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Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of Illustrations -- 1. Introduction: Cyberbullying Across Contexts, Age Groups, and Cultures -- Cyberbullying Defined -- Prevalence Rates of Cyberbullying -- Outcomes of Cyberbullying -- Overview of the Book -- References -- 2. Differences in Technology Use Among Demographic Groups: Implications for Cyberbullying Research -- Introduction to ICTs -- Elementary School Aged Youth and Technology -- Teens and Technology -- Adults and Technology -- The Workplace -- ICTs and Cyberbullying -- Conclusion -- References -- 3. Cyberbullying in Schools: A Review of Research in the United States -- Platforms -- Risk Factors -- Consequences of Cyberbullying -- Overlap between Cyberbullying, Cybervictimization, Traditional Bullying, and Traditional Victimization -- Online Gaming -- Parental Monitoring and Cyberbullying/Victimization -- Policies, Laws, and Legal Ramifications -- Future Directions -- Summary -- References -- 4. Cyberbullying in Schools: Cross-Cultural Issues -- Country Differences in Cyberbullying Rates -- The EU Kids Online Survey and What It Found -- The HBSC 2013/2014 Survey and What It Found -- Gender Differences -- Country Differences -- Challenges in Examining Country Differences Within a Survey -- Challenges in Examining Country Differences Between Surveys -- Explanations for Country Differences -- Social Dominance Theory -- Summary and Suggestions for Future Research -- References -- 5. Cyberbullying in Schools: Developmental Perspectives -- Prevalence Among Children of Different Ages -- Significance of Variations in Prevalence Estimates -- Developmental Factors, Prevalence, and Cyberbullying -- Developmental Differences in Correlates and Outcomes of Cyberbullying -- Conclusions -- References.

As an Encyclopedic, comprehensive, universal museum, the Art Institute of Chicago equally houses 'high art' and cultural property. Exhibits like "Indian Art of the Americas", which concerns Amerindian material culture, are constantly at odds with the Eurocentric exhibiting institution. Through analysis of the display space from the lens of critical museology, this thesis attempts to set the progressivist motivations of the Art Institute against its actualized treatment of cultural objects in "Indian Art of the Americas", and unpack the museum's response to the inherent tensions present in such exhibits.

The aim of this scholarly collected work is to contribute to the scientific discourse on public administration in a globalised environment. The book reflects on governance challenges in South Africa and in Africa, with its point of departure being the 'master narratives' (the so-called grand debates) such as New Public Management and, specifically, the role of technology. It also reflects on the so-called middle range discourses concerning organisational-level issues in government (e.g. leadership and work procedures) and explores new solutions to old governance challenges like corruption and service delivery.

The uniqueness of this collected work lies in its ability to reflect on existing philosophies and practices in an innovative way. Through its multidisciplinary lens, the book opens up a new vision for the future of public administration in the South African context and on the African continent, not neglecting the current local, regional and global environment.

Until recently, globalisation was considered an entrenched world order, but international political events during the course of the past few years have resulted in one of the biggest challenges to its endurance in recent history. This includes developments such as the successful referendum in Britain to exit the European Union, highlighting the growth of a severe nationalist and protectionist agenda that may be a signal of the unravelling of the current globalism world order. These developments inspire deeper interrogation of the challenges to effective public administration globally and the ripple effects in South Africa and Africa as a whole. Pointedly, it is evident that ensuring the voice of citizens in policy decision-making remains a critical governance challenge. On the policy front, there are perennial challenges of land reform, service delivery and poverty, while on the governance front, corruption has metastasised with a growing culture of impunity and lack of accountability in leadership. In the midst of growing corruption, and more than 20 years into democracy, South Africa's income inequality remains one of the highest in the world. This setting constitutes the context of the research outcome published in this scholarly work.

Topicality.The modern Olympic Games are a school of education and upbringing, lifestyle and self-affirmation, a means of national identity and great politics, an arena of culture, everyday life and leisure. Task. To investigate the perception of the general cultural values of the Olympic sport by students of comprehensive secondary schools. Methods. Analysis of literary sources, method of comparative analysis, sociological method (questioning, questionnaire), methods of mathematical statistics. Results. The results of our research have made it possible to state that, generally students have an idea of the important principles of the Olympic sport and give them a different estimation. Conclusions.The humanistic potential of the Olympic sport promotes the forming of universal values, develops a sense of mutual respect, friendship and embodies the pursuit of the harmonious development of the personality.

