FIELD STUDY 1: THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
1. FIELD STUDY 1: THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
Episode 1: The School as a Learning Environment
Name of FS student _________________________________________________________________
Course _________________________________ Year & Section ____________________________
Resource Teacher ______________________________ Signature ______________ Date _________
Cooperating School __________________________________________________________________
My Target: At the end of the activity, I will be competent in determining a school environment that
provides social, psychological, and physical environment supportive of learning.
My Map: A general observation of the campus and the classroom is an exciting way to start my
observation. My mission is to do the following tasks:
1. Visit a school. Look into facilities and support learning areas in the campus, then in the
classroom.
2. Accomplish the checklist as you move around the school premises.
3. Make a reflection on the characteristics of a school environment that promotes learning.
4. Based on your gathered data in the checklist, described the school environment.
5. Present your idea of a good school environment through any of these:
a. Descriptive paragraph
b. Photo essay
c. Sketch or drawing
d. Poem, song or rap
My Tools: As you move around the campus, activity forms are provided for you to document your
observations. It is advised that you read the entire worksheet before proceeding to the school site. A good
understanding of the activities and tasks to be accomplished in the activity sheets will yield better
learning results.
SCHOOL FACILITIES CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the column to indicate
their availability. Give a brief description of those that are available on the last column.
Facilities Available Not Available Description
Office of the Principal
Library
Counseling Room
Canteen/Cafeteria
Medical Clinic
Audio Visual/Media
Center
Reading Center
Speech Laboratory
Science Laboratory
Gymnasium
Auditorium
Home Economic Room
2. Industrial Workshop
Area
PTA Office
Comfort Room for Boys
Comfort Room for Girls
Others (Please Specify)
An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the provided space.
1. Describe the community or neighborhood where the school is found.
2. Describe the school campus. What colors do you see? What is the condition of the buildings?
3. Pass by the offices. What impression do you have of these offices?
4. Walk through the school halls, the library, the cafeteria. Look around and find out the other
facilities that the school has.
Name of the School Observed: __________________________________________
School Address ______________________________________________________
Date of Visit _________________________________________________________
3. Be guided by these as you do your observation. Then accomplish the matrix to record your data.
1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious
figures, lessons, visual aids, announcements, do you see posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher’s table located? How
are the tables and chairs/desks arranged?
3. What learning materials/equipments are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lighted and well-ventilated?
CLASSROOM FACILITIES MATRIX
Classroom Facilities Description
(Location, number, arrangement, condition)
1. Wall displays
2. Teacher’s table
3. Learner’s desks
4. Blackboard
5. Learning Materials/Visual Aids
6.
7.
8.
9.
10.
4. Write your observation report here.
Name of the School Observed: _________________________________________________
Location of the School: _______________________________________________________
Date of Visit: _______________________________________________________________
My Analysis
How do the school campus and the classroom in particular impact on the learning of the students going to
school? What are your conclusions?
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How does this relate to your knowledge of child and adolescent development/ How does this relate to
your knowledge of facilitating learning?
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My Reflections
1. Would you like to teach in the school environment you just observed? Why? Why not?
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5. 2. What kind of school campus is conducive to learning?
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3. What kind of classroom is conducive to learning?
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4. In the future, how can you accomplish your answer in number 3?
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5. Write your additional learning and insights here.
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My Portfolio
My Personal Illustration of an Effective School Environment
6. Episode 2: The Learner’s Characteristics And Needs
Name of FS student ________________________________________________________________
Course ________________________________ Year & Section ____________________________
Resource Teacher _____________________________ Signature ______________ Date _________
Cooperating School _________________________________________________________________
My Target: At the end of this activity, I will gain competence in differentiating the characteristics and
needs of learners from different developmental levels.
My Map: To reach your target, do the following tasks:
1. Observe 3 groups of learners from different levels (preschool, elementary, and high school).
2. Describe each of the learners based on your observations.
3. Validate tour observation by interviewing the learners.
4. Compare them in terms of their interests and needs.
My Tools: Use the activity form provided for you to document your observations.
