1. Bogus Critical Thinking Teaching Strategies here. I only want to give some examples of strategies which many teachersand schools mistakenly believe teach critical thinking. http://www.garlikov.com/teaching/bogus.htm

Bogus "Critical Thinking" Teaching Strategies Rick Garlikov There are numerous packaged materials, apart from challenging and informative books, for supposedly teaching "critical thinking" and I am suspicious of most of them because, normally, teaching critical thinking involves thinking along with the students in some way that analyzes and responds reasonably, and when necessary, challengingly, to what they say. And though it is possible to anticipate what students might say, and have some sort of program that responds appropriately when they select certain answers, it is highly unlikely such programs are available, as I am writing this in 2002, that serve well enough to do that properly. Similarly, there are various "teaching strategies" available that are supposed to teach "critical thinking." I want to discuss here three of the sorts of strategies I have seen in middle schools which are often considered to be examples of teaching critical thinking, but which I believe have nothing to do with it. I have numerous articles at my web site , about teaching for understanding and about fostering better thinking, and I will not repeat that material here. I only want to give some examples of strategies which many teachers and schools mistakenly believe teach critical thinking.

2. Coaching Winners: How To Teach Critical Thinking Icon. Coaching Winners How to teach critical thinking. Contributed thinking) Coaching Winners How to teach critical thinking. There http://www.kcmetro.cc.mo.us/longview/ctac/winners.htm

Critical Thinking Across the Curriculum Project Coaching Winners: How to Teach Critical Thinking Contributed by Bonnie Weaver Duldt, Ph.D., R.N. Front Royal, Virginia (Author of SmartPrim - software for teaching Critical Thinking ) Coaching Winners: How to Teach Critical Thinking There is a new twist to the ageless issue of who is to teach what when how, to whom , and with what effect . The new twist is critical thinking. We, the faculty (who), are to teach critical thinking (what) throughout the curriculum (when), somehow (how) to all health care professional students (to whom) so that the new practitioners will be able to function effectively and creatively (with what effect) in the changing arena of health care after the year 2000. Somehow or other, in a manner and by a method not stated, known, or clearly understood, we, the faculty, are to do this. As faculty, we are the very ones, to a significant degree, who are alumni of an educational system which historically has omitted the very thing we are now to teach. In fact, there is some research which shows that the critical thinking ability of the faculty was not significantly higher than that of their sophomore nursing students if age is statistically controlled as a factor. Fortunately, most teachers are "renaissance" people who are talented in researching, learning, reviving, and adapting information to meet contemporary needs. We can do this. Somehow. The purpose of this paper is to propose a plan of action for meeting this new challenge. I am not suggesting it is

3. Walker TRC-Critical Thinking What is critical thinking? Characteristics of critical thinking; Why teachcritical thinking? *Top of Page**. Why teach critical thinking? http://www.utc.edu/Teaching-Resource-Center/critical.html

Critical Thinking What is Critical Thinking? Characteristics of Critical Thinking Why Teach Critical Thinking? Teaching Strategies to Help Promote Critical Thinking Skills ... On the Internet What is Critical Thinking? When examining the vast literature on critical thinking, various definitions of critical thinking emerge. Here are some samples: "Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action" ( Scriven, 1996 "Most formal definitions characterize critical thinking as the intentional application of rational, higher order thinking skills, such as analysis, synthesis, problem recognition and problem solving, inference, and evaluation" ( Angelo, 1995, p. 6 "Critical thinking is thinking that assesses itself" ( Center for Critical Thinking, 1996b "Critical thinking is the ability to think about one's thinking in such a way as 1. To recognize its strengths and weaknesses and, as a result, 2. To recast the thinking in improved form" ( Center for Critical Thinking, 1996c

4. ED326304 1990-00-00 How Can We Teach Critical Thinking? ERIC Digest. critical thinking worksheets for teachers. Used in engaging students in the advanced levels of thinking. Countries. critical thinking. Early Childhood. Gold Members ©2002 teachnology, Inc. All rights reserved. teachnology - The Art and Science of teaching with Technology is a http://www.ed.gov/databases/ERIC_Digests/ed326304.html

