For most of this week, my daily physical exercise comprised an hour a day in the three acre woods picking up branches that had blown down in the storms over winter and maintaining the pathway that goes round the edge of the wood.. At this time of the year with the sunlight streaming through the trees, the bulbs and seedlings bursting through, and the fantastic birdsong,  it's as much an emotional experience as it is physical. Like many English people, spring is my favourite season, it always has been and it was also Jill's favourite season and for Taraneh it is the start of the Iranian New Year or 'Nor Rooz' - its 1392 this year.

The ancient, Zoroastrian New Year begins on March 21st - the spring equinox. Tradition says it dates back 15,000 years to before that last ice age when we transitioned from hunter gatherers to farmers. Nor Rooz begins with spring cleaning and the laying of the Hafseen - ancient symbolic representations. Here is our table..

There is a tradition of buying new clothes and of exchanging gifts like we do at Christmas and the traditional meal on the first day of the festival is fish and rice which we shall have tonight. New Year  itself is celebrated over 12 days in which people visit family, friends and neighbours. The end of the festival - the 13th day is marked by a picnic.

I can't help but think that this is a much better way of starting a new year than beginning it in the depths of winter. I also like the symbolism created and passed on over the millennia which connects the present to the past. This Youtube video provides a good explanation of the festival and its traditions.

I have just come across a short article about a new book by husband and wife team Teresa Amabile and Steven Kramer. Amabile is one of the gurus of creativity research and her ideas are grounded in understanding what creativity means in the work place. I have ordered the book which summarises years of research into what makes people creative at work, based on 12,000 daily diaries, but I saw a summary which says that the single most important factor is simply a sense of making progress. I can well imagine this as I know well the feeling of wanting to make progress and the way it forces me to come up with ideas about how to achieve this. I also know how important it is for me to give other people who I am working with the same feeling that 'we' collectively are making progress, I am a great believer in creating and circulating progress reports that convey a sense of achievement, like the one I emailed to the team last Friday. Equally, I get an uplift when a member of the team responds with a 'great stuff' message that shows me they feel we have made progress too. Conversely, the think that makes people feel uncreative is set backs.

From: norman jackson <[email protected]>
To: jjenny <[email protected]>; RussLaw <[email protected]>; BrianCooper <[email protected]>; NicholasBowskill <[email protected]>; JohnCowan <[email protected]> 
Sent: Friday, 16 March 2012, 9:45
Subject: Progress Report

Dear team
Just to report that:

1) Matthew Taylor has replied to my letter and invited me to have discussions with RSA's new Director of Education - Joe Hallgarten when he starts in April.
2) Charles Handy's wife Liz has invited me to have breakfast with them on the 27th March
3) I have been contacted by Dr Jonathan Robbins with an invitation for a conversation - He is an RSA Fellow and CEO of International Graded Qualifications Ltd (Singapore)      Website: www.intlgq.org...  I think its an Awarding Body.
4) Christopher Dede Professor in Learning Technologies Harvard Graduate School has a agreed to write an article for the next issue of Lifewide Magazine. He's very influential in the world of technology and informal learning and has sat on various high level committees in the USA.
5) Russ and Jenny have made some good postings on the website.
6) And we recruited our 200th member!! 

A good week I think.. 
Norman

The book identifies seven major catalysts for making progress..
1.       Setting clear goals. "People have to understand what they're doing and why," Amabile says, adding that it's important that the goals be reachable in a realistic time frame-owing to the idea of small wins. 
2.       Allowing autonomy. "People need to know what goal they're trying to reach, but they have to have autonomy in order to get there,"

3.       Providing resources.  realizing that a significant project will always require a significant investment in materials and personnel.

4.       Giving enough time—but not too much—to complete a project. Amabile explains that deadlines are important, but only if employees understand how the deadline benefits the mission. "We found that in general, extreme time pressure is bad for creative productivity, but low-to-moderate time pressure is good," Amabile says.

5.       Offering help with the work. Autonomy is not the same thing as isolation, Amabile says. Employees will feel inhibited if they don't feel comfortable asking for support or, worse, if they feel that others are deliberately blocking necessary information from them.

6.       Learning from both problems and successes. "Ideally this means having managers and co-workers who, if you try something and it fails, will not punish you or ridicule you, but will say, 'OK, what happened? Do you know what went wrong and why? Let's figure it out,'" Amabile says. "That can actually take a setback and turn it into a sense of progress: you learned something."