An Observation Guide for the Learner’s Characteristics
Read the following statements carefully. Then write your observation report on the provided space. Your
teacher may also recommend another observation checklist if a more detailed observation is preferred.
Physical
1. Observe their gross motor skills. How they carry themselves. How they move, walk, run, go up
the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries,
mood-shifts)
2. How do they express their wants/needs? Can the wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their
thinking skills.
3. Were there opportunities for problem solving? Describe how did they show problem solving
abilities.
Learner’s Development Matrix
Record the data you gathered about the learner’s characteristics and needs in this matrix. This will allow
you to compare the characteristics and needs of learners at different levels. The items under each domain
are by no exhaustive. These are just sample indicators. You may add other aspects which you may have
observed.
7. Development Domain
Preschooler
Indicate age range of children
observed: ___________
Elementary
Indicate age range of children
observed: ___________
High School
Indicate age range of children
observed: ___________
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
Others
Social
Interaction with teachers
Interaction with
classmates/friends
Interests
Others
Emotional
Moods and
temperament,
expression of feelings
Emotional
independence
Others
Cognitive
Communication Skills
Thinking Skills
Problem-solving
Others
My Analysis
Write the most salient developmental characteristics of the learners you observed. Based on these
characteristics, think of implications for the teacher.
Example:
Level
Salient Characteristics
Observed
Implications to the Teaching-
Learning Process
Preschool
Age range of learners
observed: 3 – 4
• Preschoolers like to move
around a lot
• Therefore, the teacher should
remember to use music and
movement activities not just in
PE but in all subject areas.
• Therefore, teachers should not
expect preschoolers to stay
seated for a long period of time.
8. Level
Salient Characteristics
Observed
Implications to the Teaching-
Learning Process
Preschool
Age range of learners
observed: _______
Elementary
Age range of learners
observed: _______
High school
Age range of learners
observed: _______
My Reflections
1. While you were observing the learners, did you recall your own experiences when you were their
age? What similarities or differences do you have with the learners you observed?
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2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or not
help you with your needs (physical, emotional, social, and cognitive)? How did it affect you?
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3. Share your other insights here.
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My Portfolio
Which is your favorite theory of development? How can this guide you as a future teacher? Clip some
readings about this theory and paste them here. (Provide a separate sheet if necessary)
9. Episode 3: Classroom Management and Learning
Name of FS student _______________________________________________________________
Course _______________________________ Year & Section ____________________________
Resource Teacher ____________________________ Signature ______________ Date _________
Cooperating School _______________________________________________________________
My Target: At the end of this activity, I will gain competence in managing time, space and resourced to
provide an environment which is appropriate to the learners and conducive to learning.
My Map: To reach your target, do the following tasks:
1. Observe a class.
2. Using a checklist, find out the evident classroom components.
3. Describe how the classroom is structured/designed to allow everyone to participate in the
learning activities.
4. Relate the data in your checklist to the learner’s behavior.
5. Reflect on how classroom management affects learning.
My Tools: Use the activity form provided for you to document your observations.
An Observation Guide for the Learner’s Characteristics
Read the following statements carefully. Then write your observation report on the provided space.
1. As you observe the class, look into the characteristics of the learners. Not their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to concentrate.
Name of the School ________________________________________________________
Observed ________________________________________________________________
Location of the School ______________________________________________________
Date of Visit ______________________________________________________________
10. An Observation Guide for the CLASSROOM VISIT
Be guided by these questions as you do your observation of the classroom management. It is also good to
ask the teacher for additional information so you can verify your observation. Write your notes below;
and then organize your data in the table that follows.
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books, students’
belongings, supplied, etc.) Describe these areas.
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2. Are there rules and procedures posted in the room?
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3. Did the students participate in making the classroom rules? (Ask the Resource Teacher.)
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4. What are the daily routines done by the teacher? (Prayer, attendance, assignment of monitors,
warm-up activities, etc.) How are they done?
