scholarly journals Distance Motor Learning during the COVID-19 Induced Confinement: Video Feedback with a Pedagogical Activity Improves the Snatch Technique in Young Athletes

2021 ◽  
Vol 18 (6) ◽  
pp. 3069
Author(s):  
Mohamed Abdelkader Souissi ◽  
Achraf Ammar ◽  
Omar Trabelsi ◽  
Jordan M. Glenn ◽  
Omar Boukhris ◽  
...  
Keyword(s):  
Retention Test ◽  
Horizontal Displacement ◽  
Test Session ◽  
Video Feedback ◽  
Control Group ◽  
Maximum Height ◽  
Kinematic Parameters ◽  
School Aged Children ◽  
Cohen’S D ◽  
Cohen's D

The purpose of the present study was to investigate which of two strategies, Video Feedback with Pedagogical Activity (VF-PA) or Video Feedback (VF), would be more beneficial for the remote error correction of the snatch weightlifting technique during the confinement period. Thirty-five school aged children with at least three months of weightlifting experience were randomized to one of three training conditions: VF-PA, VF or the Control group (CONT). Subjects underwent test sessions one week before (T0) and one day after (T1) a six-session training period and a retention test session a week later (T2). During each test session, the Kinovea version 0.8.15 software measured the kinematic parameters of the snatch performance. Following distance learning sessions (T1), the VF-PA improved various kinematic parameters (i.e., barbell horizontal displacements, maximum height, looping and symmetry) compared with T0 (p < 0.5; Cohen’s d = 0.58–1.1). Most of these improvements were maintained during the retention test (T2) (p<0.01, Cohen’s d = 1.2–1.3) when compared withT0. However, the VF group improved only twoparameters (i.e., barbell symmetry and horizontal displacement) at T1 (p < 0.05; Cohen’s d = 0.9), which were not maintained at T2. Better horizontal displacement and looping values were registered during the retention test in the VF-PA group compared with theCONT group (p < 0.05, Cohen’s d = 1.49–1.52). The present findings suggest combining video feedback with pedagogical activity during the pandemic induced online coaching or physical education to improve movement learning in school aged children.

Information Processing and Technical Knowledge Contribute to Self-Controlled Video Feedback for Children Learning the Snatch Movement in Weightlifting

2021 ◽  
pp. 003151252110117
Author(s):  
Mohamed Abdelkader Souissi ◽  
Hichem Souissi ◽  
Yousri Elghoul ◽  
Liwa Masmoudi ◽  
Omar Trabelsi ◽  
...  
Keyword(s):  
Information Processing ◽  
Cognitive Processing ◽  
Horizontal Displacement ◽  
Test Session ◽  
Video Feedback ◽  
Maximum Height ◽  
Technical Knowledge ◽  
Kinematic Parameters ◽  
Technical Performance ◽  
Advanced Phase

Our aim in this study was to examine, via technical performance analysis and speed of execution, whether information processing and technical knowledge help explain learning benefits of self-controlled video feedback in children’s weightlifting performance. We randomized 24 children (aged 10 to 12 years) into self-controlled (SC) and yoked (YK) feedback groups. Learners underwent test sessions one week before (pre-test) and one day after (post-test) six weightlifting training sessions. During each test session, we recorded kinematic parameters of snatch performance using Kinovea version 0.8.15 software. After the learning sessions, the SC group improved on most kinematic parameters (e.g., the horizontal displacement of the bar between the first and the second pulls [ MDXV = 25.42%, SD = 18.96, p = 0.003) and the maximum height reached by the bar ( MHMV = 5.51%, SD = 7.71, p < 0.05)], while the YK group improved only on the DxV ( MDXV = 19.08%, SD = 24.68, p < 0.05). In addition, the SC group showed a more advanced phase of cognitive processing compared to the YK group, and the SC group showed a superior improvement in their technical knowledge level ( p < 0.001) compared to the YK group ( p < 0.05). Thus, key elements to correcting motor errors in children’s weightlifting through self-controlled feedback were improvements in information processing and technical knowledge.

scholarly journals Lower Extremity Rehabilitation in Patients with Post-Stroke Sequelae through Virtual Reality Associated with Mirror Therapy

