Cranston+East+High+School+Fall+2013

= Sarah Hutchins =
 * Cranston High School East **
 * 899 Park Ave Cranston, RI 02910 **
 *  (401) 270-8126 **

** Introduction ** Since 1958, Cranston High School East has been educating its community throughout grades 9-12. According to the school's website, CHSE's mission (through a partnership among the parents, students, teachers, and community members) is to // "educate all students in a safe, challenging, and mutually respectful environment, which will enable them to develop and demonstrate proficiency in critical thinking, problem solving, and communication skills." // The website goes on to note that "//The CHSE student and subsequent graduate will utilize these skills to become a// //respectful and// //productive// //contrib////ut////or// //to both the school and community."(CHSE, 2013)// This public high school, located in two different buildings on route 12 (Park Avenue) in Central Cranston, serves over 1700 students each year with over 150 faculty. Cranston East operates under the leadership of Superintendent Judith Lundsten and Principal Sean T. Kelly, with a Thunderbolt mascot and a green and white color scheme. If you are new to this area and are interested in finding out more about this community, district, and high school—perhaps to figure out whether or not this public school will be the right fit for your child—continue reading!

** Community Background ** In order to get a more in depth look at Cranston East high school, it's important to first consider the community of Cranston in which this school sits. We'll look at the income and poverty levels compared with Rhode Island and the United States. Then we'll cover the basic racial demographics in the community, compared with the state and country. After that we'll also discuss the overall educational atmosphere of Cranston, as compared with Rhode Island. (US Census, 2010)
 * Income/Poverty || Cranston || Rhode Island || United States ||
 * Median Household Income || $58,442 || $55,975 || $52,762 ||
 * Median Family Income || $73,804 || $72,724 || $64,293 ||
 * Per Capita Income || $28,496 || $29,685 || $27,915 ||
 * All Families Below Poverty Level || 6.5% || 8.9% || 10.5% ||
 * All People Below Poverty Level || 9.7% || 12.8% || 14.3% ||
 * Unemployment || 6.0% || 5.9% || 5.6% ||

This first table tells us that, in general, this community is not significantly more or less wealthy than the state but, compared with the country, the people of Cranston are slightly more well off financially. As you can tell from the poverty percentages, Cranston is functioning on a much less desperate financial plain than the country as a whole—and Rhode Island too, for that matter. Additionally, this might be a bit puzzling if you consider the percentages of unemployment—with Cranston just barely worse off than the rest of the state and across the U.S. How could this community be less impoverished a greater number of people unemployed?

Next, let's take a look at the racial and ethnic diversity in this community:

(US Census, 2010)
 * Race/Ethnicity || Cranston || Rhode Island || United States ||
 * White/Caucasian || 81.9% || 81.4% || 72.4% ||
 * Black/African American || 5.3% || 5.7% || 12.6% ||
 * Asian || 5.2% || 2.9% || 4.8% ||
 * Hispanic/Latino || 10.8% || 12.4% || 16.3% ||
 * American Indian/Alaska Native || 0.3% || 0.4% || 0.7% ||

In this table, we see that (not unlike the rest of Rhode Island (81.4%), or even the greater United States (72.4%)) the Cranston community consists of a significant majority of Caucasians (81.9%). The percentage of African Americans is much lower in Cranston (5.3%), and Rhode Island (5.7%), than in the rest of the country (72.4%). Cranston's Asian population (5.2%) however, while close to the national percentage (4.8%), is 2.5% greater than that of Rhode Island (2.9%). Finally, the Hispanic and Latino demographic increases steadily from the community (10.8%), to the state (12.4%), to the country (16.3%). In general, none of these statistics are dramatically different than what you might expect to find in many other communities around Rhode Island.