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5. Is there a seating arrangement? What is the basis of his arrangement?
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6. Observe the noise level in the classroom. How is this managed?
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7. If a learner is not following instructions or is off-task, what does the teacher do? Describe the
behavior strategies used.
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8. What does the teacher do to reinforce positive behaviors? (behavior strategies)
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Observation Notes: (Provide a separate sheet, if necessary.)
11. CLASSROOM MANAGEMENT MATRIX
Aspect of Classroom
Management
Description Effect on the Learners
(to be filled up after you answer the analysis
questions)
1. Specific Areas in the
Classroom
2. Classroom Rules
3. Classroom
Procedures
4. Daily Routines
5. Seating Arrangement
6. Handling
misbehavior/off-task
behavior
7. Reinforcement of
positive behavior
8. Others
9. Others
10. Others
12. My Analysis
1. How did the classroom organization and routines affect the learner’s behavior?
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2. What should the teacher have in mind when she/he designed the classroom organization and
routines? What theories and principles should you have in mind?
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3. Which behavior strategies were effective in managing the behavior of the learners? In motivating
students? Why were they effective?
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My Reflections
1. Imagine yourself organizing your classroom in the future. In what grade/year level do you see
yourself? What routines and procedures would you consider for this level? Why?
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2. Make a list of the rules you are likely to implement in this level. Why would you choose these
rules?
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3. Should learners be involved in making the class rules? Why?
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13. My Portfolio
Include here pictures of the classroom/s you observed. Write descriptions/annotations about what
you observed in each photo.
14. Episode 4: Individual Differences and Learner’s Interaction (focusing on differences in gender,
racial, religious backgrounds)
Name of FS student _______________________________________________________________
Course _______________________________ Year & Section ____________________________
Resource Teacher ____________________________ Signature ______________ Date _________
Cooperating School _______________________________________________________________
My Target: At the end of this activity, I will gain competence in determining, understanding, and
accepting the learner’s diverse backgrounds.
My Map: The learner’s individual differences and the type of interaction they bring surely affect the
quality of teaching and learning. This episode is about observing and gathering data to find out how
student diversity affects learning. To reach your target, do the following tasks:
1. Observe a class in different parts of a school day. (Beginning of the day, class time, recess,
etc)
2. Describe the characteristics of the learners in terms of age, gender, and social and cultural
diversity.
3. Describe the interaction that transpires insider and outside the classroom.
4. Interview your resource teacher about the principles and practices that she uses in dealing
with diversity in the classroom.
5. Analyze the impact of individual differences on learner’s interaction.
My Tools: Use the activity form provided for you to document your observations.
An Observation Guide for the Learner’s Characteristics
Read the following carefully before you begin to observe. Then write your observation report on the
space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial groups, religious and
ethnic backgrounds.
During class:
2. How much interaction is there in the classroom? Describe how the students interact with one
another and with the teacher. Are there groups that interact more with the teacher than others?
3. Observe the learners seated at the back and the front part of the room. Do they behave and
interact differently?
4. Describe the relationship among the learners. Do the learners cooperate with or complete against
each other?
5. Which students participate actively? Which students ask for most help?
6. When a student is called and cannot answer the teacher’s question, do the classmates try to help
him? Or do they raise their hands so that the teacher will call them instead?
Outside class:
7. How do the students group themselves outside class? Homogenously, by age? By gender? By
racial or ethnic groups? Or are the students in mixed social groupings? If so, describe the
groupings.
8. Describe how the learners interact with each other. What do they talk about?
15. OBSERVATION REPORT
Name of the School Observed ___________________________________________________________
School Address _______________________________________________________________________
Date of Visit _________________________________________________________________________
16. My Analysis
1. Identify the persons who play key roles in the relationships and interactions in the classrooms.
What role do they play? Is there somebody who appears to be the leader, a mascot/joker, an
attention seeker, a little teacher, a doubter/pessimist?
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2. Are students coming from the minority group accepted or rejected by the others? How is this
shown?