2021 ◽  
Vol 18 (5) ◽  
pp. 2654
Author(s):  
Roxana Steliana Miclaus ◽  
Nadinne Roman ◽  
Ramona Henter ◽  
Silviu Caloian
Keyword(s):  
Virtual Reality ◽  
Muscle Strength ◽  
Lower Extremity ◽  
Range Of Motion ◽  
Control Group ◽  
Mirror Therapy ◽  
Cohen’S D ◽  
Cohen's D ◽  
Experimental Group ◽  
Post Therapy

More innovative technologies are used worldwide in patient’s rehabilitation after stroke, as it represents a significant cause of disability. The majority of the studies use a single type of therapy in therapeutic protocols. We aimed to identify if the association of virtual reality (VR) therapy and mirror therapy (MT) exercises have better outcomes in lower extremity rehabilitation in post-stroke patients compared to standard physiotherapy. Fifty-nine inpatients from 76 initially identified were included in the research. One experimental group (n = 31) received VR therapy and MT, while the control group (n = 28) received standard physiotherapy. Each group performed seventy minutes of therapy per day for ten days. Statistical analysis was performed with nonparametric tests. Wilcoxon Signed-Rank test showed that both groups registered significant differences between pre-and post-therapy clinical status for the range of motion and muscle strength (p < 0.001 and Cohen’s d between 0.324 and 0.645). Motor Fugl Meyer Lower Extremity Assessment also suggested significant differences pre-and post-therapy for both groups (p < 0.05 and Cohen’s d 0.254 for the control group and 0.685 for the experimental group). Mann-Whitney results suggested that VR and MT as a therapeutic intervention have better outcomes than standard physiotherapy in range of motion (p < 0.05, Cohen’s d 0.693), muscle strength (p < 0.05, Cohen’s d 0.924), lower extremity functionality (p < 0.05, Cohen’s d 0.984) and postural balance (p < 0.05, Cohen’s d 0.936). Our research suggests that VR therapy associated with MT may successfully substitute classic physiotherapy in lower extremity rehabilitation after stroke.

Improving the Accuracy of Firearm Identification in a Dynamic Use of Force Scenario

2020 ◽  
pp. 109861112094438
Author(s):  
M. Hunter Martaindale
Keyword(s):  
Use Of Force ◽  
Test Group ◽  
Law Enforcement Officers ◽  
Control Group ◽  
Force Scenario ◽  
Cohen’S D ◽  
Cohen's D ◽  
Speed And Accuracy ◽  
Decision Errors ◽  
Second Use

Law enforcement officers are sometimes required to make split-second use of force decisions. One factor that can impact their decision-making process is the presence of a weapon. This experiment sought to improve the speed and accuracy of weapon identification in a dynamic use of force scenario through the principles of deliberate practice. This research utilized randomized control trial with random assignment to either a control or test condition. Eighty-seven participants completed the pretest, intervention, and posttest. Participants’ vision was recorded via a mobile vision-tracker. With only 20 minutes of training, the test group made 1/3 the amount of decision errors as the control group (Cohen’s d = 0.95). The test group was about 16% faster than the control group at visually finding the object in the suspect’s hand and determining if it was a gun or not (Cohen’s d = 0.91).

scholarly journals Efecto y satisfacción de un programa de actividad física controlada por pulsómetro en el índice de masa corporal de escolares con sobrepeso-obesidad (Effect of and satisfaction with a program of physical activity controlled through heart rate monitors on

Retos ◽  
2017 ◽  
pp. 179-184
Author(s):  
Emilio J Martinez-López ◽  
Jesús Moreno-Cerceda ◽  
Sara Suarez-Manzano ◽  
Alberto Ruiz-Ariza
Keyword(s):  
Physical Activity ◽  
Heart Rate ◽  
Family Health ◽  
The Body ◽  
Control Group ◽  
Heart Rate Monitor ◽  
Sport Practice ◽  
Cohen’S D ◽  
Young Students ◽  
Cohen's D