7.       Allowing ideas to flow. In short, good managers know when to shut up and listen.

The book also details the four nourishers necessary for a healthy inner work life: respect and recognition, encouragement, emotional support, and, finally, affiliation—any action that serves to develop mutual trust, appreciation, and even affection among co-workers.

I value all of these things and recognise that they are important and I hope that I practice them with the people I work with day to day. The other thing that struck me was how similar this list was to what I had found in my recent study of change at SS University.

The first stage of bouncing back is to try and get your head around what it is that has affected. I woke up this morning with it on my mind and decided to try and resolve the what it was that was bothering me.  
From: norman jackson <[email protected]>
To: "Cowan, John" <[email protected]> 
Sent: Thursday, 15 March 2012, 8:51
Subject: Re: A bit of action research

Hi John I need to be clearer in my own mind about what you are suggesting and how it is different to everything I have suggested previously. I think we are imagining different things. I am imagining a structured supported process that is not too dissimilar from the one we developed at Surrey. It is underpinned by an individual's daily/weekly activity system and tries to encourage the habit of thinking about the situations they are involved in and how they are developing themselves through these situations. The regular recording of stories is the way in which the habits of reflection and growing self-awareness will be revealed, and the purpose of the scheme is explicitly focused on broad holistic development and achievement across and between an individual's life experiences. Objective evaluation comes later in the process when you stand back and look at change from a broader perspective. I get the impression that you are thinking of a different purpose and a different structure to achieve that purpose. I think you are imagining a process that is entirely created and managed by the individual to achieve something that may be focused on one area of an individual's life. Something that is not constrained by pre-conceived procedures or tools or any advance concept of what will constitute evidence. It is basically an open ended self-regulated PDP process in which significant others  offer a view on the significance of the achievements. I have never thought that this project will be based on a single scheme because the needs and interests of individuals are so diverse and I can certainly see how your approach, if I have got it right, would work... we both do this all the time.. in fact its what we are doing now.. But it would be a scheme for a different purpose to the one I am envisaging. Perhaps they are two ends of a continuum. Is this what you are saying? Perhaps we need to chat as it takes a long time to understand through email..I'm looking after my grandson today who is off sick but I am around tomorrow if you would like to chat.. would be good anyway

cheersnorman 

I have not blogged for a few days as I felt as if my efforts had been dismissed as deficient or in some way not objective in terms of demonstrating the way I was engaging in my lifewide experiences and trying to demonstrate that I was learning and developing from them.. But I know that I was not intended to take JCs comments in this way. It began with my email to JC to have a look at the way I was constructing my story and this was his reply.  So this is simply to say I feel a bit demotivated.

From: "Cowan, John" <[email protected]>
To: norman jackson <[email protected]> 
Sent: Monday, 12 March 2012, 21:49
Subject: RE: A bit of action research

Dear Norman
I'm not sure about how this is heading.  That does not mean, as the comment from me so often does, that I think it's heading for the wrong target.  Just that I'd yearn to see a bit more focussing on objective self-evaluation.

The stories, blogs and so on are, of course, important.  But they are important as raw material sources from which I  assemble my objective self-evaluation.


From: norman jackson [mailto:[email protected]]
Sent: Fri 02/03/2012 10:38
To: Cowan, John
Subject: A bit of action research

Dear John

I am conscious that in creating the accreditation scheme we are going to need the on-line infrastructure to enable us to engage with learners and check their development plans, their commitment to utilising their everyday experiences for learning and their claims for personal development.

Realistically, the only way that we can achieve this is to encourage participants to create their own virtual environment through which they can reveal their commitment to learning through their life experiences. In fact the creation of a personalised on-line learning and development environment might be one of the concrete expressions of this process.

A few weeks ago I was introduced to 'Weebly' by my son and I decided to set up my own web site. I have wanted to do this for a long time but lack the programming skills but things have moved on so much in the web 2.0 world that Weebly have this wonderful set of drag and drop tools. Take a look for yourself    www.weebly.com   Its wonderfully simple and free if you don't put lots of media into it. In the end I decided to go for the pro-version at £44 for 2 years to cover the hosting so I can put lots of media into it.