Now let's take a look at some basic educational facts about the community:

This final community-based table shows that, although only 25% of 11th graders in this community are proficient in math, this community's graduation rate is 81%—greater than that of Rhode Island in general.
 * Education: Info taken from RI Kids Count website (2012) || Cranston || Rhode Island ||
 * Early Intervention Participation || 11% || 12% ||
 * Suspension Rate || 26% || 30% ||
 * High School Graduation Rate || 81% || 77% ||
 * 11th Graders at or above Math Proficiency Level || 25% || 34% ||
 * Students Enrolled in Special Education || 15% || 18% ||
 * English Language Learners || 5% || 6% ||

** District Summary ** Moving on to Cranston High School East's school district, we'll consider NECAP test scores and other student characteristics. We'll compare the findings from this Cranston district with the findings from the Barrington and Central Falls districts and the overall state of Rhode Island. I chose to compare Barrington and Central Falls with Cranston because of the diversity among these three districts. This first graph depicts NECAP scores in Math from 3rd grade to 11th grade in the sample districts. The NECAP scores throughout the other tested subjects also show the same trends. Cranston consistently scores just above the state average and is closer to rivaling Barrington than being a close comparison with Central Falls. This graph also shows that Cranston (among other districts) nosedives in NECAP scores by 11th grade. In 4th grade, Cranston scores a 63 in math. By 11th grade, the students scored almost half of that with a score of 25. So let's take a closer look at this district's NECAP scores across the subjects in 11th grade: According to this table with information found on the Info Works Live website, the district of Cranston demonstrates middle-of-the-road scoring—with the exception of the Reading NECAP, in which Cranston (81) scored just higher than the state average (79). In Reading, the 3rd grade level score was 74—which only increased through 11th grade! In Science, the district of Cranston scored 52 in 4th grade, which plummeted to 31 by 11th grade. In Writing, Cranston's 5th graders scored 68 while the 11th graders only scored 42. The graph further shows that Cranston's high schoolers didn't exceed state averages in NECAP scores, except in the area of Reading, like Cranston has as a community and district in other areas.
 * > NECAP Assessments ||> Rhode Island ||> Cranston ||> Barrington ||> Central Falls ||
 * > 11th Grade Math ||> 34 ||> 25 ||> 70 ||> 14 ||
 * > 11th Grade Reading ||> 79 ||> 81 ||> 94 ||> 46 ||
 * > 11th Grade Writing ||> 50 ||> 42 ||> 62 ||> 22 ||
 * > 11th Grade Science ||> 32 ||> 31 ||> 68 ||> 13 ||

Let's look at our next table of interesting district information: As you can see from the table above, Cranston is again very close to Rhode Island state percentages and also close to the middle between the Central Falls and Barrington school districts. Cranston's attendance rate (for high school) is high, along with its decent graduate percentage. The Info Works Live website also states that nearly 60% (59% to be exact) of students in Cranston schools are eligible for subsidized lunches—more than the statewide percentage of 46%! However, even though many families in the Cranston district may be struggling financially, Cranston's Superintendent, Judith Lundsten, has done a commendable job championing the importance of education and staying in school.
 * Attendance || Rhode Island || Cranston || Barrington || Central Falls ||
 * High School Attendance Rate || 91% || 91% || 97% || 93% ||
 * Chronic Absenteeism || 17% || 17% || 5% || 30% ||
 * Percent Graduated in 2012 || 77.1% || 78.4% || 93.7% || 68.1% ||
 * Percent Dropped Out || 11.9% || 12.3% || 0.7% || 14.8% ||

** School Analysis ** Finally we come to the school analysis. How does Cranston High School East stack up against the state, a Barrington public high school, and a Central Falls public high school when it's isolated out of the contexts of community and district? In these next couple samples of data, taken from the Info Works Live website, we'll take a look at SAT and AP exam scores as well as some teacher characteristics. (Infoworks! 2013) College-Level Mastery || 3,264 || 51 || 479 || 17 || Level Mastery || 57% || 65% || 85% || 57% || (Infoworks! 2013)
 * SAT Exams || Rhode Island || Cranston East || Barrington HS || Central Falls HS ||
 * Math Average || 480 || 461 || 588 || 410 ||
 * Reading Average || 477 || 463 || 573 || 389 ||
 * Writing Average || 470 || 456 || 559 || 385 ||
 * AP Exams || Rhode Island || Cranston East || Barrington HS || Central Falls HS ||
 * Exams Taken || 5,709 || 79 || 561 || 131 ||
 * Students Taking Exams || 3,456 || 64 || 279 || 105 ||
 * Exams Scored at
 * % Scored at College-