Sustituir el tiempo sedentario por la práctica sistemática de actividad física (AF) es uno de los grandes retos  educativos y sociales dirigidos a jóvenes con sobrepeso-obesidad. El objetivo principal fue analizar el efecto en el índice de masa corporal (IMC) de un programa de AF extraescolar que empleó el pulsómetro como mecanismo para cuantificar el volumen e intensidad del ejercicio. Participaron 69 escolares con sobrepeso-obesidad de 9 a 12 años. La muestra se aleatorizó en grupo con programa y pulsómetro (GE1, n=23), grupo con solo programa (GE2, n=23), y grupo control que no realizó programa ni empleó pulsómetro (GC, n=23). Los resultados mostraron que GE1 había disminuido el IMC respecto al GC a los dos y tres meses de intervención (-1.65 kg/m2; p=.037, d de Cohen=.786; y -2.02 kg/m2, p=.006, d de Cohen=.895, respectivamente). GE1 incrementó significativamente el tiempo diario de intensidad máxima de AF medida por el pulsómetro (p=.028). El 86.9% y el 60.8% de los alumnos del GE1 y GE2 respectivamente afirmaron estar bastante o totalmente de acuerdo con el ítem “He comprobado que realizo más actividad física diaria que antes”. La mayoría de niños y padres del GE1 consideraron la experiencia como positiva y motivante para realizar más AF. Se concluye que un programa dirigido desde la Educación Física, que combina AF extraescolar y emplea el pulsómetro como mecanismo de control, disminuye el IMC en jóvenes con sobrepeso-obesidad después de dos meses de aplicación, aumenta la motivación por la práctica físico-deportiva, e implica cambios positivos en los hábitos de salud familiares. Abstract. Replacing sedentary time with systematic practice of PA is one of the major social and health challenges of globalized world. The main aim of this research was to analyze the effect of a program based on extracurricular PA, using heart rate monitor to quantify the volume and intensity of PA, on the body mass index (BMI). 69 young students with overweight-obesity aged nine to 12 years participated in this study. The sample was randomly split in two groups: PA program and heart rate monitor (EG1, n=23), PA program without heart rate monitor (EG2, n=23), and control group, whose members did not carry out any program nor used any heart rate monitor (CG, n=23). Results showed that GE1 decreased BMI more than CG after two and three months of intervention (-1.65 kg/m2; p=.037, Cohen’s d=.786; y -2.02 kg/m2, p=.006, Cohen’s d =.895, respectively). G1 significantly increased the daily time of PA at maximum intensity measured by the heart rate monitor (p=.028). 86.9% and 60.8% of students in EG1 and EG2 respectively, were quite or totally in agreement with the item "I have verified that I carry out more physical activity daily than before". The majority of children and parents in EG1 considered the experience as positive and motivating to practice more PA. A program focused on Physical Education and combining extracurricular PA and heart rate monitor as a control mechanism, decreases BMI in overweight-obese young students after two months of application, increases motivation towards PA and sport practice, and implies positive changes in family health habits.

scholarly journals Effect of Continues Midwifery Support in Labor on the Childbirth Experience and Self-Esteem of Primipara Women: A Randomized Controlled Trial

2021 ◽  
Author(s):  
Nasrin Soleimani ◽  
Mansoureh Refaei ◽  
Farideh Kazemi
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Intervention Group ◽  
Self Esteem ◽  
Control Group ◽  
Randomized Controlled ◽  
Childbirth Experience ◽  
Cohen’S D ◽  
The Mean ◽  
Cohen's D

Abstract Background: The World Health Organization states that mothers during labor and delivery should be supported by people with whom they feel comfortable, because one of the non-pharmacological methods of relieving labor pain is the continued support of midwives in labor. The primary objectives of this study were to determine the effect of continuous midwifery support in labor on delivery experience and self-esteem of nulliparous women 6 weeks after delivery.Methods: This randomized controlled trial was performed in 2021 on 70 pregnant women admitted to the delivery ward who met the inclusion criteria. Participants were randomly allocated to two groups through balanced block randomization with a block size of 4. Participants completed a demographic and midwifery information questionnaire before entering the study. In the intervention group, in addition to routine labor care, the researcher was present at the mother's bedside and was present with the mother continuously throughout the labor and up to 2 hours after delivery and provided the necessary support. The control group received only routine labor and postpartum care. Six weeks after delivery, participants in both groups were contacted to complete the CEQ and Rosenberg self-esteem questionnaires. Finally, data were collected and analyzed. Significance level was considered 0.05.Results: By controlling the effect of duration of the first and second stages of labor as potential confounders, the mean (sd) of childbirth experience 6 weeks after delivery was 70.92 (7.07) in the intervention group and 59.69 (7.08) in the control group, and this difference was statistically significant (p <0.001). The amount of effect size indicates a very strong effect of the intervention on improving the childbirth experience (Cohen’s d = 1.69; 95% CI: 1.12, 2.26). Comparison of the mean of maternal self-esteem showed that this rate in the intervention group was 2 scores higher than the control group and this difference was statistically significant (p = 0.05). Cohen's d indicates the average effect of intervention on mothers' self-esteem score (Cohen's d = 0.56; 95% CI: 0.06, 1.05).Conclusions: Continuous support of the midwife in labor and up to 2 hours after delivery can lead to a better childbirth experience and increase the mother's self-esteem up to 6 weeks after delivery.Trial registration: IRCT ID: IRCT20201102049233N1, First Registration date: 2021-06-04