ERIC Identifier: Publication Date: Author: Carr, Kathryn S. Source: ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL. How Can We Teach Critical Thinking? ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC The need to teach higher order thinking skills is not a recent one. Education pundits have called for renewed interest in problem solving for years. As far back as 1967, Raths, Jonas, Rothstein and Wassermann (1967) decried the lack of emphasis on thinking in the schools. They noted that "...memorization, drill, homework, the three Rs [and the] quiet classroom" were rewarded, while "...inquiry, reflection [and] the consideration of alternatives [were] frowned upon." That students are lagging in problem-solving and thinking skills is apparent at all levels of education. However, critical thinking courses and texts, in particular, may result in fragmentation of thinking skills. Thinking cannot be divorced from content; in fact, thinking is a way of learning content (Raths and others, 1967). In every course, and especially in content subjects, students should be taught to think logically, analyze and compare, question and evaluate. Skills taught in isolation do little more than prepare students for tests of isolated skills (Spache and Spache, 1986). The same criticism may be made with regard to commercial thinking skills materials. However, when such materials are integrated with content, they may become effective tools for attacking real issues.

5. Great Circle Learning Custom and offthe-shelf corporate education and training programs that teach the applications of critical thinking http://www.gclearning.com/gclweb/index.asp

Effective critical thinking training products and services that help business professionals to: apply critical thinking to complex business challenges improve productivity build business acumen DEVELOPERS OF TRAINING PROGRAMS:  Find out about LeaderGuide Pro™ Creating Training Materials Just Got FASTER!!! LeaderGuide Pro™ , a critical thinking-based software template and productivity tool.  It helps you think through, organize and build consistent, easy-to- use leader guides and participant workbooks in half the time! Guide to Mentoring a self-study text that provides business professionals and their managers with a framework for creating and sustaining successful and rewarding mentoring partnerships, whether they are new to mentoring or already an experienced mentor.  Order your copy today.  $40 each. Still trying to make up your mind about mentoring in your organization?  Read our white paper on Mentoring in the Workplace Run our Critical Thinking Training Programs at Your Location NEW!!!

6. ERIC/EECE. Publications. Digests. How Can We Teach Critical Thinking? How Can We teach critical thinking? Kathryn S. Carr The need to teach higher order thinking skills is not a recent one. Education pundits have called for renewed interest in problem solving for years. http://ericps.ed.uiuc.edu/eece/pubs/digests/1990/carr90.html

ERIC/EECE Publications Digests How Can We Teach Critical Thinking? Kathryn S. Carr EDO-PS-90-7 The need to teach higher order thinking skills is not a recent one. Education pundits have called for renewed interest in problem solving for years. As far back as 1967, Raths, Jonas, Rothstein and Wassermann (1967) decried the lack of emphasis on thinking in the schools. They noted that "...memorization, drill, homework, the three Rs [and the] quiet classroom" were rewarded, while "...inquiry, reflection [and] the consideration of alternatives [were] frowned upon." Implications for Teaching At each educational level, thinking must be practiced in each content field. This means hard work for the teacher. It's much easier to teach students to memorize facts and then assess them with multiple-choice tests. In a course that emphasizes thinking, objectives must include application and analysis, divergent thinking, and opportunities to organize ideas and support value judgments. When more teachers recognize that the facts they teach today will be replaced by the discoveries of tomorrow, the content-versus-process controversy may be resolved (Gallagher, 1975). As McMillen (1986) noted, "It really boils down to whether teachers are creating an environment that stimulates critical inquiry."

7. The Magical Media Tour A San Francisco school bus hits the road to teach kids critical thinking skills and improve their understanding of new media. Katie Dean reports from San Francisco. Wired News http://www.wired.com/news/news/story/21316.html

8. Critical Thinking Seminar Program How could you teach this process? If we are to integrate critical thinking into ourclasses, some standard terminology is essential to prevent confusion among http://www.kcmetro.cc.mo.us/longview/ctac/seminarinfo/seminar.htm