Education reform is in full swing at every corner of the world. The rationale for educational reform might be different from country to country, but this seems to be a common awareness among the countries that educational reform constitutes one of the most effective and fundamental strategies in preparing for the 21th century. As we edge closer toward the 21th century, we are faced with not only an epochal change but a structural one as well. In the era of the information society, knowledge and information will be driving forces behind social development. A nations level of creativity in the fields of science and technology and knowledge and culture is the most potent determinant of the fate of a nation. nation's power, wealth and living standards of its people are determined by the breadth and depth of its intellectual assets, which include technology, information, knowledge and culture. A reservoir of the nation's intellectual assets relies on the learning capability and creativity of its people. Education plays the most vital role in developing a nation's intellectual power.

The article considers the issues of information culture of primary school teachers. In the context of informing society, the primary school teacher must learn to take advantage of the information environment and avoid its dangers. Today, information culture is becoming a guarantee of the effectiveness of a teacher's professional activity. In this case, the information culture is a certain universalization of the pedagogical qualities of the teacher and allows him to deeply understand its real role in the development of the personality of the junior student. To clarify the concept of "information culture", the author explores the terms "culture" and "information". The article presents both dictionary and encyclopedic definitions of the concept of "culture" and the views of individual scholars. Summarizing various definitions, the author gives an understanding of the concept of "culture" as a specific way of organization and development of human life, represented in the products of material and spiritual labor, in the system of social norms and institutions, in spiritual values, in the set of human relations to nature. themselves. The definition of "information" is also given in the legislative-dictionary-encyclopedic interpretation and interpretation of individual researchers. Emphasizing that information is used in all spheres of human life and provides a variety of functions, the author interprets information as information about people, objects, events, phenomena, facts, processes of the world that can be stored, accumulated, reproduced, transmitted and processed and is the result of cognitive activity of the subject of intellectual activity. Based on the understanding of these two concepts, the definition of "information culture" is determined. The author also characterizes the information culture of primary school teachers, which is a certain integrated set of knowledge, skills, values, interests and behavioral models related to the field of information, information flows, information and communication ...

The purpose of the article is to elucidate the educational activity of the circles, branches of the "Native School" in Pokuttya during 1900 – 1939 on the basis of the analyzed archival sources and scientific literature. The Scientific Novelty. In the article on the basis of archival documents and scientific works for the first time there has been elucidated the circles activities, which performed the duties of branches of the society "Native School" in Pokuttya during 1900 – 1939. The main directions of the society's branches work in Horodenka, Kolomyia, Sniatyn, Tovmach, Tysmenytsia, Otyniya have been singled out and analyzed; their educational, cultural and public activity has been characterized; separate statistical data on a quantitative composition of circles have been illustrated. The principles of objectivity and historicism are the methodological basis of the research. The methods of analysis and synthesis, archival and statistical (cliometry), problem-chronological, comparative historical methods have been used in the research. Adherence to the principles of objectivity and historicism prompted the authors to consider the study of the activities of the society "Native School" (Ridna Shkola) in Pokuttia, taking into account the peculiarities of each historical period, under conditions of different state systems, political relations and circumstances. The methods of analysis and synthesis have been used to study the structure of the society. The information potential of statistical evidence required the use of the cliometry method. Periodization of the society activities "Native School" in Pokuttia has been carried out by using the problem-chronological method. The comparative historical method allowed to show the participation of the society members in government bodies, cultural and educational organizations, etc. The Conclusions. The establishment in 1881 of the Ruske Pedagogical Society (since 1912 – the Ukrainian Pedagogical Society, since 1926 – the "Native School") was an adequate response of the Ukrainian national conscious intelligentsia to the biased educational policy pursued by the Austro-Hungarian government in the field of Ukrainian schooling. The Ukrainian Pedagogical Society set itself the goal, through the organization of conducting various reports and educational courses, the creation of schools and preschools, scholarships, gymnasiums and institutes, publishing the Ukrainian language educational and fiction literature. The Ukrainian Pedagogical Society set itself the goal to give a Ukrainian child a Ukrainian teacher, to educate him in his native language. In Pokuttya the branches of the Ruske Pedagogical Society were established in Kolomyia, Horodenka, Tysmenytsia and Sniatyn. In 1913, due to the reorganization, the branches of the UPS were transformed into circles, but with the authority of the county circles. Disrupted by World War I and the Polish-Ukrainian War, the activity of local UPS organizations was resumed during the first half of the 1920-ies. Under conditions of the new occupation policy, the work of native school societies was aimed at cherishing the Ukrainian language, history, culture, running and maintaining private gymnasiums, schools, arranging and maintaining kindergartens in summer, collecting donations for the "Native School" and other educational needs, holding holidays and parties for young people and children, concerts in honour of prominent Ukrainian figures, etc. As a non-party institution according to the statute, the "Native School" often became the object of an inter-party competition. Leaders of local political forces often directed the activities of native school organizations in the direction they needed. In general, the branches, and later the circles of the "Native School" in Pokuttya were not only the most effective local Ukrainian educational organization in the region, but also during the 1920-ies – the 1930-ies managed to become ideological and organizational centres of the struggle for the Ukrainian school and its development in the region.