What do these numbers tell us? As far as the SATs go, Cranston East is still somewhat in the middle and unfortunately, lower than the state average. The scores aren't absolutely terrible, but they're certainly not spectacular. It's also a bit curious that the Cranston East SAT Reading score isn't nearly as outstanding as the overall 11th grade NECAP score we studied in the previous section. Also, the overall NECAP scores seemed to indicate that math is the high schoolers worst subject by a solid margin, but in the Cranston East SAT math scores are superior to Writing. This discrepancy could be explained by the simple fact that now we're looking at an individual school, not a district average. High schoolers at CHSE might have a more effective Math department and a less effective Reading department.

Looking at the AP exam context data, we notice that significantly fewer Cranston East students are taking the AP exams (64) compared with Barrington (279) and Central Falls (105). Further, the students that have been taking the exams are not taking very many at CHSE (only 79 taken altogether, compared with CFHS-131 and BHS-561). However, the students at Cranston High School East who take the AP exams do have a higher percentage of college-level mastery (65%) than the Central Falls public high school (57%) and the state average (57%).

The teacher characteristics and qualifications at Cranston High School East are decent. The teacher-student ratio is 1:11, which accommodates students more easily than Barrington public high school, with a ratio of 1:12. CHSE also only has 1% of teachers who are not highly qualified, which is lower than the state average of 3%.

** Conclusion ** As you have seen from the data above, Cranston High School East is not necessarily the most academically prestigious public high school in the state of Rhode Island, though it's also far from the bottom in many areas. The community has a lot to offer because, although diversity is not it's fiercest asset, data indicates that it is slightly more financially stable than Rhode Island on average and is also somewhat more wealthy than the nation on average. As a district, Cranston schools preform mostly somewhere in the middle of the best and the worst. Other than Cranston's impressive Reading scores on the NECAP, nothing academically was terrible outstanding. In fact, math and science scores across the grade level are particularly underwhelming at best. As far as a school, Cranston High School East has its strengths in math (compared with the rest of the district) and preparedness for college level academics. Hopefully this objective assessment will serve as a helpful guide to you and anyone else considering CHSE as a viable option for their high schoolers.

** References ** //Cranston high school east//. (2013). Retrieved from http://chse.cpsed.net/

//Ri kids count//. (2012-2013). Retrieved from http://www.rikidscount.org/matriarch/default.asp

//United states census bureau//. (2010). Retrieved from http://www.census.gov/

Votta, P. (2013). //Info works! rhode island education data reporting//. Retrieved from http://infoworks.ride.ri.gov/

**Peer Evaluation / Feedback for EDC 102 Context Statement** // **Author: (Person who wrote report.)** // // **Editor: (Person evaluating report.)** // // **Total Score for this Evaluation:** _/35 pts //

// The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section. //

// As a peer editor, your tasks are: //


 * Read author's report.
 * Carefully **evaluate** report by assigning a score for each criterion
 * provide **constructive comments** that will help the strengthen the author's report for each category.
 * Create a link to your evaluation at the end of the report.