I have set up my website which is public  http://www.normanjackson.co.uk/   to tell the story of my lifelong journey and lifewide activity (the main spaces I occupy on a daily basis). This is intended to provide the context for demonstrating my current situations for learning and developing against a 'personal development activity and action plan' which you will find in my blog.

I have begun to create a 'blog' which is private through which I will try to demonstrate my ongoing activity. Its password protected (password - manunited).

I would like you to take a look at it with a view to evaluating whether it is the sort of approach that we could adopt as an underpinning technology for the scheme. It would have to enable an accreditor/coach to: 

1) appreciate the individual's contexts for lifewide learning (their lifewide activity)
2) audit an individual's stories about their own learning and development over time (their blog)
3) engage in a formative conversations with the learner through the comments facility on the blog
4) ultimately be able to 'accredit' the person as a 'lifewide learner'

So in looking at this you might imagine the procedural framework within which this might operate and the sort of criteria that might be used for form judgements about the learners engagement, self-awareness and demonstration of development.

cheers
norman

One of my targets is to reduce my weight and improve my fitness level. By coincidence the week I decided this (last week) there was a BBC Horizon programme called 'the truth about exercise'. I would have missed it but for two factors. Firstly, my wife told me about it. She spotted it, watched it and told me it was good and the  reason she watched it was it was presented by someone she knew at med school with - Michael Moseley. Secondly, it was broadcast on the night I had band practice so it was only because it was on iplayer and later YouTube that I was able to watch it.

Anyway it was very entertaining and enlightening.. a great example of making the science accessible (Horizon is so good at this).. The nugget of science based wisdom in this programme was captured in Michael Moseley's summary - 'If I can keep off my bum and keep moving and I do 3mins of intensive exercise a week, I will be much fitter and healthier. Never sit for longer than an hour otherwise the body idles and the gunk builds up.. So I'm going to try to act on this (knee injury permitting of course). And I have kept the programme to remind me or perhaps re-motivate me when I need it.

One week on, I now realise that this is not going to be easy with a sore knee, but I try to get up off my bum and hobble around and I am spending an hour each day in the woods picking up fallen branches and tidying the pathways. So gentle exercise is fine but so far I haven't managed to do any serious intensive exercise - the one minute bursts recommended in the programme, so I still have quite a way to go before I achieve this change.

I know I have always been good at getting things moving and throwing lots of energy and creativity into creating new situations. I know I have the stamina for things I think are worthwhile or enjoy and I can continually energise myself over long periods
of time. But equally I know I am not very good at engaging with and finishing things that I do not consider to be so worthwhile. For example, even though I know its important for the effective running of a business, I really dislike spending time on the accounts or completing returns. I find it hard to say no to requests and about four months ago I was asked to do a book review - a new international handbook of creative learning. It's a subject I like, and I want to keep abreast of developments, and I also feel it's the right thing to do to contribute to the field.

So I readily agreed thinking I would do it over Christmas but not surprisingly got distracted. Its now 4 months on, I have made a start several times but couldn't get into it and the editor has now contacted me and I have set a deadline of two weeks. But I am struggling to get into the hefty tome. There is so much stuff that just seems academic and is of little interest to me. And there are so many more interesting things to do and I also have some paid work to do. I think this is aspect of me I definitely need to improve. Somehow I have to turn it into a project that I feel I am gaining something from. And do it quickly.

I spent 10mins writing this blog and 10mins searching on YouTube and made myself not get distracted. I found this video which I think provides some sound advice. Now I'm going to have another go at getting into this book.

3 hours later - actually I didn't do the book but I did tackle my accounts and sort out expenses going back to October. A horrible job which I had put off and it does make me feel better for doing it and posting them off.

Dictionary definitions tell me that compassion is a feeling of deep sympathy and sorrow for another who is stricken by misfortune, or loss accompanied by a strong desire to alleviate the suffering. I spotted this blog by Matthew Taylor which really made me think about how compassion features in my life and in our lifewide learning and education enterprise.

The compassion test March 1, 2012 by Matthew Taylor 
As someone who for various reasons (almost none of which bear critical examination) feels in need of a little compassion right now, I was drawn magnetically to this item on the BBC website. A high powered Commission has reached the conclusion that the possession of compassionate values is a vital attribute for staff providing caring services to elderly people.