Critical Thinking Across the Curriculum Project Interested in getting started in integrating Critical Thinking Across your Curriculum? Trying to get your faculty colleagues interested in Critical Thinking for their courses? We can help. Our cadre of presenters (all of them teaching faculty) are here to assist you in getting a Critical Thinking Project started on your campus. Our approach involves discussion and activities designed to address four essential tasks. The seminar is designed to devote one session to each of the tasks so that faculty will, at the end of the seminar, have concrete ideas as to how they can integrate Critical Thinking into their courses. Part of the frustration which arises when faculty meet to discuss Critical Thinking is the seeming lack of agreement as to what skills should be included in a definition of Critical Thinking, as well as problems with assessing students' ability to think critically. We believe this is because Critical Thinking involves the identification of successful patterns of thought so that they can be expressed in a somewhat formal manner. This will facilitate the application of the generalized forms to individual disciplines. With this in mind, we have designed the following seminar schedule: Session 1. Identify what counts as "success" in a particular discipline:

9. ERIC/EECE. Publications. Digests. How Can We Teach Critical Thinking? How Can We teach critical thinking? For More Information. Carr, Kathryn S. HowCan We teach critical thinking? Childhood Education (Winter, 1988) 6973. http://ericps.crc.uiuc.edu/eece/pubs/digests/1990/carr90.html

ERIC/EECE Publications Digests How Can We Teach Critical Thinking? Kathryn S. Carr EDO-PS-90-7 The need to teach higher order thinking skills is not a recent one. Education pundits have called for renewed interest in problem solving for years. As far back as 1967, Raths, Jonas, Rothstein and Wassermann (1967) decried the lack of emphasis on thinking in the schools. They noted that "...memorization, drill, homework, the three Rs [and the] quiet classroom" were rewarded, while "...inquiry, reflection [and] the consideration of alternatives [were] frowned upon." Implications for Teaching At each educational level, thinking must be practiced in each content field. This means hard work for the teacher. It's much easier to teach students to memorize facts and then assess them with multiple-choice tests. In a course that emphasizes thinking, objectives must include application and analysis, divergent thinking, and opportunities to organize ideas and support value judgments. When more teachers recognize that the facts they teach today will be replaced by the discoveries of tomorrow, the content-versus-process controversy may be resolved (Gallagher, 1975). As McMillen (1986) noted, "It really boils down to whether teachers are creating an environment that stimulates critical inquiry."

10. Critical Thinking Resources - Longview Community College Sites on critical thinking. critical thinking is Practical strategies for critical thinking. critical thinking by Design- A useful Inc. All rights reserved. teach-nology - The Art and Science of teaching http://www.kcmetro.cc.mo.us/longview/ctac/toc.htm

Critical Thinking Across the Curriculum Project Are you thinking yet? Resources in Critical Thinking: Major Change to these links: On 10/24/01, the Core resources file was broken up into smaller files instead of being contained in two huge files. With this change, individual topics can be printed out from the web and used as class handouts without having to download the entire file. In addition, links to the individual sections/topics can be established without giving students access to too much information at once. If you prefer to use the old files, your links will not need to be changed, as I retained the original file as is under the same name: corenotes.htm The following resources in Critical Thinking are divided between the core resources and discipline-specific resources. Within these divisions they are further divided between internal resources (that our contributors have developed) and external resources (located elswhere on the Internet). Core Resources on this server Core resources on other servers Discipline Specific Resources Software Reviews (1) Internal Core resources - Introductory level resources for any discipline stored on this server.

11. Free Critical Thinking Worksheets Home Free Worksheets critical thinking Worksheets Good creative thinking exercises. teachnology- The Art and Science of teaching with Technology is a http://www.teach-nology.com/worksheets/critical_thinking/

Best Sites Downloads eReports Free Sites ... Professional Development Enter your email address for FREE weekly teaching tips! Worksheet Categories: Countries Critical Thinking Early Childhood ... Critical Thinking Worksheets Types Of Worksheets Description Of Worksheets Go To Worksheets Brain Teasers A great way to stimulate thinking. Don't worry, they come complete with answer keys. Click Here Compare and Contrast Students examine differences and similarities in a variety situations. Click Here Fact And Opinion Students determine the validity of a body of work. Click Here How Many Are There? Fun activities for examining patterns. Click Here Logic Puzzle Each scenario is thought provoking. Lots of brain power needed here. Click Here Making Predictions A good warm-up for inferences.