scholarly journals M184. SOCIAL SKILLS TRAINING FOR TREATMENT-RESISTANT SCHIZOPHRENIA WITH PREDOMINANTLY NEGATIVE SYMPTOMS

2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S206-S206
Author(s):  
Monica Kayo ◽  
Silvia Scemes ◽  
Mariangela Gentil Savoia ◽  
Ary Gadelha ◽  
Rodrigo Bressan ◽  
...  
Keyword(s):  
Social Skills ◽  
Negative Symptoms ◽  
Skills Training ◽  
Role Playing ◽  
Control Group ◽  
Treatment Resistant ◽  
Cohen’S D ◽  
The Social ◽  
Cohen's D

Abstract Background Poor social skills are a core characteristic of schizophrenia and are highly associated with the progression of negative symptoms. While positive symptoms have a good response to antipsychotics, the treatment of negative symptoms remains an unmet need. Methods A randomized controlled trial to assess the efficacy of a 20-week social skills training (SST) program for the improvement of negative symptoms in patients with treatment-resistant schizophrenia (TRS) with predominantly negative persistent symptoms, with a score &gt; 4 (moderate) in at least 3 items of the Negative Symptom Factor Score (NSFS) (blunted affect, emotional withdrawal, poor rapport, passive social withdrawal, lack of spontaneity, motor retardation and active social avoidance). Each session lasted 60 minutes and included 6 to 9 participants. The SST sessions were conducted by trained psychologists, following topics previously outlined in a manual, and role-playing activities. The non-directive control group was conducted by nurses specialists in mental health, with the same duration but without role-playing activities. Control groups’ therapists were instructed not to give directions to the patients but to listen and redirect questions to the group. TRS was defined as the persistence of psychotic symptoms after at least two adequate trials with two different antipsychotics, All patients were taking clozapine. Blinded raters evaluated the patients at baseline, 20 weeks and after 6 months follow-up by the Positive and Negative Syndrome Scale (PANSS), Clinical Global Impression (CGI) and the Social Skills Inventory (SSI). Longitudinal comparisons between groups were carried out using a linear mixed-effects model at pre, post and follow-up to assess differences between groups. Cohen’s d effect size was computed at each time point. Primary outcome measure was the PANSS negative subscale score.Social skill were assessed with the Social Skills Inventory. Results 62 patients were randomized to SST (N=29) and control group (N=33). Subjects were predominantly male (70.96%) and single (88.70%). At baseline, groups showed no differences in terms of demographic variables and illness duration. Patients were moderately ill, with mean CGI = 4.10 (SD 0.78) in SST group and 4.34 (0.90) in the control group, and had a high baseline PANSS score, with a mean total PANSS 71.90 (10.83) in the SST group and 70.4 (13.8) in the control group. The mean PANSS negative subscale score was 25.48 (4.56) in SST group and 25.13 (6.34) in control group; in the SST group 28 patients completed the 20-week intervention and 24 were assessed after 6 months; in the control group, 18 completed the treatment and 16 were assessed at the follow-up. After the 20-week intervention period, the PANSS negative scores were 24.57 (4.92) in the SST group and 22.67 (6.59) in the control group. At the follow-up, the negative score was 23.92 (5.85) in the SST group and 22.97 (5.32) in the control. There was no improvement at any timepoint (p= 0.162) or any difference between groups (p= 0.864). Patients remained clinically stable during the study. The only symptom which showed a significant improvement was the control of aggressiveness (Cohen’s d at week 20 = 0.445 [IC 95% -0.140; 1.030]), which was maintained at follow-up (Cohen’s d = 0.682 [IC 95% 0.037; 1.327]). Discussion The study has limitations: the SSI was not designed to assess social skills in patients with psychosis, and we have not assessed the adherence to pharmacological treatment. Our findings suggest that SST is not effective to improve negative symptoms in patients with TRS with predominantly negative symptoms, but may be potentially useful for the control of aggressiveness in situations such as criticism and mockery, which frequently occur in social interactions.