The purpose of the article is to elucidate the educational activity of the circles, branches of the "Native School" in Pokuttya during 1900 – 1939 on the basis of the analyzed archival sources and scientific literature. The Scientific Novelty. In the article on the basis of archival documents and scientific works for the first time there has been elucidated the circles activities, which performed the duties of branches of the society "Native School" in Pokuttya during 1900 – 1939. The main directions of the society's branches work in Horodenka, Kolomyia, Sniatyn, Tovmach, Tysmenytsia, Otyniya have been singled out and analyzed; their educational, cultural and public activity has been characterized; separate statistical data on a quantitative composition of circles have been illustrated. The principles of objectivity and historicism are the methodological basis of the research. The methods of analysis and synthesis, archival and statistical (cliometry), problem-chronological, comparative historical methods have been used in the research. Adherence to the principles of objectivity and historicism prompted the authors to consider the study of the activities of the society "Native School" (Ridna Shkola) in Pokuttia, taking into account the peculiarities of each historical period, under conditions of different state systems, political relations and circumstances. The methods of analysis and synthesis have been used to study the structure of the society. The information potential of statistical evidence required the use of the cliometry method. Periodization of the society activities "Native School" in Pokuttia has been carried out by using the problem-chronological method. The comparative historical method allowed to show the participation of the society members in government bodies, cultural and educational organizations, etc. The Conclusions. The establishment in 1881 of the Ruske Pedagogical Society (since 1912 – the Ukrainian Pedagogical Society, since 1926 – the "Native School") was an adequate response of the Ukrainian national conscious intelligentsia to the biased educational policy pursued by the Austro-Hungarian government in the field of Ukrainian schooling. The Ukrainian Pedagogical Society set itself the goal, through the organization of conducting various reports and educational courses, the creation of schools and preschools, scholarships, gymnasiums and institutes, publishing the Ukrainian language educational and fiction literature. The Ukrainian Pedagogical Society set itself the goal to give a Ukrainian child a Ukrainian teacher, to educate him in his native language. In Pokuttya the branches of the Ruske Pedagogical Society were established in Kolomyia, Horodenka, Tysmenytsia and Sniatyn. In 1913, due to the reorganization, the branches of the UPS were transformed into circles, but with the authority of the county circles. Disrupted by World War I and the Polish-Ukrainian War, the activity of local UPS organizations was resumed during the first half of the 1920-ies. Under conditions of the new occupation policy, the work of native school societies was aimed at cherishing the Ukrainian language, history, culture, running and maintaining private gymnasiums, schools, arranging and maintaining kindergartens in summer, collecting donations for the "Native School" and other educational needs, holding holidays and parties for young people and children, concerts in honour of prominent Ukrainian figures, etc. As a non-party institution according to the statute, the "Native School" often became the object of an inter-party competition. Leaders of local political forces often directed the activities of native school organizations in the direction they needed. In general, the branches, and later the circles of the "Native School" in Pokuttya were not only the most effective local Ukrainian educational organization in the region, but also during the 1920-ies – the 1930-ies managed to become ideological and organizational centres of the struggle for the Ukrainian school and its development in the region.