12. Educational Literature On Critical Thinking Skills Document; Higher Order thinking Skills in Vocational Education ERICDocument; How Can We teach critical thinking?- ERIC Document; http://www.teach-nology.com/litined/critical_thinking/

Best Sites Downloads eReports Free Sites ... Professional Development Enter your email address for FREE weekly teaching tips! Home Literature in Education Critical Thinking Skills Critical Thinking: Promoting It in the Classroom - ERIC Document Critical Thinking in College English Studies - ERIC Document Critical Thinking in Community Colleges - ERIC Document Critical Thinking in the Social Studies - ERIC Document Critical Thinking Skills and Teacher Education - ERIC Document Enhancing Student Thinking through Collaborative Learning - ERIC Document Higher Order Thinking Skills in Vocational Education - ERIC Document How Can We Teach Critical Thinking? - ERIC Document Strategies for Teaching Critical Thinking - ERIC Document Teaching Critical Thinking through Environmental Education - ERIC Document Participate in the discussions on our message board Teaching K-6 Teaching Middle Level Teaching High School ... Get Worksheets.com

13. How Can We Teach Critical Thinking? ERIC Digest., Carr, Kathryn S. How Can We teach critical thinking? FOR MORE INFORMATION Carr, Kathryn S. How CanWe teach critical thinking? Childhood Education (Winter, 1988) 6973. http://ericae.net/edo/ed326304.htm

From the ERIC database How Can We Teach Critical Thinking? ERIC Digest. Carr, Kathryn S. The need to teach higher order thinking skills is not a recent one. Education pundits have called for renewed interest in problem solving for years. As far back as 1967, Raths, Jonas, Rothstein and Wassermann (1967) decried the lack of emphasis on thinking in the schools. They noted that "...memorization, drill, homework, the three Rs and the quiet classroom" were rewarded, while "...inquiry, reflection and the consideration of alternatives were frowned upon." That students are lagging in problem-solving and thinking skills is apparent at all levels of education. However, critical thinking courses and texts, in particular, may result in fragmentation of thinking skills. Thinking cannot be divorced from content; in fact, thinking is a way of learning content (Raths and others, 1967). In every course, and especially in content subjects, students should be taught to think logically, analyze and compare, question and evaluate. Skills taught in isolation do little more than prepare students for tests of isolated skills (Spache and Spache, 1986). The same criticism may be made with regard to commercial thinking skills materials. However, when such materials are integrated with content, they may become effective tools for attacking real issues. IMPLICATIONS FOR TEACHING At each educational level, thinking must be practiced in each content field. This means hard work for the teacher. It's much easier to teach students to memorize facts and then assess them with multiple-choice tests. In a course that emphasizes thinking, objectives must include application and analysis, divergent thinking, and opportunities to organize ideas and support value judgments. When more teachers recognize that the facts they teach today will be replaced by the discoveries of tomorrow, the content- versus-process controversy may be resolved (Gallagher, 1975). As McMillen (1986) noted, "It really boils down to whether teachers are creating an environment that stimulates critical inquiry."

14. QUESTION/PROBLEM Critical Thinking Skills - Definitions And Halonen, Jane S. teaching of Psychology, v22 n1 p7581 Feb 1995 Theme issue topic Psychologists teach critical thinking. ISSN 0098-6283 Document Type http://ericae.net/faqs/crit_tnk.htm

QUESTION/PROBLEM: Critical Thinking Skills - Definitions and Assessment last updated September 8, 1997 Example queries: How do I incorporate the development of critical thinking skills into the curriculum? What assessments are available for measuring students' critical thinking skills? Table of Contents Commentary Internet Resources ERIC Digests Strategies for Teaching Critical Thinking How Can We Teach Critical Thinking? Critical Thinking: Promoting It in the Classroom National Research Center on Student Learning ... Instructions for ERIC Documents Access COMMENTARY The convergence of the movements towards more rigorous educational standards and authentic, performance based assessment has elicited a simultaneous focus on the development and assessment of critical (or, higher order) thinking skills. One definition of critical thinking developed by the Kellogg Center for Adult Learning Research (Montana State University) is: "a parallel process by which individuals analyze given information in a contextually specific situation and create new ideas, concepts, or constructs based on their analysis." Alternate definitions abound, however, and are covered in the ERIC documents that are cited below. Two of the most important issues pertaining to the promotion of critical thinking skills in the classroom are: 1) changes in teachers' classroom management techniques, and 2) assessments that go beyond the measurement of mere recall. Therefore, the appended citations reflect: 1) both interdisciplinary and subject-specific approaches to the incorporation of critical thinking skills into elementary, secondary, and postsecondary curricula, and 2) the assessment of critical thinking skills by both standardized and non-standardized measures.