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3. How does the teacher influence the class interaction considering the individual differences of the
students?
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4. What factors influence the grouping of learners outside the classroom?
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My Reflections
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among the
learners and between the teacher and the learners?
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2. In the future, how would you want the learners in your classroom to interact? How will you make
this happen?
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17. My Portfolio
Post a collection of quotations advocating for celebrating diversity in the classroom. Using these
quotations, explain how you will encourage all learners, regardless of religious, ethnic or racial
background to interact and participate well.
18. Episode 5: Individual Differences and Learner’s Interaction
Name of FS student _______________________________________________________________
Course _______________________________ Year & Section ____________________________
Resource Teacher ____________________________ Signature ______________ Date _________
Cooperating School _______________________________________________________________
My Target: At the end of this activity, I will gain competence in determining teaching approaches and
techniques considering the learner’s differences in level of abilities.
My Map: To reach your target, do the following tasks:
1. Observe two or more learners of different abilities but from the same grade or year level.
2. Find out some information about their background
3. Observe them as they participate in classroom activity
4. Write a narrative report and a brief reflection on your experience.
My Tools: Use the activity form provided for you to document your observations.
An Observation Guide for Individual Differences
Read the following carefully before you begin to observe. Then write your observation report on the
space provided.
1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that seem to be behind.
3. Validate your observations by asking the teacher about the background (family, socio-economic,
presence of some learning disability, etc.) of these children.
4. Observe the behavior of both the high achieving and low-aching learners. Note their dispositions,
pace in accomplishing tasks, interaction with teacher, and interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs of the students in
his/her class.
OBSERVATION REPORT
Name of the School Observed ______________________________________________
School Address __________________________________________________________
Date of Visit ____________________________________________________________
19. My Analysis
1. Did your observation match the information given by the teacher? Were you able to correctly
identify who among the students performed well and who did not? What behavior helped you
identify them? (volunteering to answer, responding to teacher’s directions, etc.)
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2. Describe the difference in ability levels of the students in the class. Is there a wide gap between
the students who are performing well and those that are not?
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3. Describe the methods used by the teacher in handling the students’ differences in abilities. How
did the students respond to the teacher?
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My Reflections
Recall the time when you were in the elementary or high school. Recall the high and low achievers in
your class. How did your teacher deal with differences in abilities? Was your teacher effective?
20. My Portfolio
With the principle of individual differences in mid, what methods and strategies will you remember in the
future to ensure that you will be able to meet the needs of both the high and low achievers in your class?
21. Episode 6: HOME-SCHOOL LINK
Name of FS student _______________________________________________________________
Course _______________________________ Year & Section ____________________________
Resource Teacher ____________________________ Signature ______________ Date _________
Cooperating School _______________________________________________________________
My Target: At the end of this activity, I will gain competence in identifying and describing the
influencing factors in the home environment that impact students’ learning.
My Map: To reach your target, do the following tasks:
1. Select a learner from the class whom you have observed.
2. Interview the teacher about the learner’s characteristics.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about
a. the rules they implement at home concerning their child’s schooling
b. the learner’s activities and behavior while at home
5. Describe the family in terms of:
a. number of siblings
b. number of siblings in school
6. Identify the factors in the home environment that might affect the learner’s school
performance.
7. Reflect on how a teacher can communicate effectively with the home.
My Tools: Use the activity form provided for you to document your observations.
An Observation/Interview Guide for Home-School Link
Read the following carefully before you begin to observe/interview. Then write your observation report
on the provided space.
The Learner:
1. Make a general observation of the learner. Describe him in each of the domains of
development:
a. Physical-body built and height (thin, chubby, underweight, overweight), level of
physical activity (fast, slow, lethargic, active, etc.)
b. Social-interaction with teachers and classmates (loner, shy, sociable, friendly, gets
into fights, liked by others, etc.)
c. Emotional mood, temperament, cries easily, loses temper, happy, shows enthusiasm,
excited, indifferent, etc.)
d. Cognitive (appears to understand lessons, copes with the lessons, excels, lags behind,
shows reasoning skills, turns in assignments and requirements, etc.)