The article deals with the problem of the formation of the culture of speech of primary school children at the lessons of the Ukrainian language. The relevance and insufficient elaboration of the problem, its importance for improving the educational process of the new Ukrainian school and meeting the requirements of modern society led to the study of theoretical and practical aspects of the problem of forming a culture of communication, the state of this problem in school practice. The latest research and publications on language teaching were analysed, the objectives of the study were determined, a number of issues were identified on the coverage in modern linguodidactic literature of the state of research on the problem of improving the speech culture of primary school children, which gives grounds to create an appropriate system for the development of speech, improve the methods and means of teaching. The research used the following research methods: theoretical: analysis and synthesis of psychological, pedagogical, linguistic and methodological literature; empirical: observation and analysis of Ukrainian language lessons in order to determine the shortcomings and speech difficulties that students face during communication. The culture of communication is always inherent in ethnic characteristics, national originality. According to Ukrainian speech etiquette, it reflects such features as respect for parents, for a woman, democratic views, emotionality of statements, aestheticism of feelings, piety, etc. In a speech, not only the cognitive capabilities of a person are formed, but also integral components of mental life: self-esteem, awareness of one's own significance and a sense of its identity in any life situations. Already at an early age, a child lays the foundations of his culture, including the culture of communication. Having a certain experience, a person strives to improve it throughout his life. Analysis of scientific literature, the proposed system of exercises and tasks, is aimed at developing the skills of the speech culture of primary schoolchildren. ; У статті розглядається проблема формування культури мовлення молодших школярів на уроках української мови. Актуальність і недостатня розробленість проблеми, її значення для вдосконалення навчально-виховного процесу нової української школи та задоволення вимог сучасного суспільства зумовили вивчення теоретичних і практичних аспектів проблеми формування культури спілкування, стану цієї проблеми в шкільній практиці. Проаналізовано останні дослідження й публікації щодо навчання мови, визначено мету дослідження, окреслено низку питань, присвячених висвітленню в сучасній лінгводидактичній літературі стану дослідження проблеми вдосконалення культури мовлення молодших школярів, що дає підстави створювати відповідну систему розви- тку мовлення, удосконалювати способи й засоби навчання. У дослідженні використовувалися такі методи дослі- дження: теоретичні: аналіз і синтез психолого-педагогічної, лінгвістичної і методичної і літератури; емпіричні: спостереження та аналіз уроків української мови з метою визначення недоліків і мовленнєвих труднощів, з якими стикаються учні під час спілкування. Культурі спілкування завжди притаманні етнічні особливості, національна своєрідність. Щодо мовленнєвого етикету українців, то в ньому відбито такі риси, як пошана до батьків, до жінки, демократичність поглядів, емоційність висловлювань, естетизм почуттів, побожність та ін. У мовленні формуються не лише пізнавальні можливості людини, а й інтегральні складники психічного життя: самооцінка, усвідомлення власної значущості та відчуття її тотожності в будь-яких життєвих ситуаціях. Уже в ранньому віці в дитині закладаються осно- ви її культури, у тому числі і культури спілкування. Маючи певний досвід, людина протягом життя прагне до її підвищення. Аналіз наукової літератури, запропонована система вправ та завдань спрямована на формування вмінь культури мовлення молодших школярів.

From Great Britain's colonial takeover of Egypt's School of Medicine and adjoining hospital in 1893 until its return to Egyptian control in 1929, this study argues that colonial medical discourse constructed a trope of the 'modern Egyptian woman' as a byproduct of the discursive exchange between Victorian and Egyptian medicine. As evidence, this study identifies the colonial reforms of Egyptian medical institutions. Through analysis of governmental documents, medical treatises, curriculum, periodicals, travel literature and memoirs, this foray argues that Egyptian medical institutions were Anglicised, creating for the 'modern Egyptian doctor' an unprecedented level of socio‐political authority. Paradoxically, this same process of medical professionalisation disempowered the Egyptian midwife. Furthermore, through the modern authority of the doctor, Egyptian discourse constructed medico‐nationalist rationalisations of female domesticity, or 'republican motherhood'.