15. Critical Thinking Bookstore-www.criticalthinking.org Code300S (301V309V) Title How to teach Video Series Author Richard W. Paul PublisherFoundation for critical thinking Number of tapes in series 9 tapes http://www.criticalthinking.org/bookstore/videocatalog.html

Video Index Video Order Form Preview Policy Return Policy ... University Directory Video Catalog Please see below our complete selection of 31 videos for sale through the Foundation for Critical Thinking Bookstore. Prices (which are all shown in US dollars) and availabilty subject to change. How to Teach Video Series Code: Title: How to Teach Video Series Author: Richard W. Paul Publisher: Foundation for Critical Thinking Number of tapes in series: 9 tapes Length of each tape: about 1 hour Format: VHS only A Critical Thinking Approach to Teaching and Learning. All subjects have a logic to them. Each is a system of meanings that enables us to reason effectively. Yet, most students try to learn not by reason, but by rote memorization. They blindly memorize someone else’s answers. Even when they do well on tests, it isn’t because they truly understand. True understanding requires disciplined reasoning. The How to Teach Series offers a penetrating, in-depth look at ways to cultivate intellectually powerful minds. This series of nine one-hour videos, featuring Dr. Richard Paul, focuses on how to break out of the didactic mode, taking viewers on a journey into a new paradigm for instruction that explicitly fosters reasoned learning; learning that accesses the inner logic of all substantive inquiry. Whatever your subject, the How to Teach Series is an essential guide to help you put reason, accountability, and power back into teaching and learning.

16. The How To Teach Series A Critical Thinking Approach To Teaching The How To teach Series A critical thinking Approach to teaching and Learning.Home Bookstore Order Form All subjects have a logic to them. http://www.criticalthinking.org/k12/k12Bookstore/howto.nclk

The How To Teach Series: A Critical Thinking Approach to Teaching and Learning Home Bookstore Order Form All subjects have a logic to them. Each is a system of meanings that enable us to reason effectively. Yet, most students try to learn not by reason, by rote memorization. They blindly memorize someone else's answers. Even when they do well on tests, it often isn't because they truly understand. True understanding requires disciplined reasoning. The How To Teach Series offers a penetrating, in-depth look at ways to cultivate intellectually powerful minds. This series of nine one-hour videos, featuring Dr. Richard Paul, focuses on how to break out of the didactic mode, taking viewers on a journey into a new paradigm for instruction that explicitly fosters reasoned learning, learning that accesses the inner logic of all substantive inquiry. Whatever your subject, the How To Teach Series is an essential guide to help you put reason, accountability and power back into teaching and learning. Entire Series of 9 Tapes: $295 (#301) Teach Students to Assess Logic of Things: $49.95

17. ED326304 90 How Can We Teach Critical Thinking How Can We teach critical thinking? Kathryn S. Carr. Source Carr,K. (1990). How can we teach critical thinking? Urbana, IL. ERIC http://chiron.valdosta.edu/whuitt/files/critthnk.html

How Can We Teach Critical Thinking? Kathryn S. Carr Source: Carr, K. (1990). How can we teach critical thinking ? Urbana, IL. ERIC Clearinghouse on Elementary and Early Childhood Education. [ED326304] Return to: Readings in Educational Psychology Educational Psychology Interactive The need to teach higher order thinking skills is not a recent one. Education pundits have called for renewed interest in problem solving for years. As far back as 1967, Raths, Jonas, Rothstein and Wassermann (1967) decried the lack of emphasis on thinking in the schools. They noted that "...memorization, drill, homework, the three Rs and the quiet classroom" were rewarded, while "...inquiry, reflection and the consideration of alternatives were frowned upon." That students are lagging in problem-solving and thinking skills is apparent at all levels of education. However, critical thinking courses and texts, in particular, may result in fragmentation of thinking skills. Thinking cannot be divorced from content; in fact, thinking is a way of learning content (Raths and others, 1967). In