A School-Based Physical Activity and Motor Development Program for Low-Fit Adolescent Females: The Sport4Fun Pilot Randomized Controlled Trial

2018 ◽  
Vol 6 (2) ◽  
pp. 345-356 ◽  
Author(s):  
Jodie Andruschko ◽  
Anthony D. Okely ◽  
Phil Pearson
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Intervention Group ◽  
Development Program ◽  
Adolescent Females ◽  
Control Group ◽  
Fundamental Movement Skill ◽  
Cohen’S D ◽  
School Based ◽  
Cohen's D

This study examined the feasibility and potential efficacy of a multi-faceted secondary school–based intervention among low-fit adolescent females. TheSport4Funprogram was designed to promote physical activity participation, fundamental movement skill proficiency, perceived physical competence, and enjoyment of physical activity in secondary school students. The intervention consisted of three components including two practical components—weekly movement skill activities for 90 min during compulsory school sport and sports-based activities for 60 min after school (non-compulsory) for 6 months—and one theoretical component—three 15-min theory sessions completed during homeroom (or roll call) time per week. The control group participated in their regular school activities. Compared with females in the control group, those in the intervention group showed a greater increase in total weekday accelerometer counts per min (adjusted difference, 77.49; 95% CI, 8.21–132.77;p = .03; Cohen’s d = 1.26). The difference in total fundamental movement skill components mastered favored the intervention group but was not statistically significant (adjusted difference, 1.48; 95% CI, −1.21–4.17;p = .26, Cohen’s d = 0.48). Targeting fundamental movement skills may be a potentially novel and motivating way to promote activity among low-fit adolescent girls; however, challenges in recruitment and implementation warrant further investigation before adopting this approach more broadly.

scholarly journals PENGARUH PENERAPAN SUPLEMEN BUKU SISWA BERBASIS SCIENTIFIC APPROACH TERHADAP HASIL BELAJAR DAN SIKAP ILMIAH SISWA

2020 ◽  
Vol 8 (1) ◽  
pp. 33
Author(s):  
Deni Kurniawan ◽  
Eko Suyanto ◽  
I Dewa Putu Nyeneng
Keyword(s):  
Effect Size ◽  
T Test ◽  
Control Group ◽  
Design Data ◽  
Control Group Design ◽  
Group Design ◽  
Cohen’S D ◽  
Scientific Approach ◽  
Cohen's D

Penelitian ini bertujuan untuk mendeskripsikan pengaruh penerapan suplemen buku siswa berbasis scientific approach terhadap hasil belajar dan sikap ilmiah pada materi dinamika gerak. Sampel penelitian ini adalah siswa kelas X IPA 1 dan siswa kelas X IPA 2 SMAN 15 Bandarlampung. Penelitian ini menggunakan tipe penelitian pretest-posttest control group design. Data yang didapat kemudian diuji dengan analisis N-gain, uji normalitas, uji homogenitas, uji independent sampel t-test, dan analisis effect size Cohen’s D. Rata-rata N-gain hasil belajar pada kelas eksperimen 0,75 dan kelas kontrol 0,62. Rata-rata N-gain sikap ilmiah pada kelas eksperimen 0,32 dan kelas kontrol 0,23. Hasil uji beda N-gain hasil belajar menunjukkan nilai sig. (2-tailed) yaitu 0,001. Hasil uji beda N-gain sikap ilmiah siswa menunjukkan nilai sig. (2-tailed) yaitu 0,000. Nilai sig. (2-tailed) pada hasil belajar dan sikap ilmiah yang kurang dari 0,05 menunjukkan terdapat pengaruh yang signifikan penerapan suplemen buku siswa berbasis scientific approach terhadap hasil belajar dan sikap ilmiah siswa. Nilai effect size hasil belajar ialah 0,88 dan sikap ilmiah ialah 1,34. Berdasarkan nilai rata-rata N-gain siswa kelas eksperimen yang lebih tiggi dari kelas kontrol dan effect size yang diperoleh, maka suplemen buku siswa berbasis scientific approach dapat digunakan untuk membantu meningkatkan hasil belajar sikap ilmiah siswa.