With the collapse of the Soviet Union the political status of the Russian-speaking population in Latvia changed, affecting their ethnic self-concept and identification with the new state. Despite the relatively successful adaptation by many Russian-speakers, however, the ethnic issue, language in particular, remains contentious due to its politicisation. The main aim of this study is to thus look at how adolescents construct and maintain their ethnic identities and choose acculturation strategies and how their teachers and peers may influence these processes. This study involves a mixed methods design where survey (450 pupils across 20 schools) instruments are used for statistical models for ethnic identification and acculturation and qualitative data (interviews and observations) capture the subjective and situational aspects of ethnicity or explore how adolescents construct their ethnicity within the school context and what subjective meaning they give to different acculturation strategies and ethnic identities. The study of Russian-speaking adolescents showed their preference for integration and its evident competition with separation on the attitudinal level and even more so in actual behavioural patterns. These adolescents identify with both Latvian and Russian culture and groups and form a unique Latvian Russian identity. The study also demonstrates the role of significant others, such as parents, teachers, peers and Latvians in the acculturation and identification processes

In a recent context in which Romania is confronted with the problem of emigration, this article portrays the life and works of Grigore Nandriș (1895-1968), university professor and patriot, who offers an example of devotion to his profession and country that could be set as a standard for all the following generations. He defended Romania in the war, as a soldier, and then at home in the academia, at the University of Chernivtsi and abroad, in France, at the Romanian School at Fontenay-aux-Roses, and in England, at the School of Slavonic and East European Studies, University of London. Brilliant linguist, speaking 14 foreign languages, he left a considerable amount of books, articles, reviews, conferences on linguistics, folklore, religion, and culture, being mainly interested in establishing links between language and place and culture and neighbouring nations. And above all, Grigore Nandriș's personality remains a landmark among scholars in his field and colleagues, friends, students, and followers, who admired his devotedness to the Romanian cause abroad.

