural Resources food science team works with industry to prevent processed foods from containing allergens.
In 1995, they created NU's Food Allergy Research and Resource Program to strengthen ties to industry, reduce duplication and use research capabilities more efficiently. Fees from 17 food companies help support the team's research.
IANR's food allergy team developed new, highly accurate tests to detect traces of peanuts, egg and casein. Tests for soybeans, whey and tree nuts are in the works.
A private company will commercialize and sell the tests to industry under a licensing agreement with NU. The peanut test became available this June, Taylor said. Egg and casein tests could be commercialized in 1999.
Taylor is on the board of the Food Allergy Network, a non-
profit educational organization. Parents seeking more specific
information about food allergies may call the network at (703)
691-3179 or check its World Wide Web site at
(http://www.foodallergy.org).
Contact: Marian Langan, Education Coordinator
NU State Museum
(402) 472-6972
By Tom Simons, University of Nebraska-Lincoln Public Relations
Lincoln (Neb.) - July 1998 - Want to know how many bird species have been identified in your county, or how the Trenton stegomastodon was discovered in 1996, or how paleontologists preserve fossils?
All that and much more information on Nebraska's natural history is available to students and teachers on the University of Nebraska State Museum's World Wide Web site, (http://www- museum.unl.edu/).
"Students and teachers can click on any of the specific research pages, such as vertebrate paleontology, and they'll find copies of the Museum Notes," said Marian Langan, the NU State Museum's education coordinator.
"There are copies of notes that pertain to the Ashfall fossil beds in northeast Nebraska, for example. What they'll probably be most interested in is how the fossils were discovered, but there's also information in there about how scientists preserve fossils once they're collected."
The museum and its Web site are concerned with more than just fossils, though. Besides vertebrate and invertebrate paleontology, pages for the divisions of anthropology, botany, entomology, parasitology and zoology provide a rich source of information about existing species.
"A feature that would probably be great for a classroom project is that zoology has put together a searchable database listing their specimens," Langan said. "You can click on 'birds,' for example, and then you can search by county to see what species are found there and what year an individual species was collected in that county. The information is pretty general, but a student or teacher can always contact the museum if they want more information."
The Web site also has information about NU State Museum programs such as Wonder Wise, Museum Kids, gallery programs, Mueller Planetarium and rental information.
In addition to providing the public with a link to the museum's resources and faculty, the museum's Web site also is a gateway to other research institutions.
"Once you click into the research programs, the divisions
have also put in some their favorite links, and some of them are
just fun," Langan said.
Contacts: Janet Fox, Extension Youth Specialist
NU 4-H (402) 472-3674
Roy Frederick, Professor
Agricultural Economics (402) 472-6225
By Molly Klocksin, IANR News Writer
Lincoln (Neb.) - July 1998 - Nebraskans' pride in their schools runs deep. A coveted football uniform number often is handed down from grandfather to son to grandson.
School mergers threaten such traditions, said Janet Fox, University of Nebraska 4-H youth development specialist.
This year, 40 Nebraska school districts merged with others. Four new K-12 school districts will open doors this fall, including the Heartland Public Schools, the new name for the merged Bradshaw and Henderson Public Schools.
These changes will reduce the number of state school districts to 604, Nebraska Department of Education figures show.
Roy Frederick, an NU public policy specialist in the Institute of Agriculture and Natural Resources, attributes the mergers to school districts preparing for levy lids and spending limits they will face next fall.
Although the community losing its school suffers a genuine loss, accepting change as inevitable will help children, parents and townsfolk in the long run, Fox said.
"Managing change is a life skill," she said. "They should view this as an opportunity for learning about change."
To ease the transition, Fox encourages parents to talk with children about what their old school meant to them. For many kids, the closing school may be the source of all their school memories. Children of all ages like to feel they belong. By high school they identify strongly with their school, its sports and academic teams, she said.
"Help children celebrate the past," Fox said. For example, take photos or videos of their longtime school friends and teachers, throw a farewell party, or assemble a scrapbook of poems, art and favorite school memories.
Also, discuss their fears and expectations about attending a merged school, she suggested. They're likely to be concerned about keeping old friends and making new ones.
Parents can ease some fears by encouraging their children to join in activities beyond their old school's boundaries, such as 4-H, scouts or religious groups. This will teach them they can make friends anywhere, Fox said.
She also suggests touring the merged school. Showing kids their new "home away from home" will make the change seem less scary, especially for younger children, Fox said. Older kids may begin to see some academic and social benefits of attending a school with a broader range of classes and classmates.
Many parents say they want their children to attend a smaller school so their kids can play bigger roles in activities, Fox said. Ironically, small-school 4-H participants have identified multiple school leadership roles as stressful.
"Kids from small schools tell me that they're so stressed out because they're expected to be in everything," she said.
When bitter rivals merge, "it's probably unrealistic to say that the rivalry will go away," Fox said. "But with kids, the more they get to know people, the barriers are broken down little by little."
School districts can lessen the trauma for children and parents by fashioning a new identity for the merged school and setting the stage for further cooperation, she said.
For example, rivals Adams and Filley merged and created the Daniel Freeman Public Schools, said Michelle Gage, a school organizational services specialist for the state Education Department. The merged school has a new mascot, the Freeman Falcons.
"School districts that are choosing new names and mascots
are ahead of the game," Fox said.
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