scholarly journals The Potentiating Response to Accentuated Eccentric Loading in Professional Football Players

Sports ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 160
Author(s):  
Mark Steven Godwin ◽  
Tim Fearnett ◽  
Mark Ashton Newman
Keyword(s):  
Body Mass ◽  
Peak Power ◽  
Peak Velocity ◽  
Control Group ◽  
Football Players ◽  
Professional Football ◽  
Countermovement Jump ◽  
Cohen’S D ◽  
Significant Difference ◽  
Cohen's D

The purpose of this study was to assess the acute effect of Accentuated Eccentric Loading (AEL) on countermovement jump (CMJ) height, peak power output (PPO) and peak velocity in male professional footballers using loads of 20% or 40% of body mass (AEL20 or AEL40, respectively). Twenty-three male professional football players (age 24 ± 4.5 years, range 18–34 years; body mass 80.21 ± 8.4 kg; height 178.26 ± 7.62 cm) took part in a randomised, cross-over design to test the potentiating responses of two AEL conditions (AEL20 and AEL40) versus a body weight control group (CON). Mean loads for the two conditions were 15.84 ± 1.70 kg (AEL20) and 31.67 ± 3.40 kg (AEL40). There was no significant difference between the three conditions for jump height (p = 0.507, η2G = 0.022). There were significant differences in peak power between the groups (p = 0.001, η2G = 0.154). Post hoc analysis with Bonferroni adjustment showed significantly higher peak power for both AEL conditions compared to the control group, but no significant differences between AEL conditions (CON vs. AEL20, p = 0.029, 95% CI −1016.735, −41.815, Cohen’s d = −0.56; CON vs. AEL40, p = 0.001, 95% CI −1244.995, −270.075, Cohen’s d = −0.81; AEL20 vs. AEL40, p = 0.75, 95% CI −715.720, 259.201, Cohen’s d = −0.24). There was no significant difference between the three conditions for peak velocity (p = 0.269, η2G = 0.046). AEL using either 20% or 40% of body mass may be used to increase peak power in the countermovement jump in well-trained professional football players.

scholarly journals Enhancing Most Essential Learning Competency (Melc) in English 9 Using The Skills-Based Learning Material

2021 ◽  
Vol 3 (2) ◽  
pp. 51-60
Author(s):  
Ailene Lumanog ◽  
Myrna O. Medrano
Keyword(s):  
Effect Size ◽  
Learning Performance ◽  
Control Group ◽  
Learning Material ◽  
Control Group Design ◽  
Cohen’S D ◽  
Significant Difference ◽  
Small Effect Size ◽  
Cohen's D ◽  
D Value

The skills-based learning material was made and studied by the researcher due to sudden changes in education in a time of the pandemic. The main focus of this study is to determine the effectiveness of the skills-based learning material for English 9. This study used the pretest-posttest non-equivalent control group design, which falls under the quasi-experimental design. On the test of significant difference between the formative mean scores of the experimental and comparison groups, it was found out that the formative tests had a significant effect on the respondents' learning performance at p 0.01 level. Additionally, the posttest mean scores of each group; got the 0.01 level of significance, as well as the pretest and posttest mean scores of each group. Moreover, based on the computed Cohen's d value of 1.16, the effect size of the learning material to the students' performance is large compared to the comparison group that shows a small effect size at 0.31 Cohen's d value. Generally, there is a significant difference between the formative test of the two groups with the average and high mean scores, respectively. There is also a significant difference between the posttest mean scores of the two groups and as well between the pre-test and post-test mean scores. Moreover, Cohen's effect size value of 1.16 suggested a large effect of the material on the respondents' learning performance. As for recommendations, there is a need for the teacher to incorporate the 21st Century Skills into learning competencies.  

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