This immediately raises a whole series of fascinating issues. In no particular order:

How might job candidates be tested for compassion? Good employment practice encourages adhering to strictly objective criteria in recruitment, so how would an ostensibly subjective quality like compassion be assessed?

How might we go about teaching compassion, whether in schools or colleges? Traditionalists would presumably suggest studying the lives of compassionate greats (although often figures we associate with compassion – like Florence Nightingale – turn out to be rather fierce on an interpersonal level), and also extra-curricular volunteering. Progressives, in contrast, would see the Commission’s view reinforcing an emphasis in the mainstream curriculum on the whole child and the development of emotional intelligence. I am more in the latter camp and would argue that instilling compassion is also about how people learn to treat each other in educational establishments. I am particularly impressed by the use among pupils of restorative practice (something done very impressively in the RSA Academy Tipton

Is it right to see compassion primarily as a personal attribute?  A couple of days ago I was reporting research which suggests the rich are more selfish partly as a consequence of the social norms of the privileged. I am sure Philip Zimbardo – he of the Stanford prison experiment – would argue that compassion is primarily a function of social norms within institutions. Zimbardo famously argued ‘it’s not the rotten apple, it’s the rotten barrel’ to which presumably ‘it’s not the compassionate person, it’s the compassionate institution’ is a corollary.

As machines get cleverer and cleverer, human added value will increasingly reside in things that only we can do. One of these things – certainly for the foreseeable future and arguably forever – is feeling empathy and compassion. The Commission’s conclusion therefore reinforces a critique of the connections between attributes and rewards in the labour market. If compassion is without doubt going to be a skill in greater need (both in terms of quantity and quality ) then isn’t it about time we started finding ways of rewarding it properly?

My reflections
Matthew 's blog raises some interesting questions about how we nurture a compassionate disposition and encourage and facilitate the development of a more compassionate society. On a daily basis I experience compassionate feelings when I read a newspaper report, magazine article or book, or see or hear a radio, TV, internet broadcast, or when I see images of people which have experienced a tragedy or who are suffering in some way. The recent bombardment of Homs in Syria and the grief of families who have lost their loved ones. In other words, because of the comfortable life I live, I have to be exposed to situations that trigger empathic emotional responses. But rarely do I do anything that will in anyway contribute to the alleviation of someone's suffering. The times I have actually done something have been just to dip into my pocket to make a donation to Children in Need or to a disaster appeal. This happened last November when after seeing  several Oxfam East African appeal adverts, and the inspiring 'One Life' YouTube video that really moved me, I dedicated an event I had organised to helping to raise some money for Oxfam. 
Acts of compassion in my life, where I have tried to do something to help someone, have been where they involve people who are close to me. Matthew Taylor's blog made me realise that although I experience feelings of compassion for others, they rarely lead to any sort of action.  My deficiency was brought home to me a few minutes ago when my wife, who is a very compassionate person, told me she was going to invite a young colleague who was about to have an operation on his hand, to stay with us for a few days to help him convalesce. She gave me a lesson in how compassion is enacted in everyday life.

So what has compassion got to do with lifewide learning and education? I guess this story shows that there are always opportunities for us to be compassionate in our everyday life, but we have to see the opportunity and do something about it. I think we need to focus more attention on this aspect of our value system in our framework  for supporting lifewide learning and development. I'm going to add this to my personal development plan.

A few days ago I described how I had set up a website for the band and I had done a bit more work on it. I was pleased with its simple design but Paul, our lead singer, had other ideas. First he wanted to add photos that were really dark and poor quality.. I argued against using them and said we needed some new photos just for the website. Then he sent some notes about members of the band which I really objected to. I think my reaction was triggered by a difference in my value system. In presenting myself publicly I do not want to ridicule myself. I feel we have some talent in the band and it is demeaning to represent ourselves in the way Paul was suggesting. Paul tried to persuade me but there is no way I will budge on this and if he insists then we will go our separate ways. We are meeting on Monday so we will see what happens.

Postscript - a gracious email from Paul on Sunday said he had reached the conclusion that I was right..

EMAILS FROM PAUL OUR LEAD SINGER

Sent: Friday, 2 March 2012, 15:44
Subject: INTRODUCING THE BAND - PAUL
For our web site, where we are seen not to be taking ourselves too seriously. 