Rubric ===**Introduction = REPLACEWITHSCORE/ 5 pts.** ===
 * 5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform. ||  || 4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform. ||   || 3 - Intro names the school/district/community but not much else. ||   || 2 - Intro fails to name the school, district, and community. ||   || 0 - No introduction section is apparent. ||

Constructive comments about report's introduction: 5, well written intro

===**Organization = REPLACEWITHSCORE / 5 pts.** ===
 * 5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented. ||  || 4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section. ||   || 3 - Report is missing one of the sections. ||   || 2 - Report is missing more than one section. ||   || 0 - Report does not include any sections. ||

Strengths and constructive comments about report's organization: 5, very well organized

===**Mechanics = REPLACEWITHSCORE / 5 pts.** ===
 * 5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.

and

There are extremely few typos and misspelled words in the report. ||  || 4 - Most information is cited using APA style.

and/or

There are a noticeable number of typos or misspellings. ||  || 3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.

and/or

There are many typos, misspellings, or other writing errors. ||  || 2 - Most of the report's information is not cited, or APA style was not used. ||  || 0 - Report does not include a Reference section. ||

Strengths and constructive comments about report's organization: 4, some typos

===**Conclusion = REPLACEWITHSCORE / 5 pts.** ===
 * 5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader. ||  || 4 - Conclusion reviews analysis of school, district and community. ||   || 3 - Conclusion does not refer back to report findings. ||   || 0 - No conclusion section is apparent. ||

Strengths and constructive comments about conclusion: 4, good conclusion, but could use more depth

===**Creativity = REPLACEWITHSCORE / 5 pts.** ===
 * 5 - Report is written in an engaging style. ||  || 4 - Report has some interesting sections. ||   || 3 - Report generally reports information without seemingly without purpose. ||

Strengths and constructive comments about presentation: 5, like the pictures, some pics didn't work, but very creative with pictures and tables

===**Thoroughness = REPLACEWITHSCORE /10 pts** ===
 * 5 - Report includes at least ten different facts in each section (school, community, district) and

compares each figure with another relevant figure (e.g. state or national average) and

states whether or not the school is meeting NCLB standards. ||  || 4 - Report includes at least eight different facts in each section and

compares most figures with relevant values and

states whether or not the school is meeting NCLB standards. ||  || 3 - Report includes at least six different facts in each section and

compares some of the figures to other relevant figures ||  || 2 - Report includes at least four different facts in each section and

compares some of the figures to other relevant figures. ||  || 0 - Report includes less than four different facts for any section or

fails to compare any figures with other relevant figures. ||

4, need a few more facts in each sectio

**Peer Evaluation / Feedback for EDC 102 Context Statement**
 * Author: (Person who wrote report.)**
 * Editor: (Person evaluating report.)**
 * Total Score for this Evaluation:** _/35 pts

The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.

As a peer editor, your tasks are:
 * Read author's report.
 * Carefully **evaluate** report by assigning a score for each criterion
 * provide **constructive comments** that will help the strengthen the author's report for each category.
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Create a link to your evaluation at the end of the report.

Rubric ===<span style="font-size: 1.1em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Introduction = REPLACEWITHSCORE/ 5 pts.** === Constructive comments about report's introduction: 4-more facts
 * 5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform. || 4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform. || 3 - Intro names the school/district/community but not much else. || 2 - Intro fails to name the school, district, and community. || 0 - No introduction section is apparent. ||

===<span style="font-size: 1.1em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Organization = REPLACEWITHSCORE / 5 pts.** === Strengths and constructive comments about report's organization: 5 looks great!
 * 5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented. || 4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section. || 3 - Report is missing one of the sections. || 2 - Report is missing more than one section. || 0 - Report does not include any sections. ||

===<span style="font-size: 1.1em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Mechanics = REPLACEWITHSCORE / 5 pts.** ===
 * 5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.

and

There are extremely few typos and misspelled words in the report. || 4 - Most information is cited using APA style.

and/or

There are a noticeable number of typos or misspellings. || 3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.

and/or

There are many typos, misspellings, or other writing errors. || 2 - Most of the report's information is not cited, or APA style was not used. || 0 - Report does not include a Reference section. || Strengths and constructive comments about report's organization: 5