Interview the Teacher
2. What are the most noticeable characteristics of the learner? (emotional disposition, behavior
and discipline, sense of responsibility, study habits, academic performance, relationship with
peers, relationship with adults, social adjustment)
3. How does the teacher communicate with the parents? How often? What do they discuss?
Agree on?
Interview with Parents
4. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family pictures
in the living room)
5. Use the interview questions on the next page. Just ask the questions with which you feel
comfortable.
22. Suggested Parent Interview Guide
You may use a more detailed interview guide. Be free to translate the questions, if necessary.
Name of Learner:
Date of Birth Age
Grade/Year Level Gender
Number of Siblings
Birth Order
PARENTS
Mother:
Age
Occupation Educational Attainment
Father
Age
Occupation Educational Attainment
Learner’s Physical Aspect: Health
Mother’s health during pregnancy with the learner
Ailments or health problems of the learner as a child
Age of the learner when he/she started to walk/talk
Food preferences of the learner as a child and at present
Who took care of him/her as a child?
Learner’s Social Aspect
Describe your child’s sociability (friendly, outgoing or shy, loner)
Who were the learner’s playmates?
As a child then, was he/she allowed playing outside?
Is he/she allowed to go out with friends? Do you have rules for him/her to follow regarding going out?
What are these rules?
Emotional-Moral
What are your expectations of your child?
How do you provide a nurturing environment for your child?
23. Does your child go to you when he/she feels down or has a problem? What do you do to meet his/her
emotional needs?
What do you do when he/she is not successful in something?
How do you discipline your children?
Do you have rules in the house? What are they?
How do you impose the rules?
What are the consequences of breaking the rules?
Learner’s Cognitive Aspect
What are the child’s interests?
What is he/she good at in school?
In what subject/s does he/she have difficulty?
How do you monitor his/her performance in school? How do you motivate him/her?
Do you have rules at home to help him develop good study habits? What are these rules? How are they
implemented?
After you have gathered all the necessary data, write the learner’s development profile using the given
outline.
THE LEARNER’S DEVELOPMENT PROFILE (Outline)
Name of the Learner
School
Date of Home Visit
Date of Birth Age
Grade/Year Level Gender
Family Profile
Number of Siblings
Birth Order
Mother
Age
Occupation Educational Attainment
Father
24. Age
Occupation Educational Attainment
Physical Development
In paragraph form, describe the physical development of the learner. Combine the teacher’s
parents’ responses, and your own observations.
Social Development
In paragraph form, describe the social development of the learner. Combine the teacher’s, parents’
responses, and your observations.
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine the teacher’s
parents’ responses, and your own observations.
Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the teacher’s
parents’ responses, and your own observations.
Findings
Write here your salient findings about the learner.
Conclusions
Write your conclusions after you have analyzed the impact of the school and the home on the
learner’s development. The questions in the Analysis portion of this learning episode can help you.
Recommendations
Write your recommendations.
My Analysis
Your findings and recommendations in the Learner Development Profile will help you answer the
questions here.
1. From your home visit and interview, what do you think is the style of parenting experienced by
the learner? Explain your answer.
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2. Relating your data with that you learned from child development, what family factors do you
think contribute to the development and over-all adjustment of the learner in school?
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3. Does the communication between the home-school have an effect on the learner? If yes, what are
these effects?
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25. My Reflections
1. Reflect on your own development as a child. What type of parenting did you experience? How
did it affect you?
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2. As a future teacher, how would you establish good home-school collaboration? How can you
work well with the parents? How can you help them? How can they help you?
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My Portfolio
(Make an artistic, colorful, and creative visual expression of your insights or feelings about the influence
of the home and school to the learner. Then, write a few statements below your visual art describing your
visual art.
(Make an acrostic reflection about the home and school link.)
H –
O –
M –
E –
S –
C –
H –
O –
O –
L –
L –
I –
N –
K –