Paul Westwood – Lead (and only) Singer 
Dances like an epileptic putting out a small fire, so was advised by his dance instructor to take up singing, which he has grasped like a duck to an oil slick. The voice of the band, which Paul has honed to a distinctive style by chewing on pieces of gravel and drinking 100% proof Vodka before gigs. Truly a legend in his own mind, Paulbi, (as he is affectionately named by his better half) is often supported on stage by his gorgeous wife, who constantly rushes up on stage to bring him his asthma inhaler.  His claim to fame, at the FreeWorld audition, was that he told the rest of the band that he “once sang a duet with Rod Stewart”, but after further investigation it was discovered that Rod was on the radio and “Paulbi” was in the bath.

Paul

Sent: Friday, 2 March 2012, 15:44
Subject: INTRODUCING THE BAND - GRAHAM MORGAN 

Graham Morgan – Lead & Rhythm Guitarist. 
Often to be seen aimlessly “grinning” with a confused and lost look on stage at our gigs. Nevertheless, an experienced musician, who knows all the notes and chords to 100’s of songs, but doesn’t always play them in a recognisable order, which creates mayhem for the rest of the band.  Also often the source of a constant frustration for our other lead, Martin Wise, as Graham constantly introduces notes and chords, to our songs, which are not on the music scale…………………which is probably due to his guitar constantly going out of tune! 
Whilst performing, Graham is prone to lose interest very easily, whereby he starts to play Throw Down The Sword by Wishbone Ash (Who?)

Paul

 MY RESPONSE From: norman jackson [mailto:[email protected]] 
Sent: 02 March 2012 16:18
Subject: Re: INTRODUCING THE BAND - GRAHAM MORGAN

Hi Paul
I know you have put effort into this but I would caution against the approach.. Its smacks of 'crap dads' speak which I hate and I do want us to be taken seriously. 

Sorry but I feel strongly about this.
Norman

PAUL'S RESPONSE
Sent: Friday, 2 March 2012, 16:36
Subject: RE: INTRODUCING THE BAND - GRAHAM MORGAN

Have you read mine yet………………….and I’m working on yours now!

Norman, It’s the music and how we perform which will get us taken seriously, as a band. Unlike CrapDads we perform serious musical arrangements, rather than stripping out songs to their basics.

To balance what we write about ourselves I’ve put out a few emails to a number of people who have attended our gigs, with the expectation to receive glowing and serious references, whereas CrapDads put out joke references. Others in the band should also seek positive acclaim from our audience critics. A light hearted approach will bring a smile to any bookers face and they know that by under promising that there will be an expectation for over delivery.  By creating something “self-mocking” like this, might encourage those who view our web site to send the link over to their friends.  It’s simply Reverse Marketing phycology, so we shouldn’t dismiss this strategy out of hand.

J J J
Paul

 MY RESPONSE
From: norman jackson <[email protected]>
Sent: Friday, 2 March 2012, 16:49
Subject: Re: INTRODUCING THE BAND - GRAHAM MORGAN

I disagree Paul and you will not persuade me otherwise. I am put off by this way of marketing. Less is definitely more and a few images combined with music is all that is required. I do not want to become a crap dads band which is what this will turn us into.

Norman


From: "Westwood, Paul (PWESTWOOD)" <[email protected]>
To: "[email protected]" <[email protected]> 
Sent: Sunday, 4 March 2012, 15:23
Subject: RE FREEWORLD WEB SITE

Norman, I have given further thought to my ideas of a less than serious, light hearted and self depreciating approach to introducing the band members and after much thought concede that your approach is best. Can you please give some thought to creating a few lines on each band member, as an alter ego to my versions.   As a strap line on the web site, I’d like to somehow use …………. Live, Raw and Un-Cut……………just the Music!    I also think that you and I should collaborate on producing and agreeing the web site, before we release to the other guys, as a proposed finished project? (Too many cooks and all that?)  After all Martin and Tim just aren’t interested because of the money and are quite negative about the whole thing. 