Abstract. Finnish primary school principals can be described as value-based leaders as there are many values that should be implemented in schools from the perspective of the legislation and the core curriculum alone. It has been estimated that the principals' job description is going towards a more holistic direction where it is difficult to define what is not a part of principals' duties anymore. This study's aim was to research how the principals view values and value-based leadership in relation to their profession as principals. The theoretical framework of this research portrayed values and leadership in the context of education. As leaders, principals can influence the value planning, defining, implementation, and visibility processes in their schools. The values should be decided upon communally, they should be defined clearly, and the leader should get the personnel of the organisation behind the values. In best case scenarios the personnel take the values as their own, being proud to represent the chosen values in their work. However, sometimes certain realities such as time and resources can create challenges when implementing values. Naming values alone can be difficult not to mention defining them or putting them to practice. This research's methodological approach is a qualitative case study with qualitative content analysis method. When interviewed all the principals deemed values important and present in their schools. However, the extent to which value work had been done in the schools varied quite a bit. All principals named values important for themselves personally and professionally, as well as values that arose from the school's cultures. Although values were present in all the schools the principals had challenges concretisating the values in order to implement them in the school's cultures. Sometimes values were also taken granted, or seen as obvious, and the obviousness was explained through the school's hidden curriculum. Not all schools had planned the values as a community, but the values were either given to them by their employer (e.g. the city), or the values existed in the school due to other factors, such as environmental. Value work was also seen as important, and the principals brought up the wish to have more time for value discussions. If the principals' job description is shifting more towards management, as this research also suggests, it might have consequences on how the principals acknowledge other important dimensions of their profession such as values.Rehtorit arvojohtajina : suomalaisten peruskoulujen rehtoreiden näkemyksiä arvoista ja johtajuudesta. Tiivistelmä. Suomalaisia peruskoulujen rehtoreita voidaan kuvailla arvojohtajina, sillä koulumaailmassa on monia arvoja mitä koulujen tulisi implementoida, jo pelkästään opetusuunnitelman ja lainsäädännön näkökulmasta. Rehtoreiden työnkuvat voivat kuitenkin vaihdella paljon koulujen välillä. On arvioitu, että rehtoreiden työnkuva on menossa entistä holistisempaan suuntaan, jolloin on yhä hankalampaa määritellä, mikä ei enää ole osa rehtoreiden työnkuvaa. Tämän tutkimuksen tarkoituksena on kerätä rehtoreiden näkemyksiä siitä, miten he näkevät arvot ja niihin liittyvän arvojohtajuuden heidän työssään rehtoreina. Tutkimuksen teoreettisessa viitekehyksessä tarkasteltiin arvoja ja johtajuutta kasvatuksen ja koulutuksen konteksteissa. Rehtorit johtajina pystyvät vaikuttamaan arvojen suunnitteluun, määrittelyyn, implementointiin sekä näkyvyyteen kouluissaan. Arvoista tulisi sopia yhteisesti, ne tulisi määritellä selkeästi, sekä johtajan tulisi saada työntekijänsä seisomaan valittujen arvojen takana. Parhaimmissa tapauksissa työntekijät ottavat arvot mielellään omakseen, ja ovat ylpeitä edustaessaan näitä tiettyjä arvoja organisaation työntekijöinä. Joskus tietyt ulkoiset määritteet, kuten aika ja resurssit, voivat kuitenkin luoda haasteita arvotyöskentelyyn. Pelkästään arvojen nimeäminen voi olla haasteellista, puhumattakaan arvojen määrittelystä tai konkretisoinnista. Tutkimuksen metodologinen lähestymistapa on laadullinen tapaustutkimus, jonka aineistoa käsitellään sisällönanalyysin keinoin. Haastatteluissa rehtorit toivat toistuvasti esille arvojen tärkeyden, mutta arvotyöskentelyä oli kuitenkin harrastettu kouluissa vaihtelevasti. Kaikki rehtorit nimesivät heille henkilökohtaisesti sekä ammatillisesti tärkeitä arvoja, sekä koulun toimintakulttuureista nousevia arvoja. Vaikka arvot olivat jokaisessa koulussa läsnä, rehtorit toivat esille arvojen konkretisoinnin hankaluuden, kun arvoja yritetään viedä koulun toimintakulttuureihin. Joskus arvot nähtiin myös itsestäänselvyyksinä, ja itsestäänselvyyttä selitettiin muunmuassa piilo-opetusuunnitelman avulla. Kaikki koulut eivät olleet suunnitelleet arvoja yhdessä, vaan arvot oli annettu heille kaupungilta, tai arvot olivat jo ennestään läsnä koulussa. Ylipäätään arvotyöskentely nähtiin tärkeänä, ja rehtorit toivatkin esille, että arvokeskusteluille tulisi olla enemmän aikaa. Jos rehtoreiden työnkuva on menossa yhä enemmän hallinnollisempaan suuntaan, kuten tämänkin tutkimuksen perusteella vaikuttaa, sillä voi olla vaikutuksia siihen, miten rehtorit pystyvät huolehtimaan myös muista tärkeistä työhön kuuluvista ulottuvuuksista, kuten arvoista.

ABSTRACT Volunteering in Third World countries is a modern trend. People, from all over the world, and of all ages, are devoting their time helping others to escape poverty. This help however, is often the source of additional problems, creating more challenges to overcome. This paper is meant to tell every person with the will to help others to "do no harm". The idea of all the NGOs sending volunteers to remote parts of the world is to improve the lives of people who have less possibilities than we do, living in the western world. However, each volunteer comes with their own ideas of the world around them, their own ideas of what is their role in helping people living in totally different culture. Volunteers often disregard the differences between themselves and their new surrounding. Then consciously or subconsciously these westerners are imposing on the local communities certain behaviours or way of thinking. Most oftenly harming people by making them dependent on the western aid and western ideas of "good" life. This paper is meant to show how a group of kids at small school in Freetown (Sierra Leone) are being influenced by those western ideologies.

Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- Introduction: An Unlikely Bohemia -- 1. The Factory -- Small-Town Drag -- Townies in the City -- Pop Art Rock -- Dance This Mess Around -- Birth of a Scene -- 2. The Art School -- Performance Art Rock -- Art in the Dark -- Gang of Four -- Working Is No Problem -- 3. Barber Street -- Speed -- All the Right Friends -- Go Your Own Way -- Catapult -- Southern Rock -- 4. Tasty World -- Uptown -- Big Time -- A Party on Every Page -- 5. Local Color -- Indie Folk -- Alt White -- Inside Out -- Better than TV -- Grit -- 6. New Town -- I Am an Atheist -- Underground -- Field Recordings -- Firehouse -- Conclusion: Hunting Divine -- Acknowledgments -- Notes -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- X -- Y -- Z.