===<span style="font-size: 1.1em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Conclusion = REPLACEWITHSCORE / 5 pts.** === Strengths and constructive comments about conclusion: 4-
 * 5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader. || 4 - Conclusion reviews analysis of school, district and community. || 3 - Conclusion does not refer back to report findings. || 0 - No conclusion section is apparent. ||

===<span style="font-size: 1.1em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Creativity = REPLACEWITHSCORE / 5 pts.** === Strengths and constructive comments about presentation:
 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

===<span style="font-size: 1.1em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Thoroughness = REPLACEWITHSCORE /10 pts** ===
 * 5 - Report includes at least ten different facts in each section (school, community, district) and

compares each figure with another relevant figure (e.g. state or national average) and

states whether or not the school is meeting NCLB standards. || 4 - Report includes at least eight different facts in each section and

compares most figures with relevant values and

states whether or not the school is meeting NCLB standards. || 3 - Report includes at least six different facts in each section and

compares some of the figures to other relevant figures || 2 - Report includes at least four different facts in each section and

compares some of the figures to other relevant figures. || 0 - Report includes less than four different facts for any section or

fails to compare any figures with other relevant figures. ||

**Peer Evaluation / Feedback for EDC 102 Context Statement**
 * Author: (Person who wrote report.)**
 * Editor: (Person evaluating report.)**
 * Total Score for this Evaluation:** _/35 pts

The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.

As a peer editor, your tasks are:
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Read author's report.
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Carefully **evaluate** report by assigning a score for each criterion
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">provide **constructive comments** that will help the strengthen the author's report for each category.
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Create a link to your evaluation at the end of the report.

Rubric ===<span style="font-size: 1.1em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Introduction = REPLACEWITHSCORE/ 5 pts.** === Constructive comments about report's introduction:
 * 5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform. || 4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform. || 3 - Intro names the school/district/community but not much else. || 2 - Intro fails to name the school, district, and community. || 0 - No introduction section is apparent. ||

===<span style="font-size: 1.1em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Organization = REPLACEWITHSCORE / 5 pts.** === Strengths and constructive comments about report's organization:
 * 5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented. || 4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section. || 3 - Report is missing one of the sections. || 2 - Report is missing more than one section. || 0 - Report does not include any sections. ||

===<span style="font-size: 1.1em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Mechanics = REPLACEWITHSCORE / 5 pts.** ===
 * 5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.

and

There are extremely few typos and misspelled words in the report. || 4 - Most information is cited using APA style.

and/or

There are a noticeable number of typos or misspellings. || 3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.

and/or

There are many typos, misspellings, or other writing errors. || 2 - Most of the report's information is not cited, or APA style was not used. || 0 - Report does not include a Reference section. || Strengths and constructive comments about report's organization:

===<span style="font-size: 1.1em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Conclusion = REPLACEWITHSCORE / 5 pts.** === Strengths and constructive comments about conclusion:
 * 5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader. || 4 - Conclusion reviews analysis of school, district and community. || 3 - Conclusion does not refer back to report findings. || 0 - No conclusion section is apparent. ||

===<span style="font-size: 1.1em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Creativity = REPLACEWITHSCORE / 5 pts.** === Strengths and constructive comments about presentation:
 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

===<span style="font-size: 1.1em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Thoroughness = REPLACEWITHSCORE /10 pts** ===
 * 5 - Report includes at least ten different facts in each section (school, community, district) and

compares each figure with another relevant figure (e.g. state or national average) and

states whether or not the school is meeting NCLB standards. || 4 - Report includes at least eight different facts in each section and

compares most figures with relevant values and

states whether or not the school is meeting NCLB standards. || 3 - Report includes at least six different facts in each section and

compares some of the figures to other relevant figures || 2 - Report includes at least four different facts in each section and

compares some of the figures to other relevant figures. || 0 - Report includes less than four different facts for any section or

fails to compare any figures with other relevant figures. ||