One of my self-management objectives is to get myself into better shape. I reason that this is one objective that is most definitely measurable and fundamentally it reaches to my will power. My will to be fitter, healthier and lighter. First, I have to admit that this is one area of my life I have let go of. I enjoy my food and a glass of wine with my meal. I like ice cream and lolly pops and the odd bar of chocolate. My wife brought it home to me a few days ago when she said she had been looking at some photos when we got married 9 years ago and she was shocked at how much weight I had put on.  I knew this but had chosen not to do anything about it. Now I'm on the self-improvement trail I have a reason to try to regulate myself again. So my first plan of action is to simply eat and drink less. My second is to do more exercise (although I have a sore knee which holds me back a bit) and we will see where that takes us over the next month. My current weight is 90kg.

Telling a story about myself and the people in my life, seems to me to be so much more interesting and engaging than saying, 'I'm keeping a diary', or I'm recording my experiences and achievements!

There is always a reason for telling a story. Stories, after all, contain and convey our wisdom, and our intuitive knowing. They go beyond facts into feelings. They engage the whole of us--our minds and our hearts. 'By storying my life, that is, by telling about the incidents that give my life meaning I make sense out of it. I begin to connect the dots of my experience and as I do, gracefully, artistically, memorably, I invite you to go inside and begin to connect your own dots to make sense out of your own experience.  Michale Gabriel  Learning and Growing through Stories 

I have never been any good at keeping a diary, the discipline of writing about ' myself and other more important matters' to quote Charles Handy, has never really featured in my own self-management processes. I've always told myself that there are always more important things to do.  Yet I advocate the benefits of this to others and I helped develop the PDP policy that has led to the process of recording and reflecting on personal activity being systematised in higher education. But as I have begun exploring again the way our lifewide enterprise shapes who we are I can no longer avoid it, I have created a need and a purpose for it.  But what is 'it?' I started about a month ago with a word diary, and I'm glad I did. Just writing stuff down in the medium I am most comfortable with is easy.

I also tried out a few free blogging sites but I found that none of them really encouraged me. Then my son recommended the weebly to me. Weebly is free (although there is a pro-version if you want to host a lot of media). I found it simple and intuitive to use and over a few days I got sucked in to creating my own website which I set up around the two these of lifelong journey and lifewide activity. I found the tools easy to use and they made me feel creative and this made all the difference to me. I felt I was creating something useful and aesthetically appealing (at least to me) and because of this I kept tinkering and playing. After a week of onscreen prompts telling me I was only 65% complete. I bit the bullet and set up a blog (which I can password protect) and I began telling my stories.  I backdated it with the material I had saved in word and so it developed quickly to the point where I thought I had achieved something useful and now I find it easy to add a new story every few days.

It isn't easy to make time to do these sorts of things, and I know I have more time know than I used to, but there is a hurdle to get over called 'getting started' and this is the point at which persistence is often weakest until we reach the point of ownership, where we take pride in what we have produced. I have no idea how long I will persist but I am at least developing the habit and I have changed my will to be involved (my intrinsic motivation) because I believe I have a need and I can see value in what I'm doing. Perhaps these are essential pre-requisites for participation in PDP recording/reflecting processes.

In a world swamped by information we need the ability to make sense of our experiences and ourselves in those experiences and telling our stories to ourselves is a good way of doing this. We also need to distil, organise and communicate the complex information that makes up our life and so the capability to communicate  our stories to others is important. I also think that we all need to be inspired, and there is nothing quite like someone's life stories, to inspire. So telling stories in a variety of ways and through a variety of media is a capability that we all need. Perhaps these are the less explicit reasons for the recording processes we are trying to encourage in higher education and CPD practices through personal development planning.

Most of my stories so far are text-based with the odd photo and sometimes a bit of audio. But I can see the value of using media in a more creative way to tell a story and I have made this one of my development objectives. This story, by National Geographic photographer Dewitt Jones about an incident in his professional life, is one that I find really inspiring. It conveys the wisdom of someone who has thought deeply about his work, not only the technical side but the way he inhabits his work spaces and the way he sees the situation, makes decisions about what to do and how to do it and then acts to get the results that he knows will eventually emerge from his actions. 

Postscript 09/03/12
I have just come across an inspiring TED talk by Andrew Stanton a film director of some repute. He told a story about his life backwards and drew out of the story some really important points about story telling in film making. I thought there were some good points for story telling   To engage me with your story  - 'make me care,'  ''give me the promise of a good story - a well told promise propells you forward to the end', 'make me work to work things out for myself but hide the fact', 'make me wonder how it will all conclude - give it tension',  'tell me who you are', 'enthuse wonder'...