18. Educational Psychology Interactive: Critical Thinking We have learned that while it is possible to teach critical thinking and its componentsas separate skills, they are developed and used best when learned in http://chiron.valdosta.edu/whuitt/col/cogsys/critthnk.html

Critical Thinking Developed by: W. Huitt Developed: March, 1994; Last revised: May, 1998 Overview of the Cognitive System Bill Huitt's Home Page Critical thinking is an important issue in education today The movement to the information age The purpose of this brief overview is to review what we know about critical thinking, how it might be differentiated from creative thinking, and to suggest future research and implementation activities Definition has changed over the past decade The definition of critical thinking has changed somewhat over the past decade. Originally the dominion of cognitive psychologists and philosophers, behaviorally-oriented psychologists and content specialists have recently joined the discussion. The following are some examples of attempts to define critical thinking: ...the ability to analyze facts, generate and organize ideas, defend opinions, make comparisons, draw inferences, evaluate arguments and solve problems (Chance,1986, p. 6); ...a way of reasoning that demands adequate support for one's beliefs and an unwillingness to be persuaded unless support is forthcoming (Tama, 1989, p. 64); ...involving analytical thinking for the purpose of evaluating what is read (Hickey, 1990, p. 175);

19. A ToolBook Application: Using Computer Puzzles To Teach Critical-Thinking Skills A ToolBook Application Using Computer Puzzles To teach criticalthinking Skills.KEYWORDS critical-thinking, Computer Puzzles, teaching Strategies. http://www.ach.org/ACH_Posters/toolbook/

A ToolBook Application: Using Computer Puzzles To Teach Critical-Thinking Skills KEYWORDS: Critical-thinking, Computer Puzzles, Teaching Strategies Dr. Alfred Benney Fairfield University North Benson Road Fairfield, CT U.S.A. 06430-7524 Email: Benney@FAIR1.Fairfield.edu Fax: 203-254-4105 Voice: 203-254-4000 x2398 The Problem Students come to American Universities with critical skills that are inadequate for college-level scholarship. It is essential not only for their studies, but for their lives and careers that they learn to do analysis to get a clear understanding of the data before they begin to form their opinions about it. In the preface to their book, Asking the Right Questions, Neil Browne and Stuart Keeley make the following observation: . . . we were dismayed at the degree to which students and acquaintances showed an increasing dependence on "experts" textbook writers, teachers, lawyers, politicians, journalists, and TV commentators. As the complexity of the world seems to grow at an accelerating rate, there is a greater tendency to become passive absorbers of information, uncritically accepting what is seen and heard. Humanities courses have a distinct advantage in providing an educational environment for teaching analysis or some form of critical thinking. The subject is fuzzy and represents the way most humans interact with their world and with one another. Because of this, analytic skills learned in this environment have applications in a variety of people-oriented careers such as teaching, politics, business, mediation/negotiation, criminal law, etc., as well as the obvious uses for personal relationships and communication.

20. How To Teach For Critical Thinking HOW TO teach FOR critical thinking PAUL, Richard. How to teach forcritical thinking. USA Foundation for critical thinking, 1993. http://biblioteca.icesi.edu.co/catvideos/educacion/criticalthinking.htm

HOW TO TEACH FOR CRITICAL THINKING PAUL, Richard. How to teach for critical thinking. USA: Foundation for Critical Thinking, 1993. 11 videocasete + 1v (var.pag.). (A915 v.291 e.1) (A915 v.291 e.2) (A915 v.301 e.1)(A915 v.301 e.2) (A915 v.302 e.1) (A915 v.302 e.2) (A915 v.303 e.1) (A915 v.303 e.2) (A915 v.304 e.1) (A915 v.304 e.2) (A915 v.305 e.1) (A915 v.305 e.2) (A915 v.306 e.1) (A915 v.306 e.2) (A915 v.307 e.1) (A915 v.307 e.2) (A915 v.308 e.1) (A915 v.308 e.2) (A915 v.309 e.1) (A915 v.309 e.2) (A915 v.316 e.1) (A915 v.316 e.2)

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